Autumn 1 - whiteroseprimary - homewhiteroseprimary.wikispaces.com/file/view/Curriculum+Map... · Web viewYear Autumn Term Spring Term Summer term 3 Cycle 1 Warriors 2010 Calon Lan

Key Stage 2 Overview of Themes Two Year Cycle

Year Autumn Term Spring Term Summer term3

Cycle 1Warriors

2010Calon Lan

2011 Creature Comforts

2011 3

Cycle 2View Through a Window

2011Through a Keyhole

2012Machines

20124

Cycle 1Warriors

2010Calon Lan

2011 Creature Comforts

20114

Cycle 2View Through a Window

2011Through a Keyhole

2012Machines

20125

Cycle 1Black Gold

2010Castaway

2011Good Life

2011 5

Cycle 2Time Lord

2011Tomorrow’s World

2012Bringing Down the Borders

20126

Cycle 1Black Gold

2010Castaway

2011Good Life

2011

6Cycle 2

Time Lord2011

Tomorrow’s World2012

Bringing Down the Borders2012

Year 3

Autumn 1Warriors

Recount (Personal experience)

Narrative (Traditional stories)

Report Narrative

(Stories with familiar settings)

Poetry (Acrostic

Autumn 2View Through

Window Recount

(Personal experience)


Report Narrative

(Stories with familiar settings)

Poetry (Acrostic

Spring 1Calon Lan

Recount (Letter to a familiar audience)

Narrative (Stories with a Welsh context Persuasive

(Poster) Description Poetry (Riddles

& Word Play)

Spring 2Through the

Keyhole Recount (Letter to

a familiar audience)

Narrative (Stories with a Welsh context Persuasive

(Poster) Description Poetry (Riddles &

Word Play)

Summer 1Creature Comforts

Instructions (Make & Do)

Narrative (Adventure Stories)

Narrative (Visual)

Playscript (Traditional)

Poetry (Nonsense Verse)

Summer 2Machines

Instructions (Make & Do)

Narrative (Adventure Stories)

Narrative (Visual) Playscript

(Traditional) Poetry (Nonsense

Verse)

Year 4

Autumn 1Warriors

Recount (Diary)

Narrative (Fables Report DescriptionPoetry (Shape Poems & Calligrams)

Autumn 2View Through a

Window Recount (Diary)Narrative (Fables Report DescriptionPoetry (Shape Poems & Calligrams)

Spring 1Calon Lan

Recount (Diary/Letter/ Review – Based on known narrative)

Inquiry (Questionnaire)

Poetry (Haiku; with a Welsh theme) Persuasive (Leaflet)

Narrative (Stories from other cultures)

Spring 2Through the

Keyhole Recount (Diary/Letter/ Review – Based on known narrative) Inquiry

(Questionnaire) Poetry (Haiku;

with a Welsh theme) Persuasive (Leaflet)

Narrative (Stories from other cultures

Summer 1Creature Comforts

Explanation (Flowcharts & Diagrams)

Instructional (Recipe)



Summer 2Machines





Year5

Autumn 1 Black GoldRecount(Newspaper report)Trip to St. Fagans and pitInquiry (Interview)Child miner, ownerNarrative Fourteen Locks Newport description,myth

Playscript (Contemporary) A scene undergroundPoetry (Limericks)

Autumn 2Time Lord

Recount Newspaper report- Hist eventInquiry-InterviewNarrative (Myths & Legends)

Playscript on event (Contemporary)Poetry (Limericks)

Spring 1Castaway

Recount Explanation

(Diagrams & Text)Filtering water

Narrative (Mystery)Set in locationInstructional (Help Guide Leaflet)-Making shelter/bridgeDescription- of contrasting localityPoetry (Modern & from other cultures

Spring 2Tomorrow’s WorldRecount

Explanation (Diagrams & Text)

Narrative (Mystery) Instructional

(Help Guide Leaflet)

Description Poetry (Modern &

from other cultures)

Summer 1Good Life)

Recount (Autobiography &

Biography)Narrative (Historical – incl. Stories with a Welsh context)Persuasive (Argument & letter of complaint)Poetry(Narrative)Report Information

Summer 2Bringing Down

The Borders Recount

(Autobiography & Biography) Rosa

Parks, Martin Luther King

Narrative (Historical – incl. Stories with a Welsh context) Persuasive

(Argument & letter of complaint)

Poetry (Narrative)Report Information

Year 6

Autumn 1 Black GoldRecount (Scripted news report; newspaper report) TripNarrative (Fantasy) Explanation (Reference Pages)Description Down the minePoetry (Classic)

Autumn 2Time Lord

Recount (Scripted news

report; newspaper report)

Narrative (Fantasy) Explanation

(Reference Pages)

DescriptionPoetry (Classic)

Spring 1Castaway Writing to

socialise (Email, text, chat room)

Inquiry (Interview)

Narrative (Science Fiction) Persuasive

(Letter) Persuasive

(Film Trailer)Poetry (Free Verse; Welsh theme/setting)

Spring 2Tomorrow’s World Writing to socialise (Email, text, chat room) Inquiry (Interview)Narrative (Science Fiction) Persuasive

(Letter) Persuasive (Film

Trailer)Poetry (Free Verse; Welsh theme/setting)

Summer 1Good Life

Recount (Diary and other forms)

Playscript (Shakespeare)

Poetry (in different forms – e.g. diaries, conversations, letters) Report

(Webpage) Narrative (Moving Image Texts)

Summer 2Bringing Down

The Borders Recount (Diary and

other forms) Playscript

(Shakespeare)Poetry (in different forms – e.g. diaries, conversations, letters) Report (Webpage) Narrative (Moving Image Texts)

White Rose Primary School Curriculum Map

National Curriculum Year: 3 & 4 Cycle Year: 1 Key Stage: Lower KS2 Topic: Warriors

Subject Skills Range Activities

English OracyPupils talk and listenconfidently in differentcontextsWhen listening, they canmake relevant comments andask questions about others’talkThey use vocabulary moreappropriate to the topic orneeds of the listenerThey can express opinionsThey are aware of more formalstandard formsReadingPupils read a range of textsfluently and accuratelyThey use appropriatestrategies to read andunderstandIn responding to a rangeof texts, they showunderstanding of the mainpointsThey can express preferencesThey can locate books andfind information by using theirknowledge of the alphabetWriting



Report

Narrative (Stories with familiar settings)

Poetry (Acrostic

FictionStory writing• Poetry: acrostic poem ofthe word WARRIOR• Informal Letter: a Romansoldier writing to hisfamily• Play scripts: a day in thelife of …• Story: a recount of abattleNon Fiction• Report writing: theinvasion of Britain by theRomans 55 B.C.• Presentation skills:findings from theresearch• Persuasive writing –argument: hunter or warrior / soldier orfarmer• Instructions: their owndesign of a piece ofjewellery• Possible theme books

Writing often organised andclearMain features of differentforms are used appropriatelyWords are chosen for varietyand interestSentence punctuation isaccurateBasic sentence grammarusually correct and commonpolysyllabic words are oftenspelled accurately

Thinking Communicating ICT Number


Mathematics Solving problemsBegin to work throughdifficulties when solvingproblemsOrganise work, check resultsand try different approachesDevelop own strategies for solving problems bytrying out ideas of their ownContinue to organise work, check results and trydifferent approachesReasoningExplore sequences andrelationshipsExtract and interpret

NumberUse place value in numbers up to 1000 tomake approximationsRecognise negative numbers in the context oftemperatureDevelop further mental strategies for addingand subtracting numbers with at least two digitsUse mental recall of the 2, 3, 4, 5 and 10multiplication tables in solving whole numberproblems involving multiplication and division,including those giving rise to remaindersUse decimal notation in recording moneyUse standard units of length, capacity, mass and time.

• Calculate how manybarracks could be builton a fortress• Measure circumferenceof round house usingnon-standard units• Measuring the distancestravelled by the Romans• Measuring materials tocreate a Celtic house• Handling data

information from simpletables, lists, bar charts anddiagramsDescribe patterns and relationshipsCheck whether their results are sensibleInterpret simple line graphsInterpret solutions to calculations on calculatordisplaysCommunicatingTalk about and explain work inmore detailUse and interpretmathematical symbols anddiagramsConstruct bar charts and pictogramsExplain clearly and concisely mathematicalresults and present information systematicallyusing mathematical symbols and diagrams

Shape, position and movementClassify shapes in various waysHandling DataExtract and interpret information presented insimple tables and listsConstruct and interpret bar charts andpictograms



Science CommunicationRecord in a variety of formsusing scientific vocabularyUse a range of standardmeasures e.g. metre,centimetre, NewtonDiagrams

a comparison of the features and properties of some natural and made materials the properties of materials relating to their uses how some materials are formed or produced

Materials – investigate properties, strength, fit for purpose, mixing and changing.

TablesSimple bar chartsRange of ICTEnquiryExplain differences andchangesUse simple equipmentsafely to measure relevantobservationsBegin to identify simplepatterns and trends andexplain them in theirconclusionsBegin to distinguish betweenscientific facts, beliefs andopinionsMake their own decisions byweighing up pros and consReflectingLink outcomes to successcriteriaIdentify what worked and whatdid notBegin to think how themethod could be improvedLink learning to familiarSituationsPlanningSuggest where to find relevantinformationPlan with support the methodto be used for enquiriesUse everyday experience tomake simple predictions

Agree on basic successcriteriaIdentify hazards



History Historical Knowledgeand Understanding1. Identify differencesbetween ways of life atdifferent times2. Identify significant peopleand describe events withinand across periods3. Understand why people didthings, what caused specificevents and the consequencesof those eventsInterpretationsof History1. Identify the ways in whichthe past is represented andinterpretedChronologicalAwareness1. Use timelines to sequenceevents2. Use appropriate key wordsto estimate, measure anddescribe the passage of timeHistorical Enquiry

Study• The daily life of peopleliving in the Iron Age,Celts or the Romans• Look at aspects of daily lifein this eraCarry Out• Investigate the life ofpeople at different timesand places in the pastAsk and AnswerQuestions• What do you know aboutlife at this time? How doyou know this? How couldyou find out more?• What was life like forpeople?• Identify significant changesin people’s lives• What impact did they haveon their environment?

• Visit to historical sitee.g. Caerleon for Romans /Celtic Village at St. Fagan’s• In groups look at differentaspects of this periodof time e.g. houses andhomes, food and farming,transport, education,clothes, celebrations,leisure and pastimes,invasions, warriors,structures and building,famous people e.g.Caradoc (Caratacus),Boudicca, Julius Caesar• Investigate cause andeffect of actions andevents and influence ondaily life e.g. roads fromthe set period• Devise pictorial timeline ofthe set period• In drama, re-enact the dayin a life of a Celt or Roman• Hot seat characters from

1. Ask and answer relevantquestions about the past3. Use a range of resourcesincluding ICTOrganisation andCommunication1. Select, record and organisehistorical information2. Communicate ideas,opinions and conclusions withincreasing confidence in avariety of ways

the past• Use pictures, artefactsand ICT to compare andcontrast life today with lifein the past• Aim to develop a whole wallto depict life on a Romanfortress or a Celtic village• Role-play corner - celtic hutvisit or re-enact a battlebetween Romans and Celtsat the amphitheatre, withshields and mock weapons• Have a fashion parade tocompare clothes of richand poor, a soldier, peasantor leader from Celtic orRoman society.


Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process/ method and strategy• Determining successcriteriaDevelop

Oracy• Developing informationand ideas• Presenting informationand ideasReading• Locating, selecting andusing information usingreading strategies• Responding to what hasbeen readWriting• Organising ideas and

Finding and developinginformation and ideasCreating and presentinginformation and ideas

Use MathematicalInformation• Using numbers• Measuring• Gathering informationCalculate• Using the numbersystem• Using a variety ofmethodsInterpret and PresentFindings• Talking about and

• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progressReflect• Reviewing outcomes andsuccess criteria• Reviewing the process /method• Evaluating own learningand thinking• Linking and lateralthinking

information• Writing accuratelyWider CommunicationSkills• Communicating ideasand emotions• Communicatinginformation

explaining work• Comparing data• Recording and interpreting data andpresenting findings


Geography Where did the Celts /Romans come fromor travel to?• Purpose and design of

fortresses• Names of townse.g.Caer• Building use at thefortress• Collating picturesshowing features ofa Celtic / Romancommunity e.g. GoogleEarth, Caerleon, etc



Music PerformingSing songs in tune with goodcontrol of breathingPlay an instrumental part using alimited range of notesComposingWork with others to createcompositions with a simple musicalshapeRevise musical ideas as necessaryAppraisingMake distinctions within themusical elementsDiscuss how effectively the musicalelements have been used

PerformingThe repertoire for performing should: Be taken from the past and present.

Include music from the European ‘classical’ tradition, folk and popular music, the music of Wales and other musical traditions and cultures.

Extend pupils’ musical experience, be progressively more demanding and take account of pupils’ needs, interests, backgrounds and stages of musical development.

Include unison and simple part songs,

e.g. rounds, songs with a descant, cerdd dant arrangements, etc. and be appropriate for pupils’ vocal range.

Each pupil should gain experience of playing a wide range of tuned and untuned instruments, e.g. percussion, recorders, electronic keyboards, etc.Composing Composing activities should involve the

exploration and use of a wide range of sound sources, e.g. pupils’ voices and bodies, sounds from the environment, instruments and music technology.

The stimuli for composing should be musical, e.g. a five-note scale or sampled sound, and extra-musical, e.g. a picture, sculpture or poem AppraisingThe repertoire for listening should Include pupils’ own compositions and

performances and the music of others, of varied genres and styles, from different times and cultures.

Link with and extend pupils’ musical experiences and include examples taken from the European ‘classical’ tradition, folk and popular music, the music of Wales, and other musical traditions and cultures.



Design technology DesigningWith help, can gather given information to help withideas when designing and makingUse what they already know about materials,ingredients and components to develop ideasConsider sustainability issues when choosingmaterials, ingredients and components for the productMakingUse labelled sketches and / or models to develop and showdetail of designsUse simple tools / utensils and techniques to cut, shape, joinand mix materials and ingredientsProducts made are similar to designs, and they can makenote of any changes made

Pupils should be given opportunities to develop their design and technology capability through:• tasks in which they explore and investigate simple products in order to acquire technological knowledge and understanding that can be applied in their designing and making• tasks in which they learn about the responsible use of materials, considering issues of sustainability• tasks in which they develop & practise particular skills & techniques that can be applied in designing & making• Tasks in which they design and make products, focusing on different contexts and materials.They should be given opportunities to:• be creative• be innovative• work independently and in groups.Taken together, these tasks should cover a range of materials and components, including food, rigid and flexible materials and systems and control.

Design and make eithera Celtic roundhouse,Celtic village scene,a Roman barracks,amphitheatre or aRoman fortress



Physical Education HFWDescribe how exercise affectstheir bodies and give reasonswhy daily physical activity isgood for themSustain activity overappropriate periods of timeIdentify how to eat and drinkhealthily to meet energyrequirements of physical activities.CreativeShow control, tensionand clear shapes in theirmovementsLink actions with some fluencyObserve performance of peersand use appropriate words tosuggest ways to improvePlan ways to improve and askquestions in order to makeprogressAdventurous activitiesCooperate in solving problemswhen working with othersAcquire basic skills foractivities undertaken (e.g.reading a map, finding acompass bearing)Use understanding to planhow to improve their ownskillsSustain activity (swimming) for

Health, fitness and well-being activities:activities that are non-competitive forms of exercise

Chosen for what they contribute to general health, fitness goals and feelings of well-being.

Daily physical activity is an important goal for young people and opportunities for this to be achieved may be found not only in lessons before and after school and during the lunchtimes.Finding activities that are enjoyable and sustainable is important at this early stage of physical development if the goals of a healthy and active lifestyle are to be realised. Planning to increase participation in activity might include:

Walking or cycling to school, joining a sports club swimming with the family and friends.Creative activities: activities that are Composed or choreographed and are

generally artistic and aesthetic in nature.

In gymnastic activities, developing means of travelling should include transferring weight from hands and feet and climbing activities.

Rotation should include rolling and

Explore methods ofcommunicating throughdance in other culturese.g. Haka, African tribaldance, street dancing• Design group /individual dancesequences according tostimulus and audience

an appropriate period of timeCompetitiveRecognise principlesunderpinning the range ofactivitiesUse and develop skills withimproving coordination andcontrolDesign small-sided modifiedversions of competitive gamesImprove through evaluatingeach other’s performances

turning.

The composition of sequences andchoreographed dance motifs should includefeatures such as variations in rhythm,

speed, shape, level, direction and pathways;

Combining and linking actions; relationships to partners, an audience, apparatus or a stimulus.Adventurous activities: activities that are underpinned by problem solving,

communication, leadership and teamwork

Often have an outdoor living and learning focus.

Participation in outdoor activities provides opportunities to increase awareness of the natural

environment and

Understand the importance of issues such as conservation and sustainable development.

Adventurous activities may be pursued in

curriculum time,

after school,

Or as part of an out-of-hours residential experience in new and challenging environments away from the local area.Competitive activities: activities that are learned for the purpose of competition between an individual, groups or team and others. The principles underpinning the application of these types of activity are generally strategic and tactical, such as game strategies and athletic tactics and involve competing against others.A variety of activities should be chosen to teach the programme of study, enabling pupils to learn the application of strategies and tactics. During these activities pupils need to understand why there is a need for rules in a competitive situation, and why they should take responsibility for their actions.15 Physical education



ICT Find and analyse informationFind information using a range of given sourcesSearch, sort and / or graph data to followsimple lines of enquiry

use a range of ICT resources and equipment independently and collaboratively

Understand effects of changing variables inmodels or simulationsCreate and communicateCreate, organise, amend and presentinformation and ideasSave and retrieve work independentlyUse email with supportUnderstand the use of a range of input andoutput devices

use ICT sources of information and non-ICT sources of information

Store and retrieve information they have found or created

Evaluate their work and learning

Discuss new developments in ICT and the use of ICT in the wider world

Use ICT sources of information and non-ICT sources of information

Use ICT to further their understanding of information they have retrieved and processed

Use ICT to explore and solve problems in the context of work across a variety of subjects

Draw upon their experiences of ICT to form judgements about its value in supporting their work



Art Understanding1. Describe and makecomparisons between theirown and that of others2. Experiment with andexamine methods used byother artists, craft workersand designers from differentcultures3. Evaluate the methods andresults of their own work andthat of their fellow pupilsthrough discussion andreadingInvestigating1. Pupils will be givenopportunities to use theirskills of observation,experience, memoryand imagination2. Investigate the world ofimagination using a variety ofmaterialsMaking1. Explore, experiment andapply the elements of visualtactile and sensory languageof art, craft and design whichinclude:- Line- Tone- Colour

Understanding Pupils should be stimulatedand inspired by imagesand artefacts from avariety of historical andcontemporary cultures andcontexts• They should developunderstanding throughbooks, internet, museum visitsInvestigating• To investigate naturalobjects and environment• To investigate imaginedobjects and environments• Develop complementaryskills for understanding inthis section e.g. books,etc.MakingPupils should haveexperience of designingand making objects,images, artefacts• They should use anappropriate selection ofmaterials e.g. charcoal, oilbased crayons, clay etc.• They should useappropriate processes forthree dimensional work

Initial Stimulus –History Visit• Celtic or Roman artefactidentified from the visit• Examine photographs,video, images of theselected artefacts andcompare to contemporaryequivalents in othermodern day and culturese.g. Jewellery, face paintingPupils should use avariety of sources for theirevidence• Investigate and selectappropriate materials toexplore aspects of artworkduring the historical periodidentified. e.g. wattle anddaub, methods of dying,modern tie-dye etc.• Explore and experimentwith weaving processese.g. willow• Explore and experimentwith artefacts e.g. thoseused in Celtic / Romantimes and compare withmodern day items• Literacy slant – look at theday to day lifestyle throughtheir own eyes e.g. lifestyle

- Pattern2. Design and make a threedimensional object / artefact

e.g. craft processes, digitalbased processes• N.B. Pupils should betaught to consider thehazards and risks in theirart and design activitiese.g. use of tools, etc

of Roman soldier / Celticwarrior• Design their own versionof: jewellery, housing,masks, armour, weapons,Celtic knot work, bodypainting• Pupils to exploretheir ideas based onexperiences on their visit• Make comparisons withmodern day and othercultures e.g. masks


Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process/ method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial

Oracy• Developing informationand ideas• Presenting informationand ideasReading• Locating, selecting andusing information usingreading strategies• Responding to what hasbeen readWriting• Organising ideas andinformation• Writing accuratelyWider CommunicationSkills• Communicating ideas


Use MathematicalInformation• Using numbers• Measuring• Gathering informationCalculate• Using the numbersystem• Using a variety ofmethodsInterpret and PresentFindings• Talking about andexplaining work• Comparing data• Recording andinterpreting data andpresenting findings

thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progressReflect• Reviewing outcomes andsuccess criteria• Reviewing the process /method• Evaluating own learningand thinking• Linking and lateral thinking

and emotions• Communicatinginformation


Welsh 2nd Language OracyShow understanding of aseries of short items spoken ina familiar voice by respondingnon-verbally or verballyExpress a simple opinionand make some statementsvoluntarilySpeak with understandable

Oracy see & hear different people talking & those with different dialects Experience a range of audio, audio-visual, electronic, visual and written stimuli, ideas and texts, e.g. DVDs, tapes, IWB etc. communicate for a variety of purposes including: asking questions and offering comments, giving and following sets of

Visit an historical sitee.g. Caerleon – Romansor Celtic Village atSt. Fagan’s• The influence of theseeras on Welsh life. e.g.The Celtic influence onthe Welsh landscapedue to farming

pronunciation and intonationusing an increasing rangeof vocabulary and patterns,usually accuratelyReadingUnderstand and respond totexts that have an increasingrange of words, phrases andshort passages within theirexperienceRespond to poetry, stories andfactual information by referringto aspects they likeBegin to read independentlyand choose some textsvoluntarilyWritingCommunicate simple factualand personal informationwithin their experience fairlyaccurately showing someawareness of the reader andformSentences are demarcatedaccurately including theuse of question marks andapostrophesSpell familiar words accuratelyHandwriting is legible andappropriately presented

instructions, presenting personal and imaginative experiences & factual information expressing opinions, offering and developing comments & arguments reporting back using notes work independently, in pairs, in groups and as members of a class use a variety of methods to present ideas, including ICT, e.g. drama techniques, simulations, holding a discussion converse with a variety of audiences including teachers, peers and familiar adultsIncrease their confidence in language use by drawing on their knowledge of Welsh and English and other languages.Reading. develop as enthusiastic, independent and reflective readers read in a variety of situations including reading: with support, independently, in pairs, in a group, aloud, and listen whilst following the print experience a variety of texts and forms including: traditional and contemporary poetry and prose material which is challengingmaterial that broadens horizons and expands the mind material that presents information and reference material including media texts and computer material extracts and complete texts

• The origins of the Welshlanguage• www.snowdonia-wales.net/lang/default.asp• The life of Caradoc

Material with a variety of structural and organisational features.Writing write for a variety of purposes including:to entertain to present information to express opinions to convey feelings and ideas write for a variety of real and imaginary audiences, e.g. oneself, fellow-pupils, younger pupils, teachers, family and friends write in a variety of forms, e.g. stories, poems, scripts, leaflets, posters, advertisements, reports, diaries, notes, electronic texts, portrayals, instructions, questionnaires, reviews, articles, speecheswrite in response to a variety of audio, visual and audio-visual stimuli,E.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, television programmes, a statue.

National Curriculum Year: 3&4 Cycle Year: 1 Key Stage: Lower KS2 Topic: Calon Lan


English Oracy 3 Pupils talk and listen 3Calon Lan Fiction

confidently in differentcontextsWhen listening, they canmake relevant comments andask questions about others’talkThey use vocabulary moreappropriate to the topic orneeds of the listenerThey can express opinionsThey are aware of more formal standard formsOracy 4 Pupils can talk and listenconfidently in an increasingrange of contextsPupils listen carefully,contribute ideas and askquestionsTalk is adapted to the purposeand ideas are organised anddeveloped thoughtfullyPupils can describe eventsand convey their opinionsgiving some reasonsThey are responsive to the

Recount (Letter to a familiar audience)

Narrative (Stories with a Welsh context Persuasive (Poster)

Description

Poetry (Riddles & Word Play)

4Calon Lan Recount (Diary/Letter/ Review – Based on

known narrative)

Inquiry (Questionnaire)

Poetry (Haiku; with a Welsh theme) Persuasive (Leaflet)

Narrative (Stories from other cultures

Oracy 1. Seeing and hearing different people talking, including people with different dialects2. Experiencing and responding to a variety of stimuli and ideas: visual, audio and written3. Communicating for a range of purposes, e.g. presenting information, expressing opinions, explaining ideas,

• Poem about landscapes, litter and wind farms, etc• Write own myth about local area• Funny Bones Non Fiction• Diary extracts• Reports• Instructions about how to get from A to B

views of othersThey are able to suggestways to improve talk throughchanges to vocabulary andstyleSome features of standard English are used

Reading 3Pupils read a range of textsfluently and accuratelyThey use appropriatestrategies to read andunderstandIn responding to a rangeof texts, they showunderstanding of the mainpointsThey can express preferencesThey can locate books andfind information by using theirknowledge of the alphabetReading 4Pupils respond to a range oftexts showing

questioning, conveying feelings, persuading4. Speaking and listening individually, in pairs, in groups and as members of a class5. Using a variety of methods to present ideas, including ICT, e.g. drama approaches, discussion and debate6. Presenting, talking and performing for a variety of audiences7. Increasing their confidence in language use by drawing on their knowledge of English, Welsh and other languages8. Engaging in activities that focus on words, their derivation, meanings, choice and impact.Reading 1. Becoming enthusiastic and reflective readers2. Reading individually and collaboratively3. Experiencing and responding to a wide range of texts that include:• information, reference and other non-literary texts, including print,media, moving image and computer-based materials• poetry, prose and drama, both traditional and contemporary• texts with a Welsh dimension and texts from other cultures4. Reading/viewing extracts and complete texts:• with challenging subject matter that broadens perspectives and extends thinking, e.g. environmental issues, sustainability, animal rights, healthy eating

understandingof significant ideas, themes,events and charactersThey are beginning to useinference and deductionThey refer to the text whenexplaining their viewsThey can use several sourceswhen locating information and utilise effectively

Writing 3 Writing is often organised and clearMain features of different forms areused appropriatelyWords are chosen for variety andinterestSentence punctuation is accurateBasic sentence grammar is usuallycorrect, and common polysyllabicwords are often spelled accurately

• with a variety of structural and organisational features• that show quality and variety in language use• that reflect the diversity of society in the twenty-first century• That reflects individual pupils’ personal choice of reading matter.

Writing 1. Writing for a range of purposes, e.g. to entertain, report, inform, instruct, explain, persuade, recount, describe, imagine and to generate ideas 2. writing for a range of real or imaginedAudiences.3. Writing in a range of forms4. Writing in response to a wide range of stimuli: visual, audio and written.

Writing 4 Writing in a range of forms is livelyIdeas are sustained and developedin interesting and appropriate waysAdventurous and effectivevocabulary choicesSome punctuation within thesentenceGenerally accurate spellingOpinions stated and some reasonsgivenBegin to use different sentencestructures and paragraphs


ThinkingPlan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills and

Oracy• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using information using reading strategies


Use Mathematical Information• Using numbers• Measuring• Gathering informationCalculate• Using the number system• Using a variety of methodsInterpret and Present Findings• Talking about and explaining work

understanding• Gathering information• Determining the process / method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring

• Responding to what has been readWriting• Organising ideas and information• Writing accurately Wider Communication Skills• Communicating ideasand emotions• Communicating information

• Comparing data• Recording and interpreting data andpresenting findings

progressReflect• Reviewing outcomes and success criteria• Reviewing the process /method• Evaluating own learning and thinking• Linking and lateral thinking


Mathematics Solve Mathematical Problems 3 Begin to work through difficulties when solving problemsOrganise work, check results and try different approaches.4 Develop own strategies for solving problems by trying out ideas of their ownContinue to organise work, check results and try different approachesCommunicating Mathematically3Talk about and explain

Number3Use place value in numbers up to 1000 to and timemake approximationsRecognise negative numbers in the context oftemperatureDevelop further mental strategies for addingand subtracting numbers with at least two digitsUse mental recall of the 2, 3, 4, 5 and 10multiplication tables in solving whole numberproblems involving

• Measuring distances• Graphs and data

work in more detailUse and interpret mathematical symbols anddiagramsConstruct bar charts and pictograms4 Explain clearly and concisely mathematicalresults and present information systematicallyusing mathematical symbols and diagramsReason Mathematically3Explore sequences and relationshipsExtract and interpret information from simpletables, lists, bar charts and diagrams4Describe patterns and relationshipsCheck whether their results are sensibleInterpret simple line graphsInterpret solutions to calculations on calculator displays

multiplication and division,including those giving rise to remaindersUse decimal notation in recording moneyUse standard units of length, capacity, mass4Use understanding of place value to multiplyand divide whole numbers by 10 and 100Use a variety of mental and written methods forcomputation, including recall of multiplicationfacts up to 10x10Add and subtract decimals to two placesCheck their results are reasonable byconsidering the context or the size of thenumbersUse simple fractions and percentages todescribe approximate parts of a wholeRecognise and describe

number patternsand relationships and use simple formulaeexpressed as wordsChoose and use suitable units and instruments,reading, with appropriate accuracy, numbers on a range of measuring instrumentsFind perimeters of shapesFind areas by counting squaresFind volumes by counting cubesShape, Position and Movement3Classify shapes in various ways4Use knowledge of shape to make 3-Dmathematical modelsDraw common 2-D shapes in differentorientations on gridsReflect simple shapes in a mirror lineUse and interpret co-ordinates in the first quadrant

Handling Data3Extract and interpret information presented insimple tables and listsConstruct and interpret bar charts and pictograms4Collect discrete data and group data whereappropriateUse the mode and median as characteristics ofa set of dataDraw and interpret frequency diagramsConstruct and interpret simple line graphsUnderstand and use simple vocabulary associated with probability


ThinkingPlan• Asking questions (tounderstand the problem)

Oracy• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using


Use Mathematical Information• Using numbers• Measuring• Gathering informationCalculate• Using the number system• Using a variety of methods

• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process / method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions

information using reading strategies• Responding to what has been readWriting• Organising ideas and information• Writing accurately Wider Communication Skills• Communicating ideasand emotions• Communicating information

Interpret and Present Findings• Talking about and explaining work• Comparing data• Recording and interpreting data andpresenting findings

and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process /method• Evaluating own learning and thinking• Linking and lateral thinking


Science Planning1. Choose success criteria2. Make predictions using previous knowledge and understanding3. Where and how to find relevant information and ideas5. Plan observations and measurements6. Plan equipment and techniques used for the enquiry7. Understand the significance of hazards and risks to themselves and othersCommunication

Interdependenceof Organisms• The names, positions, functions and relative size of a human’s main organs• The need for a variety of foods and exercise for human good health

• Graffiti Wall (in pairs /groups). What we already know about the human body. Share and discuss as a class• Divide class into small groups. Each group will take a major organ /feature of the body e.g.circulatory system, skeletal system, heart, liver, kidneys, digestive system,nervous system, brain,skin, muscles, lungs• Agree on success criteria for the challenge and allocate roles if required• Find and select relevant information from a variety of sources. Organise the

1. Search for, access and select relevant scientific information from a range of sources, including ICT2. Communicate clearly by speech, writing, drawings, diagrams, charts, tables, bar graphs, videos and ICTpackages using relevant scientific vocabulary3. Use standard measuresReflecting1. Beginning to evaluate outcomes against success criteria2. Deciding whether the approach / method was successful3. Describing any amendments made to the planned approach / method4. Suggesting how the approach, method could have been improved5. Describing how they have learned and identifying the ways that worked the best6. Linking the learning to similar situations, within and outside schoolDeveloping1. Use apparatus and equipment correctly and safely2. Make careful observations and accurate measurements, using

information and develop into a song, poem, chart,model, etc.• Expert groups present to rest of class. Class can ask questions• Feedback on how groups feel they worked together, and what they could donext time to improve the process• Evaluate the product according to successcriteria. Carry out investigations to testhypotheses e.g. Do taller people have longer limbs?Can the longest legs jump the furthest? Or to answer questions e.g. Which muscles are voluntary and which are involuntary?(eyes have both). Find examples and positions of different joints in the skeleton• What do we need in order to maintain a healthy body? Pupils investigate the effects of exercise on the human body (heart, lungs) and find out about a healthy, balanced diet.Pupils design a healthy packed lunch or meal

digital and ICT equipment at times3. Check observations and measurements by repeating them in order to collect reliable data4. Make comparisons and identify and describe trends or patterns in data andinformation5. Use some prior knowledge to explain links between cause and effect when concluding6. Consider different interpretations and distinguish between facts, beliefs and opinions, giving reasons and begin to recognise bias7. Form considered opinions and make informed decisions


ThinkingPlan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering

Oracy• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using information using reading strategies• Responding to what has been read


Use Mathematical Information• Using numbers• Measuring• Gathering informationCalculate• Using the number system• Using a variety of methodsInterpret and Present Findings• Talking about and explaining work• Comparing data• Recording and interpreting data and

information• Determining the process / method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect

Writing• Organising ideas and information• Writing accurately Wider Communication Skills• Communicating ideasand emotions• Communicating information

presenting findings

• Reviewing outcomes and success criteria• Reviewing the process /method• Evaluating own learning and thinking• Linking and lateral thinking


History



Geography Locating Places,Environments andPatterns1. Identify and locate places and environments using globes, atlases and maps2. Follow directions, estimate and calculate distances3. Use maps, imagery and ICT to find and present local information4. Identify and describe the

Living in Wales• Investigation of at least one aspect of the geography of the whole of WalesCarry Out• Investigations of geography in the news or topical events in Wales e.g.development of wind farm locally, new out of town shopping centre• Field work to observe and investigate real places and processes

Stimulus• What is it like to live in Wales?• TV / Video programme about life in Wales• Investigation into a specified area of study e.g. National Parks, Houses, Farming, Fairtrade, Tourism• Land use e.g. developing brown field sites around Wales, use of green spaces• Production of sustainable energy: compare renewable and non

spatial patterns of places and environments and how they are connectedUnderstandingPlaces, Environmentsand Processes1. Identify and describe natural and human featurese.g. wind farm, glacial valley2. Identify similarities and differences to describe, compare and contrast places and environments within Wales3. Describe the cause and consequences of how places and environments changeInvestigating1. Observe and ask questions about a place, environment, or geographical issue3. Organise and analyse evidence, develop ideas to find answers and draw conclusions Communicating1. Express their own opinions and be aware that people have different points of view about places, environmentsand geographical issues.e.g. wind farms, Fairtrade2. Make decisions aboutgeographical issues.

Ask and AnswerQuestions• Where is this place /environment?• What is it like and why?• What is happening here and why?• How is it the same or different from other parts of Wales?• How have people affected this place / environment?• How can I or other people look after this place /environment?• How do people’s views differ about this?• Discuss different geographical issues. What do I and others think?

renewable sources e.g. coal fired power stations and wind farms. How do they impact on theenvironment?• Where in Wales are these places / issues? Locate on maps, identify patterns e.g.are all wind farms located on ountainsides?• Visit to Cardiff Bay to study sustainability or houses, visit local recycling facility,wind farm, appropriate to the local environment• Make an information poster suitable for a younger audience or parents to communicate issues / findings on area ofstudy e.g. environmental consequences ofdifferent sources of energy production, andtheir viability in different locations in Wales• What are our rights and responsibilities in looking after these environments now and in the future? • Advise and inform stakeholders. Inviteexternal agencies to speak to the school e.g. Council environment department• Conduct a debate on a geographical issue such as the advantages and

Distinguish between fact and opinion. Consider different arguments3. Communicate findings in a variety of ways

disadvantages of out of town shopping centers / supermarkets, comparedto town shopping, where pupils take on different roles and viewpoints. Vote for or against a proposal for a new development


Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process/ method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected

Oracy• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using information using reading strategies• Responding to what has been readWriting• Organising ideas and information• Writing accuratelyWider Communication Skills• Communicating ideas and emotions• Communicating information

Finding and developing information and ideasCreating and presentinginformation and ideas

Use Mathematical Information• Using numbers• Measuring• Gathering informationCalculate• Using the number system• Using a variety of methodsInterpret and Present Findings• Talking about and explaining work• Comparing data• Recording and interpreting data andpresenting findings

outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progressReflect• Reviewing outcomes andsuccess criteria• Reviewing the process /method• Evaluating own learningand thinking• Linking and lateral thinking


Music 3 Pupils can collaborate with othersto create, organise and analyse a range of music

Sing songs in tune with goodcontrol of breathingPlay an instrumental part using alimited range of notes

Work with others to createcompositions with a simple musicalshapeRevise musical ideas as necessary

Make distinctions within themusical elementsDiscuss how effectively the musicalelements have been used

4 Pupils perform confidently andhave an increased

The repertoire for performing should: Be taken from the past and

present. Include music from the

European ‘classical’ tradition, folk and popular music, the music of Wales and other musical traditions and cultures.


Include unison and simple part songs, e.g. rounds, songs with a descant, cerdd dant arrangements, etc. and be appropriate for pupils’ vocal range.

Each pupil should gain experience of playing a wide range of tuned and untuned instruments, e.g. percussion, recorders, electronic keyboards, etc.

Composing activities should involve the exploration and use of a wide range of sound sources, e.g. pupils’ voices and bodies, sounds from the environment, instruments and music technology.

• Compose and perform a piece of musicwhich reflects musical elements of rhythmand beat. Exploration of methods of soundmaking. Identify appropriate body partse.g. clapping, stamping, clicking to a regular beat• Use tuned or unturned percussion instruments for their composition

understandingof the use of the elements in theircompositions and the work ofothersSing and play, showing control ofthe musical elementsMaintain a part as a member of agroup in a simple part song or aninstrumental part in a group pieceWork with others to devise andundertake simple development ofmusical ideasProduce compositionsdemonstrating understanding andappropriate use of the musicalelementsMake distinctions within themusical elements in

The stimuli for composing should be musical, e.g. a five-note scale or sampled sound, and extra-musical, e.g. a picture, sculpture or poem

The repertoire for listening should Include pupils’ own compositions

and performances and the music of others, of varied genres and styles, from different times and cultures.


describing,comparing and making judgementsabout different kinds of music


ThinkingPlan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process / method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes

Oracy• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using information using reading strategies• Responding to what has been readWriting• Organising ideas and information• Writing accurately Wider Communication Skills• Communicating ideasand emotions• Communicating information



• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process /method• Evaluating own learning and thinking• Linking and lateral thinking


Design technology 3 Researching with help to Pupils should be given • Task is to design and make an

support their ideas andcommunicating in a varietyof waysWith help, can gather given information to help withideas when designing and makingUse what they already know about materials,ingredients and components to develop ideasConsider sustainability issues when choosingmaterials, ingredients and components for the productUse labelled sketches and / or models to develop and showdetail of designsUse simple tools / utensils and techniques to cut, shape, joinand mix materials and ingredientsProducts made are similar to designs, and they can make note of any changes made4 Sequencing ideas and

opportunities to develop their design and technology capability through:• tasks in which they explore and investigate simple products in order to acquire technological knowledge and understanding that can be applied in their designing and making• tasks in which they learn about the responsible use of materials, considering issues of sustainability• tasks in which they develop & practise particular skills & techniques that can be applied in designing & making• Tasks in which they design and make products, focusing on different contexts and materials.They should be given opportunities to:• be creative• be innovative• work independently and in groups.Taken together, these tasks should cover a range of materials and components, including food, rigid and flexible materials and systems and control.

object which uses levers and cogs e.g.to show how the joints ofthe skeleton work

including dimensionsconsidering the designspecificationDevelop an outline of a design specification / recipeusing information gathered from a variety of sourcesThink of a number of imaginative ideas for productsconsidering the user, health and safety andsustainabilityResearch a range of ideas using sketches, modelsand / or ICT, and make choices between them basedon knowledge and understandingProduce drawings / patterns / recipes with outline dimensionsand sequence what is going to be doneSelect and use appropriate tools / utensils and equipment

to measure, mark out, cut, join and mix a range of materialsand ingredientsProduce products of an acceptable quality, function or tasteEvaluate work as it develops, bearing in mind the originaldesign


ThinkingPlan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process / method and strategy• Determining success

Oracy• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using information using reading strategies• Responding to what has been readWriting• Organising ideas and information• Writing accurately Wider Communication Skills• Communicating ideasand emotions



criteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process /method• Evaluating own

• Communicating information

learning and thinking• Linking and lateral thinking


Physical Education Describe how exercise affects their bodies and give reasons why daily physical activity is good for themSustain activity over appropriate periods of timeIdentify how to eat and drink healthily to meet energy requirements of physical activitiesShow control, tension and clear shapes in their movementsLink actions with some fluencyObserve performance of peers and use appropriate words to suggest ways to improvePlan ways to improve and ask questions in order to make progress

Health, fitness and well-being activities:activities that are non-competitive forms of

exercise Chosen for what they contribute

to general health, fitness goals and feelings of well-being.

Daily physical activity is an important goal for young people and opportunities for this to be achieved may be found not only in lessons before and after school and during the lunchtimes.Finding activities that are enjoyable and sustainable is important at this early stage of physical development if the goals of a healthy and active lifestyle are to be realised. Planning to increase participation in activity might include:Walking or cycling to school, joining a sports club swimming with the family and friends.Creative activities: activities that are

• Set up a five bay circuit, benches for step ups, mats for sit ups, hoops for running, skipping ropes, space for squat thrusts• Take pulse rate and rest:Activity for 1 minute, rest for 30 seconds,then retest pulse

Cooperate in solving problems when working with othersAcquire basic skills for activities undertaken (e.g.reading a map, finding a compass bearing)Use understanding to plan how to improve their own skillsSustain activity (swimming)for an appropriate period oftimeRecognise principles underpinning the range of activitiesUse and develop skills withimproving coordination andcontrolDesign small-sided modifiedversions of competitivegamesImprove through evaluatingeach other’s performances

Composed or choreographed and are generally artistic and aesthetic in nature.


Rotation should include rolling and turning.

The composition of sequences andchoreographed dance motifs should includefeatures such as variations in rhythm, speed, shape, level, direction

and pathways; Combining and linking actions;

relationships to partners, an audience, apparatus or a stimulus.

Adventurous activities: activities that are underpinned by problem solving, communication, leadership and

teamwork Often have an outdoor living and

learning focus.Participation in outdoor activities provides opportunities to increase awareness of the

natural environment and Understand the importance of

issues such as conservation and sustainable development.

Adventurous activities may be pursued in curriculum time, after school, Or as part of an out-of-hours residential experience in new and challenging environments away from the local area.

Competitive activities: activities that are learned for the purpose of competition between an individual, groups or team and others. The principles underpinning the application of these types of activity are generally strategic and tactical, such as game strategies and athletic tactics and involve competing against others.A variety of activities should be chosen to teach the programme of study, enabling pupils to learn the application of strategies and tactics. During these activities pupils need to understand why there is a need for rules in a competitive situation, and why they should take responsibility for their actions.


ThinkingPlan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process / method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically and seeking

Oracy• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using information using reading strategies• Responding to what has been readWriting• Organising ideas and information• Writing accurately Wider Communication Skills• Communicating ideasand emotions• Communicating information



patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process /method• Evaluating own learning and thinking• Linking and lateral thinking


ICT 3c Introduction to DatabasesSkills: Find and analyse information

Find information from a variety of sources for a defined purpose

Produce and use databases to ask and answer questions, e.g. search, sort and graph

3cRange: Use ICT sources of information and

non-ICT sources of information


Use ICT to explore and solve problems in the context of work

3cUse ICT to store information.Collect and store information in an organized way to help find answers to questions.Give examples where structuring information can be very useful to help answer questionsExplain what a record and field are for database purposesKnow that information on record cards is divided into fieldsOrganise information which can be stored as

3f Collect, graph and Interpret InformationSkills: Find and analyse information

Discuss the purpose of their tasks, the intended audiences and the resources needed


Select suitable information and make simple judgements about sources of information

Produce and use databases to ask and answer questions, e.g. search, sort and graph

Skills: Create and communicate information

Create and communicate information in the form of text, images and sound, using a range of ICT hardware and software

4cSkills: Find and analyse information Produce and use databases to ask and answer questions

Use ICT to explore and to solve problems in the context of work

across a variety of subjects





3f RangeCollect, graph and Interpret Information



Use ICT to explore and to solve problems in the context of work across a variety of subjects

Draw upon their experiences of using ICT to form judgements about its value in supporting their work

numbers, words or choice listsKnow that information can be taken from pictures or textAdd and/or edit a record in a database using pictures, numbers or textAnswer simple questions by ordering records by a key field using sort and then taking the top or bottom recordSearch a database to find answers to simple questions by matching the contents of a single fieldProduce bar charts from data, explain what it tells us and compare ICT with manual methods

3fDesign a data collection sheet to collect information

Collect and store information in an organised way to help find answers to questions.

Add and/or edit a table within a graphing program

Produce and use a bar chart from data entered to interpret results and help answer questions

Answer simple questions by ordering data using sorting facilities (if available)

Select the most appropriate choice of

across a variety of subjects



4D Skills: Find and analyse information Find information from a variety

of sources for a defined purpose


Produce and use databases to ask and answer questions







4DRange:

Use ICT tools and suitable information sources safely and legally, in accordance with LEA/school guidelines


graph for the data and give reasons for choices

Compare ICT with manual methods for producing graphs

Recognise limitations of graphs in answering certain questions

4c Ask ‘yes/no’ questions to divide a set of objects into sub-sets and to identify individual objectsDesign own paper based tree diagram to sort a set of objectsUse a branching database to search for and identify objectsCreate and modify a branching database so that it can be used to identify any object in a collection.Compare the effectiveness of a branching database in sorting information to other methods of organising dataSuggest improvements to a branching database

4D Produce and use a bar chart and pie

chart from data entered to help answer questions

Use different graphs for different purposes

Create bar charts and pie charts using a







database

Compare bar and pie charts and talk about what they show.

Use and interpret graphs appropriately to represent collected data

Select the most appropriate choice of graph for the data and give reasons for choices

Design a questionnaire which matches the structure of the database

Collect data to enter into a database.


3c Develop:Thinking logically and seeking patterns – Identify and describe similarities and differences by making simple comparisons.Reflect:Reviewing the process/method:Decide whether the

3c Wider Communication Skills:Represent and respond to information in different forms3f Wider Communication Skills:Represent and respond to information in different forms

4c Oracy:

3c Finding:Find suitable information from given sourcesFind suitable information from given sources using simple searches…3f Finding:Find suitable information from given sources…Creating:Share information with others

3cRecording and interpreting data and presenting findings:Record and interpret data in simple tables, lists, pictograms, charts, graphs and diagramsLabel graphs and their axes appropriatelyGathering Information:Gather information in a variety of ways3f Comparing Data:Recording and interpreting data and

process / method was successful; describe any amendments madeReviewing the process/method:Decide whether the process/method was successful; describe any amendments made3f Plan:Suggest where to find information and ideas related to contextDevelop:Thinking logically and seeking patterns – Identify and describe similarities and differences by making simple comparisons

4c Plan:Ask relevant questions and begin to link questions into sequences. Give reasons for choice of questions

Develop:

Communicate with increasing confidence to peers and others … using a growing vocabulary

Wider Communication Skills:Represent and respond to information in different forms…

4D Wider Communication Skills:Represent and respond to information in different forms…

Reading:Respond to what is read … making connections between reading and own experiencesOracy:Communicate with increasing confidence to peers and others

4c Finding:Find suitable information from given sources…

4D Finding:Develop information and ideas by processing data from given sources to support their activities…

presenting findings: Record and interpret data in simple tables, lists, pictograms, charts, graphs and diagramsLabel graphs and their axes appropriatelyMeasuring:Choose and use units of measure and measuring instruments

4c Interpret and Present Findings:Sort objects using one or more criteria

4D Use information:Gather information in a variety of ways …

Interpret and present findings:Recording and interpret data and present findings …

Begin to make use of errors and unexpected outcomesUse some prior knowledge to …justify predictions

Reflect:Decide whether the process/method was successful; …suggest how the process/method could be improved

4D Plan:Plan with support the process/method to be usedDevelop:Follow the planned process/methodReflect:Reviewing the process / method


Art 3 Describing works of art.Selecting, recording and

Pupils should be stimulated and inspired, whereappropriate, by:

experimenting with ideasDescribe similarities and differencesbetween works of art or craftBegin to show an imaginative awareness ofthe intentions of the artist / craftworkerSelect and record ideas andinvestigate different environments,choosing from resources that theyhave collected and organisedExperiment with and use a rangeof materials, tools and techniquesto achieve different outcomes,and make suitable changes whenneeded

4 Understanding purposes of artwork and cultural

• other artists, craft workers and designers• methods and processes• media, styles, ideas• local and Welsh art, craft and design• Images and artefacts from a variety of historical and contemporary cultures and contexts.They should develop, where appropriate, theirunderstanding through:• Books, videos, digital-based resources, internet, galleries, practising artist, craft workers and designers, other resources.

Pupils should investigate:• the properties of materials and processes• natural objects and environments• made objects and environments• imagined objects and environments.They should, where appropriate, apply to theirown work findings collected from:and from a variety of contexts including:• Books, videos, digital-based resources, internet, galleries, practising artist, craft workers and designers, other resources local and

influences, whilst developing workEvaluate and compare the qualities of works of artMake comparisons between their own works of art and those of different culturesBegin to understand the different purposes of artwork and methods usedOrganise and use a range ofreference materials and resources,so that they can prepare anddevelop an idea or theme to theirworkControl a range of materials, toolsand techniquesApply their understanding to reviewand modify the qualities of their

Welsh examples, different cultures and periods.

Pupils should design and make both imaginatively and expressively:• Objects, artefacts, Images.They should use a variety of:• tools and equipment, Materials, e.g. paints, pencils, crayons, pastels, charcoal, inks, resistant materials, clays, sustainable materials, textiles, digital-based media, etc.• Processes, e.g. drawing, painting, printing, multimedia, craft processes, three-dimensional processes, digital-based processes, etc.They should have opportunities to work as: Individuals and Group members.They should work in different contexts such as: Galleries, art room, outdoors, The home.Pupils should be taught to consider the hazards and the risks in their art and design activities. They should be able to follow instructions to minimise risks to themselves and others


Thinking Oracy Finding and developing Use Mathematical Information

Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process / method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically and seeking patterns

• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using information using reading strategies• Responding to what has been readWriting• Organising ideas and information• Writing accurately Wider Communication Skills• Communicating ideasand emotions• Communicating information

information and ideasCreating and presentinginformation and ideas

• Using numbers• Measuring• Gathering informationCalculate• Using the number system• Using a variety of methodsInterpret and Present Findings• Talking about and explaining work• Comparing data• Recording and interpreting data andpresenting findings

• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process /method• Evaluating own learning and thinking• Linking and lateral thinking


Welsh 2nd Language

3Talk with some confidencein different contexts aboutexperiences and eventsRead a range of texts accuratelyand fluently and be able to extractthe main factsCreative and factual writing

1. see & hear different people talking & those with different dialects2. Experience a range of audio, audio-visual, electronic, visual and written stimuli, ideas and texts, e.g. DVDs, tapes, IWB etc.3. communicate for a variety of purposes including: asking questions and offering comments, giving and following sets of

CwricwlwmCymreig• Learn ‘Calon Lân’ and find out about thecomposer• Incorporate many important dates in theWelsh calendar that happen at this time ofyear e.g. Diwrnod Santes Dwynwen,

isclear, organised, punctuated fairlyaccurately with basic words spelledcorrectlyCommunicate in a manner suitablefor the audience and purposeExpress a simple opinionSpeak with some accuracy withappropriate pronunciation andintonationCommunicate personal factualinformation using a variety ofsentence patternsShow understanding ofincreasingly complex phrases andrespond appropriatelyRead aloud accurately, fluently andmeaningfully choosing some

instructions, presenting personal and imaginative experiences & factual information• expressing opinions, offering and developing comments & arguments• reporting back using notes4. work independently, in pairs, in groups and as members of a class5. use a variety of methods to present ideas, including ICT, e.g. drama techniques, simulations, holding a discussion6. converse with a variety of audiences including teachers, peers and familiar adults7. Increase their confidence in language use by drawing on their knowledge of Welsh and English and other languages.

1. develop as enthusiastic, independent and reflective readers2. read in a variety of situations including reading: with support, independently, in pairs, in a group, aloud, and listen whilst following the print3. experience a variety of texts and forms including:• traditional and contemporary poetry and prose• material which is challenging• material that broadens horizons and expands the mind

Dydd Gwyl Dewi, Eisteddfod:- When are these celebrated?- Why do we celebrate them?- Who are Santes Dwynwen and Dewi Sant?

textsvoluntarilyUse appropriate strategies toestablish meaning e.g. skimmingApply knowledge of the alphabet tofind informationIdentify the main facts in texts andgive responses e.g. responding to acharacter’s problemWritten word is organised showinggrasp of formSentences are demarcatedaccurately including the use ofquestion marks and apostrophesSpell basic words accuratelyHandwriting is legible andappropriately presented

4 Talk with some confidence in

• material that presents information and reference material including media texts and computer material• extracts and complete texts• Material with a variety of structural and organisational features.1. write for a variety of purposes including:• to entertain• to present information• to express opinions• to convey feelings and ideas2. write for a variety of real and imaginary audiences, e.g. oneself, fellow-pupils, younger pupils, teachers, family and friends3. write in a variety of forms, e.g. stories, poems, scripts, leaflets, posters, advertisements, reports, diaries, notes, electronic texts, portrayals, instructions, questionnaires, reviews, articles, speeches4. write in response to a variety of audio, visual and audio-visual stimuli,E.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, television programmes, a statue.

different contexts showing someawareness of order and progressionand begin to express an opinionRead clearly and expressivelyWrite imaginatively, showinga sound grasp of form usingparagraphs and spelling familiarwords accuratelyExpress opinions and give reasonsBegin to vary voice and intonationand speak with easeUse an increasing variety ofphrases and sentence patternsmostly accuratelyIn discussions respond by askingquestionsRead clearly and expressively

showing an understanding ofevents, plot and charactersBegin to show an understandingof the content and knowledge oflanguage in order to grasp what isimplicit in a textGather information from morethan one printed source and useeffectivelyWrite imaginatively and thoughtfullyexpressing ideasUse varied and more and morecomplex sentences fairly accuratelyWritten work is organised intoparagraphs with familiar wordsspelled accurately and at times

mutated correctlyHandwriting is legible andappropriately presented andadapted according to the task


Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process/ method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial


Finding and developing information and ideasCreating and presenting information and ideas


thinking• Thinking about causeand effect and makinginferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process /method• Evaluating own learning and thinking• Linking and lateral thinking


ESDGC ESDGC• Identity and culture:

Study links between places in Wales and own locality e.g. houses in mountainous, coastal, rural and urban regions,with houses at home locality. Renewableenergy production opportunities inmountainous regions of Wales compared tocoastal or flatter areas



PSE PSE Skills(as appropriate)• Developing Thinking• DevelopingCommunication• Developing ICT• Developing Number• Working with Others• Improving Own Learning



National Curriculum Year: 3 & 4 Cycle Year: 1 Key Stage: Lower KS2 Topic: Creature Comforts


EnglishOracyPupils talk and listenconfidently in differentcontextsWhen listening, they canmake relevant comments andask questions about others’talkThey use vocabulary moreappropriate to the topic orneeds of the listenerThey can express opinionsThey are aware of more formalstandard formsPupils can talk and listenconfidently in an increasingrange of contextsPupils listen carefully,contribute ideas and askquestionsTalk is adapted to the purposeand ideas are organised anddeveloped thoughtfullyPupils can describe eventsand convey their opinionsgiving some reasonsThey are responsive to theviews of othersThey are able to suggestways to improve talk throughchanges to vocabulary andstyleSome features of standard

Oracy1. Seeing and hearing different people talking, including people with different dialects2. Experiencing and responding to a variety of stimuli and ideas: visual, audio and written3. Communicating for a range of purposes, e.g. presenting information, expressing opinions, explaining ideas, questioning, conveying feelings, persuading4. Speaking and listening individually, in pairs, in groups and as members of a class5. Using a variety of methods to present ideas, including ICT, e.g. drama approaches, discussion and debate6. Presenting, talking and performing for a variety of audiencesIncreasing their confidence in language use by drawing on their knowledge of English, Welsh and other languages Engaging in activities that focus on words, their derivation, meanings, choice and impact.

Reading1. Becoming enthusiastic and reflective readers2. Reading individually and collaboratively3. Experiencing and responding to a wide range of texts that include:• information, reference and other non-literary texts, including print,media, moving image and computer-based materials• poetry, prose and drama, both traditional and contemporary• texts with a Welsh dimension and texts from

Fiction• Stories with familiarsettings – e.g. write astory from an animal’sperspective• Pupils read and comparestories by the sameauthor i.e. Dick KingSmithNon Fiction• Pupils create a bookletrelated to the theme ofanimals• Pupils create a posterabout a missing animals

Reading level 3Pupils read a range of textsfluently and accuratelyThey use appropriatestrategies to read andunderstandIn responding to a rangeof texts, they showunderstanding of the mainpointsThey can express preferencesThey can locate books andfind information by using theirknowledge of the alphabetReading : Level 4

Pupils read a range of textsfluently and accuratelyThey use appropriatestrategies to read andunderstandIn responding to a rangeof texts, they showunderstanding of the mainpointsThey can express preferencesThey can locate books andfind information by using theirknowledge of the alphabet

other cultures4. Reading/viewing extracts and complete texts:• with challenging subject matter that broadens perspectives and extends thinking, e.g. environmental issues, sustainability, animal rights, healthy eating• with a variety of structural and organisational featuresThat show quality and variety in language use• that reflect the diversity of society in the twenty-first centuryWriting1. Writing for a range of purposes, e.g. to entertain, report, inform, instruct, explain, persuade, recount, describe, imagine and to generate ideas 2. writing for a range of real or imaginedAudiences.3. Writing in a range of forms4. Writing in response to a wide range of stimuli: visual, audio and written.

Creature ComfortsYear 3

Instructions (Make & Do) Narrative (Adventure Stories) Narrative (Visual) Playscript (Traditional)Poetry (Nonsense Verse)

Year 4 Explanation (Flowcharts & Diagrams) Instructional (Recipe) Explanation (Flowcharts & Diagrams)Instructional (Recipe)

Writing: Level 3

Writing often organised andclearMain features of differentforms are used appropriatelyWords are chosen for varietyand interestSentence punctuation isaccurateBasic sentence grammar usually correct and common polysyllabic words are oftenspelled accurately

Writing: Level 4Writing in a range of forms islivelyIdeas are sustained anddeveloped in interesting andappropriate waysAdventurous and effectivevocabulary choicesSome punctuation within thesentenceGenerally accurate spellingOpinions stated and somereasons givenBegin to use differentsentence structures andparagraphs


Draft and improve their work, using ICT asappropriate, to:• Plan• Draft• Revise• Proof-read• Prepare a final copy


Mathematics Number: level 3 Use place value in numbers up to 1000 tomake approximationsRecognise negative numbers in the context oftemperatureDevelop further mental strategies for addingand subtracting numbers with at least two digitsUse mental recall of the 2, 3, 4, 5 and 10multiplication tables in solving whole numberproblems involving multiplication and division,including those giving rise to remaindersUse decimal notation in recording moneyUse standard units of length, capacity, massand timeNumber level 4

Use place value in numbers up to 1000 to

Number1. Understand number and numbernotation• count, read, write and order whole numbers• understand place value in relation to the position of digits; multiply and divide numbers by 10 and 100• identify negative numbers and decimals on a number line• use negative numbers in the context of temperature, and decimals in the context of money and measures2. Calculate in a variety of ways• use a variety of mental methods of computation; extend informal written methods to non-calculator methods• round answers to calculations to an appropriate

• Data handling• Number• Measuring

make approximationsRecognise negative numbers in the context oftemperatureDevelop further mental strategies for addingand subtracting numbers with at least two digitsUse mental recall of the 2, 3, 4, 5 and 10multiplication tables in solving whole numberproblems involving multiplication and division,including those giving rise to remaindersUse decimal notation in recording moneyUse standard units of length, capacity, massand timeShape Level 2 & 3Distinguish between straight and turningmovementsRecognise half-turns and quarter-turns and rightangles in turnsSort objects and classify them using more thanone criterionWhen they have gathered information, theyrecord their results in simple lists, tables,diagramsClassify shapes in various waysShape Level 4

Use knowledge of shape to make 3-Dmathematical modelsDraw common 2-D shapes in differentorientations on gridsReflect simple shapes in a mirror lineUse and interpret co-ordinates in the firstquadrantCollect discrete data and group data whereappropriateUse the mode and median as characteristics ofa set of dataDraw and interpret frequency diagramsConstruct and interpret simple line graphs

degree of accuracy• use the relationships between the four operations, including inverses; recognise situations to which the different operationsapply• use fractions and percentages to estimate, describe and compare proportions of a whole; calculate fractions and percentages of quantities

Measures and money1. Understand and use measures• choose appropriate standard units of length, mass, volume and capacity, temperature, area and time• understand the relationships between units, and convert one metric unit to another• read times on analogue and digital clocks; use timetables and convert between the 12- and 24-hour clocks; calculate time differences• know the rough metric equivalents of imperial units still in daily use• interpret numbers on scales and read scales to an increasing degree of accuracy; understand and use scale in simple maps anddrawings• draw and measure angles• find perimeters of simple shapes; find areas and volumes by counting and other practical methodsh2. Understand and use money• know and use the conventional way to record money• find approximate solutions to, and use the four operations to solve, problems involving money• understand a calculator display in relation to money, e.g. that a display of 21.4 (pounds) means £21.40• be aware of other currencies.Shape, position and movement

Understand and use simple vocabularyAssociatedHandling Data L3

Extract and interpret information presented insimple tables and listsConstruct and interpret bar charts andPictogramsHandling Data L4Collect discrete data and group data whereappropriateUse the mode and median as characteristics ofa set of dataDraw and interpret frequency diagramsConstruct and interpret simple line graphsUnderstand and use simple vocabularyassociated with probabilityProblem solvingBegin to work throughdifficulties when solvingproblemsOrganise work, check resultsand try different approachesDevelop own strategies forsolving problems by trying outideas of their ownContinue to organise work,check results and try differentapproaches

1. Understand and use the properties ofshapes• make 2-D and 3-D shapes and patterns with increasing accuracy• understand the congruence of 2-D shapes• name and classify 2-D shapes according to side and angle properties• know and use the properties of 2-D (polygon) and common 3-D (polyhedron) shapes2. Understand and use the properties ofposition and movement• recognise reflective and rotational symmetries of 2-D shapes• use positive co-ordinates to specify location• identify properties of position and movement, and use these to classify shapes• use right angles, fractions of a turn and degrees to measure rotation.Handling data1. Collect, represent and interpret data• collect data for a variety of defined purposes, including those that arise from their own questions, and from a variety of sources• use and present data in a variety of ways including tables, pictograms, charts, bar charts, line graphs, diagrams, text and ICT• calculate and use the mode, median, mean and range of a set of discrete data2. Understand and use probability• use everyday language for early ideas of probability• know that the likelihood of an event


Explore sequences andrelationshipsExtract and interpret

Talk about and explain work inmore detailUse and interpret

information from simpletables, lists, bar charts anddiagramsDescribe patterns andrelationshipsCheck whether their results aresensibleInterpret simple line graphsInterpret solutions tocalculations on calculatordisplays

mathematical symbols anddiagramsConstruct bar charts andPictograms

Explain clearly and conciselymathematical resultsand present informationsystematically usingmathematical symbols anddiagrams

• use correct mathematical language, notation, symbols and conventions to talk about or to represent their work to others• recognise, and generalise in words, patterns that arise in numerical, spatial or practical situations• visualise and describe shapes, movements and transformations• read information from charts, diagrams, graphs and text• use a variety of methods to represent data• devise and refine their own ways of recording• explain strategies, methods, choices and conclusions to others in a variety of ways – verbally, graphically, using informal written methods.


Science

Communication1. Search for, access andselect relevant scientificinformation, from a range ofsources, including ICT2. Communicate clearly byspeech, writing, drawings,diagrams, charts, tables, barcharts, line graphs, videos,and ICT packages, usingrelevant scientific vocabularyPlanning2. Predictions using someprevious knowledge andunderstanding4. When carrying out afair test, the key variablesthat need to be controlledand how to change theindependent variable whilstkeeping other key variablesthe same5. The observations ormeasurements that need tobe madeDeveloping1. Use apparatus andequipment correctly andsafely2. Make careful observations

Interdependenceof Organisms• Fieldwork: look at theplants and animalsfound in two contrastinglocal environments, e.g.identification, nutrition,life cycles, place inenvironment• The interdependence ofliving organisms in thosetwo environments and theirrepresentation as foodchains• The environmentalfactors that affect whatgrows and lives in thosetwo environments, e.g.sunlight, water availability,temperatureThe Sustainable Earth• A comparison of thefeatures and propertiesof some natural and manmadematerials• The properties of materialsrelating to their uses• How some materials areformed or produced

• Use a starter activity –film / book / visit tointroduce this topic• Pupils brainstorm whatthey think animals need inorder to survive. (Englishdebate link i.e. shouldanimals be kept in a zoo).Use the RSPCA site to findout what pets need• Share their ideas with theclass• Produce a brochure toadvertise a pets' need• Pupils in groups devisequestions which they wantanswered in relation to thetopic of animals• Take pupils to the outsideenvironment to carryout an enquiry into thecreatures found in variousplaces. Classify and sortthese creatures into groupse.g. those that crawl, fly,walk, etc.• Take pupils to seaside orlocal river. Get the pupilsto identify creatures withinthis environment. Discusswhy these creatures arefound here• Sort a variety of creaturesinto groups according totheir own criteria• Pupils choose a creature

and accurate measurements,using digital and ICTequipment at timesReflecting2. Deciding whether theapproach / method wassuccessful6. Linking the learning tosimilar situations, withinand outside school

found in the localenvironment i.e. schoolgrounds and carry out ascientific enquiry based


Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process/ method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas

Oracy• Developing informationand ideas• Presenting informationand ideasReading• Locating, selecting andusing information usingreading strategies• Responding to what hasbeen readWriting• Organising ideas andinformation• Writing accuratelyWider CommunicationSkills• Communicating ideasand emotions• Communicatinginformation



• Forming opinions andmaking decisions• Monitoring progressReflect• Reviewing outcomes andsuccess criteria• Reviewing the process /method• Evaluating own learningand thinking• Linking and lateralthinking


History



Geography Locating Draw maps using a key andsymbolsUnderstand directionUse globes and maps to findinformation about placesDraw maps using a key andappropriate symbolsUse direction, distance andsimple co-ordinates on maps,in atlases and on globes tolocate placesBegin to recognise patterns ofobvious distributions of placesand how they are connected

Ask and Answer questions– where is this place/environment? What is it like and why? What is happening and why?– How is this place the same as or different from other places/environments and why Is it always the same? Why is it changing?– How are places and environments linked/connected to other places and environments? - How am I and/or other people linked to other parts of the world?– how have people affected this place/Environment- How can I and other people look after this environment?

Discuss how theenvironment can affectanimals and theirhabitats. Relate this tothe film Over the Hedgeor Happy Feet• Pupils carry out a litterpick, a litter audit and/ or a data analysis tosee if the environmentis currently affectinganimals• Suggest how theycould improve theschool / local

Understanding

Recognise simplecomparisons and offer somereasons for the natural andhuman features of differentlocalitiesRecognise that people haveimpact on their environmentBegin to explain the naturaland human features ofdifferent localities and howand why places are differentIdentify straightforward causesand consequences of changeShow some understandingof how people’s actions,including their own, canimprove or damage theenvironmentInvestigating

Ask and respond to a range ofsimple questionsObserve, collect and recordinformation indoors andoutdoorsFind answers to theirinvestigationsSuggest relevant questionsObserve, collect, measureand record relevant data inand out of doors and organiseinformationPresent straightforwardconclusions to theirinvestigations

– How do people’s views differ about this geographical issue and what do I think?* The local area should cover an area larger than the school’s immediate vicinity. It will normally contain the homes of the majority of pupils in the school. The contrasting localities should be in areas of a similar size to the local area.

environment. Pupils thencarry out improvements


Express their views aboutplaces, supported with somereasonsRecognise that people havedifferent viewsThey present information avariety of waysExpress their own views andbegin to take account of otherpeople’s views and opinionson geographical issuesPresent information and ideasusing some geographicalterms and appropriatemethods


Music Sing songs in tune with goodcontrol of breathingPlay an instrumental part using alimited range of notesWork with others to createcompositions with a simple musicalshapeRevise musical ideas as necessaryMake distinctions within themusical elementsDiscuss how effectively the musicalelements have been usedSing and play, showing control ofthe musical elementsMaintain a part as a member of agroup in a simple part song or aninstrumental part in a group pieceWork with others to devise and

The repertoire for performing should: Be taken from the past and present. Include music from the European ‘classical’

tradition, folk and popular music, the music of Wales and other musical traditions and cultures.




undertake simple development ofmusical ideasProduce compositionsdemonstrating understanding andappropriate use of the musicalelementsMake distinctions within themusical elements in describing,comparing and making judgementsabout different kinds of music



The repertoire for listening should Include pupils’ own compositions and





Design technology Rigid and FlexibleMaterials10. Use a range of materialsand components, makingchoices based on theirdeveloping knowledge of howthey should be used11. Learn about the efficientuse of materials12. Use techniques forreinforcing and strengthening

Designingand Making• Tasks in which they learnabout the responsible useof materials, consideringissues of sustainability• Tasks in which theydevelop and practiceparticular skills andtechniques that can beapplied in designing and

• Pupils select an animalfrom the starting activityand identify what sort ofhome is needed for thiscreature• Introduce the design briefto the pupils. Design andmake a new home for yourselected creature e.g.birdhouse, wormery, etc• Research existing creature

structures in their products making• Tasks in which they designand make products,focusing on differentcontexts and materials• They should be givenopportunities to becreative, be innovative,work independently and ingroups

homes e.g. differentbirdhouses. What are thegood features? Whichfeatures would they try toimprove? What materialshave been used? Why havethese materials been used?• Investigate which shapesmake the strongeststructures. e.g. usenewspaper to makestructures, reinforce thesestructures• Use their knowledge of theproperties of materials todesign their new home fortheir chosen animal e.g.birdhouse• Link to science: carry outa scientific enquiry to findout properties of materialsneeded to make the animalhome i.e. which materialsare the most waterproof /flexible / strong?• Take pupils to a factoryor watch a video to showthem how materials areformed or produced e.g.plastic• Pupils should evaluatetheir design and suggestimprovements


Plan Oracy Finding and developing Use Mathematical

• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process/ method and strategy• Determining successcriteria• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process /method• Evaluating own learning and thinking

• Developing informationand ideas• Presenting informationand ideasReading• Locating, selecting andusing information usingreading strategies• Responding to what hasbeen readWriting• Organising ideas andinformation• Writing accuratelyWider CommunicationSkills• Communicating ideasand emotions• Communicatinginformation

information and ideasCreating and presentinginformation and ideas

Information• Using numbers• Measuring• Gathering informationCalculate• Using the numbersystem• Using a variety ofmethodsInterpret and PresentFindings• Talking about andexplaining work• Comparing data• Recording andinterpreting data andpresenting findings


Physical Education Health, Fitness & Well beingDescribe how exerciseaffects their bodies and give

Creative activities: activities that are Composed or choreographed and are


Pess fileOutdoor Learning cardsForrest Schools pack

reasons why daily physicalactivity is good for themSustain activity overappropriate periods of timeIdentify how to eat anddrink healthily to meetenergy requirements ofphysical activities

Describe how theyfeel during differentactivities and show someunderstanding of theimportance of physicalactivity to health, fitnessand well-beingPerformance shows greateraccuracy and can besustained over appropriateperiods of timePlan daily physical activity

Creative ActivitiesShow control, tensionand clear shapes in theirmovementsLink actions with somefluencyObserve performance ofpeers and use appropriatewords to suggest ways toimprovePlan ways to improve andask questions in order tomake progress

Show improved coordinationand control


Rotation should include rolling and turning.The composition of sequences andchoreographed dance motifs should includefeatures such as variations in rhythm, speed, shape, level, direction and pathways; Combining and linking actions; relationships

to partners, an audience, apparatus or a stimulus.

Adventurous activities: activities that are underpinned by problem solving, communication, leadership and teamwork Often have an outdoor living and learning

focus.Participation in outdoor activities provides opportunities to increase awareness of the natural

environment and Understand the importance of issues such as

conservation and sustainable development.Adventurous activities may be pursued in curriculum time, after school,

Or as part of an out-of-hours residential experience in new and challenging environments away from the local area.Competitive activities: activities that are learned for the purpose of competition between an individual, groups or team and others. The principles underpinning the application of these types of activity are generally strategic and tactical, such as game strategies and athletic tactics and involve competing against others.A variety of activities should be chosen to teach the programme of study, enabling pupils to learn

Communicate ideas clearlyIdentify what makes a skill,action or idea successfulMake judgements aboutperformance using keywords related to the activity

Adventurous activitiesCooperate in solvingproblems when working withothersAcquire basic skills foractivities undertaken (e.g.reading a map, finding acompass bearing)Use understanding to planhow to improve their ownskillsSustain activity (swimming)for an appropriate period oftime

Develop skills of watersafetyTake more responsibilityfor their own actions andunderstand associated risksApply relevant skills to anactivity with increasingeffectiveness

Competitive activitiesRecognise principlesunderpinning the range ofactivitiesUse and develop skills withimproving coordination andcontrol

the application of strategies and tactics. During these activities pupils need to understand why there is a need for rules in a competitive situation, and why they should take responsibility for their actions.

Design small-sided modifiedversions of competitivegamesImprove through evaluatingeach other’s performances

Recognise principlesunderpinning the range ofactivitiesUse and develop skills withimproving coordination andcontrolDesign small-sided modifiedversions of competitivegamesImprove through evaluatingeach other’s performances



ICT Using E mail Skills: Find and analyse informationPupils should be given opportunities to:Discuss the purpose of their tasks, the intended audiences and the resources neededFind a variety of information from a variety of sources for a defined purpose

Skills: Create and communicate informationPupils should be given opportunities to:Create and communicate information in the

Using E mailUse ICT tools and suitable information sources safely and legally, in accordance with LEA/ school guidelinesUse a range of ICT resources and equipment independently and collaborativelyUse ICT sources of information and non-ICT sources of informationUse ICT to further their understanding of information they have retrieved and processed.Store and retrieve information they have found or

Science – Investigating experiments using virtual experimentsGeography – Developing mapping skillsHistory – Develop an understanding of events in history

Email Detectives (Sherston)

form of text, images and sound, using a range of ICT hardware and softwareShare and exchange information safely through electronic means, e.g. use of email, virtual learning environments

Level 3 Exploring SimmulationsPupils understand how changing one variable affects another in models or simulations.They understand the use of a range of input and output devices.Explore a simulation and investigate real or imaginary situationsMake choices using buttons and hyperlinksEnter data into a computer simulationRecognize a pattern and make a prediction.Make a prediction about what will happen if changes are made, and learn from the consequencesTalk about when a simulation may be useful Explain that a simulation gives me a number of different optionsThink ahead knowing that what I decide on affects the next eventEvaluate a simulation, comparing it with other models

Year 4 Developing images – repeating patternsPupils begin to organise their tasks and use ICT to create, organise, amend and present information and ideasThey store and retrieve work independentlyPupils broadly plan their tasks and combine a variety of information and media when creating

createdEvaluate their work and learningDiscuss new developments in ICT and the use of ICT in the wider world

y3 Exploring Simmulations Use ICT sources of information and non-ICT sources of informationUse ICT to further their understanding of information they have retrieved and processed Use ICT to explore and solve problems in the context of work across a variety of subjectsDraw upon their experiences of ICT to form judgements about its value in supporting their workStore and retrieve information they have found or createdEvaluate their work and learningDiscuss new developments in ICT and the use of ICT in the wider world

and developing their ideas, with a sense of purpose and audiencePupils manage their workspace effectivelyUse stamps tools to make a repeating patternUse ‘copy and paste’ to make a repeating patternSelect areas of picture, copy them and re-size to make them smaller or biggerChange the size of line and/or brush and apply effects, for appropriate effects to create a patternUse the symmetry tool to design effective patternsUse the Tiling / Make Pattern facility to create repeating patternsImport images from a variety of sources, e.g. the InternetSelect colours, experimenting with changing the background to create different effects. Discuss choices with othersUse ‘Save as ...’ to refine ideas, keep drafts of work, to show how it has developed and compare for best designAdd to and change an image, which was previously created by hand, by using a scanner or digital camera

Y4 Modelling effects on screen – LogoPupils begin to organise their task and use ICT to create, organise, amend and present information and ideasPupils understand how changing one variable affects another in models or simulationsThey store and retrieve work independentlyThey understand the use of a range of input and output devicesThey use ICT to explore patterns and relationships

Year 4 Developing images – repeating patterns

Use a range of ICT resources and equipment independently and collaborativelyUse ICT sources of information and non-ICT sources of informationStore and retrieve information they have found or createdEvaluate their work and learningDiscuss new developments in ICT and the use of ICT in the wider world

They make simple predictions about how changing one variable affects another in models or simulationsPupils manage their workspace effectivelycompare floor turtles to screen turtles and recognise that they use a common language but the size of the steps are differentknow the commands needed to draw a shape using a turtle. (FD, BK, LT, RT …)make predictions of what the turtle will draw from a set of commands and test themcopy a command line edit a set of commandsuse the repeat instruction and will predict what will happensave a set of commands as a procedure.

Y4 Modelling effects on screen – LogoUse a range of ICT resources and equipment independently and collaborativelyUse ICT to explore and to solve problems in context of work across a variety of subjectsEvaluate their work and learning



Art Describe similarities and differencesbetween works of art or craftBegin to show an imaginative awareness ofthe intentions of the artist / craftworkerSelect and record ideas andinvestigate different environments,choosing from resources that theyhave collected and organisedExperiment with and use a rangeof materials, tools and techniquesto achieve different outcomes,and make suitable changes whenneeded

UnderstandingPupils should be stimulated and inspired, whereappropriate, by:• other artists, craft workers and designers• methods and processes• media, styles, ideas• local and Welsh art, craft and design• Images and artefacts from a variety of historical and contemporary cultures and contexts.They should develop, where appropriate, theirunderstanding through:• Books, videos, digital-based resources, internet, galleries, practising artist, craft workers and designers, other resources.

• Henri Rousseau’spaintings (use TESwebsite)• Investigate differentartists who use thenatural environment as astimulus for artwork andmake comparisons withHenri Rousseau• Pupils create a collageusing a variety ofmaterials based on thework of Henri Roussea

Evaluate and compare the qualities of worksof artMake comparisons between their own worksof art and those of different culturesBegin to understand the different purposesof artwork and methods usedOrganise and use a range ofreference materials and resources,so that they can prepare anddevelop an idea or theme to theirworkControl a range of materials, toolsand techniquesApply their understanding to reviewand modify the qualities of theirwork

InvestigatingPupils should investigate:• the properties of materials and processes• natural objects and environments• made objects and environments• imagined objects and environments.They should, where appropriate, apply to their own work findings collected from:and from a variety of contexts including:• Books, videos, digital-based resources, internet, galleries, practising artist, craft workers and designers, other resources local and Welsh examples, different cultures and periods.Making


Ask questions related to context and listen before asking further questionsIdentify and make links with prior skills and knowledge related to contextPlan, with support the process/ method to be usedDetermine some success criteria


Welsh 2nd Language OracyShow understanding of a series ofshort items spoken in a familiar

Oracy1. see & hear different people talking & those with different dialects

voice by responding non-verbally orverballyExpress a simple opinion and makesome statements voluntarilySpeak with understandablepronunciation and intonation usingan increasing range of vocabularyand patterns usually accurately

Show an understanding of the mainpoints of matters introduced tothem in familiar contextsPresent information and talk aboutexperiences, asking and respondingand volunteering commentsPronunciation and intonation isunderstandable. Use an increasingvariety of phrases and sentencepatterns with accuracy

ReadingUnderstand and respond to textsthat have an increasing range ofwords, phrases and short passageswithin their experienceRespond to poetry, stories andfactual information by referring toaspects they likeBegin to read independently andchoose some texts voluntarily

Show an understanding of themain flow of short paragraphs ordialogues in familiar contexts byrecognising an increasing range ofwords and key factsRespond to text read by referring tosignificant details in the text

2. Experience a range of audio, audio-visual, electronic, visual and written stimuli, ideas and texts, e.g. DVDs, tapes, IWB etc.3. communicate for a variety of purposes including: asking questions and offering comments, giving and following sets of instructions, presenting personal and imaginative experiences & factual information• expressing opinions, offering and developing comments & arguments• reporting back using notes4. work independently, in pairs, in groups and as members of a class5. use a variety of methods to present ideas, including ICT, e.g. drama techniques, simulations, holding a discussion6. converse with a variety of audiences including teachers, peers and familiar adults7. Increase their confidence in language use by drawing on their knowledge of Welsh and English and other languages.

Reading1. develop as enthusiastic, independent and reflective readers2. read in a variety of situations including reading: with support, independently, in pairs, in a group, aloud, and listen whilst following the print3. experience a variety of texts and forms including:• traditional and contemporary poetry and prose• material which is challenging• material that broadens horizons and expands the mind• material that presents information and reference material including media texts and computer material• extracts and complete texts

Develop as independent readers

WritingCommunicate simple factual andpersonal information within theirexperience fairly accurately showingsome awareness of the reader andformSentences are demarcatedaccurately including the use ofquestion marks and apostrophesSpell familiar words accuratelyHandwriting is legible andappropriately presented

Use suitable vocabulary andphrases, varying patterns andproducing basic sentencesshowing some grasp of form andprogressionSpell most structured words andother words within their experienceaccuratelyWritten work is punctuatedcorrectly - capital letters, questionmarks, full stops, apostrophes andquotation marksHandwriting is clear and fluent

• Material with a variety of structural and organisational features.

Writing1. write for a variety of purposes including:• to entertain• to present information• to express opinions• to convey feelings and ideas2. write for a variety of real and imaginary audiences, e.g. oneself, fellow-pupils, younger pupils, teachers, family and friends3. write in a variety of forms, e.g. stories, poems, scripts, leaflets, posters, advertisements, reports, diaries, notes, electronic texts, portrayals, instructions, questionnaires, reviews, articles, speeches4. write in response to a variety of audio, visual and audio-visual stimuli,E.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, television programmes, a statue.



National Curriculum Year: 3 & 4 Cycle Year: 2 Key Stage: Lower KS2 Topic: View through the window


English OracyPupils talk and listenconfidently in differentcontextsWhen listening, they canmake relevant comments andask questions about others’talkThey use vocabulary moreappropriate to the topic orneeds of the listenerThey can express opinionsThey are aware of more formalstandard formsReadingPupils read a range of textsfluently and accuratelyThey use appropriatestrategies to read andunderstandIn responding to a rangeof texts, they showunderstanding of the mainpointsThey can express preferencesThey can locate books andfind information by using theirknowledge of the alphabet



Report

Narrative (Stories with familiar settings)

Poetry (Acrostic

Fiction• Look at Window byJeannie Baker• Story writing adventure:using famous paintingsbecome a character.• Play writing depicting lifein the local environment• Poetry: humorous poemsusing the immediateenvironmentNon Fiction• Report writing on whatwas seen on the field trip• Formal Letters: writing tothe local council for theimminent land use in thelocal area• Questionnaires: to localresidences as to whatjobs they do and to seethe leisure activitiesthey regularly take partin. What jobs did theirparents do and who werethe residents in theirhomes 100 years ago?• Biography: possibly of a

WritingWriting often organised andclearMain features of differentforms are used appropriatelyWords are chosen for varietyand interestSentence punctuation isaccurateBasic sentence grammarusually correct and commonpolysyllabic words are oftenspelled accurately

local resident• Possible theme books:travel brochure of thelocal area



Mathematics Solving problemsBegin to work throughdifficulties when solvingproblemsOrganise work, check resultsand try different approachesDevelop own strategies for solving problems bytrying out ideas of their ownContinue to organise work, check results and trydifferent approachesReasoningExplore sequences andrelationships

NumberUse place value in numbers up to 1000 tomake approximationsRecognise negative numbers in the context oftemperatureDevelop further mental strategies for addingand subtracting numbers with at least two digitsUse mental recall of the 2, 3, 4, 5 and 10multiplication tables in solving wholenumberproblems involving multiplication and division,including those giving rise to remaindersUse decimal notation in recording money

Measurement: of localbuilding or objects e.g.bridge span• Shape: repeatingpatterns• Handling Data: traffic,litter, vandalism• Surveys and graphs:leisure activities andpast times

Extract and interpretinformation from simpletables, lists, bar charts anddiagramsDescribe patterns and relationshipsCheck whether their results are sensibleInterpret simple line graphsInterpret solutions to calculations on calculatordisplaysCommunicatingTalk about and explain work inmore detailUse and interpretmathematical symbols anddiagramsConstruct bar charts and pictogramsExplain clearly and concisely mathematicalresults and present information systematicallyusing mathematical symbols and diagrams

Use standard units of length, capacity, mass and time.Shape, position and movementClassify shapes in various waysHandling DataExtract and interpret information presented insimple tables and listsConstruct and interpret bar charts andpictograms



Science CommunicationRecord in a variety of formsusing scientific vocabularyUse a range of standardmeasures e.g. metre,centimetre, Newton

a comparison of the features and properties of some natural and made materials the properties of materials relating to their uses how some materials are formed or produced

Look at the local area forplants, animals, waste• Explore how the abovehas an effect on yourimmediate local areacompared with the wider

DiagramsTablesSimple bar chartsRange of ICTEnquiryExplain differences andchangesUse simple equipmentsafely to measure relevantobservationsBegin to identify simplepatterns and trends andexplain them in theirconclusionsBegin to distinguish betweenscientific facts, beliefs andopinionsMake their own decisions byweighing up pros and consReflectingLink outcomes to successcriteriaIdentify what worked and whatdid notBegin to think how themethod could be improvedLink learning to familiarSituationsPlanningSuggest where to find relevantinformationPlan with support the methodto be used for enquiriesUse everyday experience to

area and vice versa• In groups look atthe variety of plantand animal life in theimmediate environment ofthe school. Take samplesto look at in greater detailin class (as long as theyare not protected)• Report back in a varietyof ways e.g. photographs,PowerPoints. Conducta talk on what theyhave found and seen ontheir fieldwork and whatthey have found out inpersonal research

make simple predictions



History Use timelines tosequence events• Use appropriate keywords to describe thepassage of time• Identify differencesbetween ways of life atdifferent times• Understand why peopledid things, what causedspecific events and theconsequences of thoseevents• Distinguish between factand opinion giving someevidence / knowledgebased reasons for this



Geography Communicating1. Express their own opinionsand be aware that people have

Living in My World• Caring for places andenvironments and the

• Look at the picture bookWindow by Jeannie Baker• Identify aspects of

different points of view aboutplaces and environmentsUnderstandingPlaces, Environmentsand Processes3. Describe the causes andconsequences of how placesand environments changeCommunicating2. Make decisions aboutgeographical issues bydistinguishing between factand opinion and consideringdifferent argumentsLocating Places,Environments andPatterns1. Identify and describethe spatial patterns(distributions) of places andenvironments and how theyare connectedUnderstandingPlaces, Environmentsand Processes1. Identify and describenatural and human featurese.g. types of buildings in thevillage / townLocating Places,Environments andPatterns3. Use maps, imagery and ICTto find location information –

importance of being aglobal citizenLiving in Wales• Their local area (largeenough to include most ofthe pupils' homes)Ask and AnswerQuestions• Fieldwork to observe andinvestigate real places andprocessesLiving in My World• Caring for places andenvironments and theimportance of being aglobal citizenAsk and AnswerQuestions• How have people affectedthis place / environment?• How can I and other peoplelook after this place /environment?•

environmental change inthe book• Discuss what is happening,where and why• Express an opinion andconsider the viewpoints ofothers• Look at our own viewfrom the window. Identifyphysical / humangeographical features ofour locality e.g. mountains,rivers, valleys, hill farms,villages, etc.• Explore environmentalchange in our local area.What is happening?How and why is itchanging? Look at a set ofstatements on an issue ofenvironmental change• Distinguish between factsand opinions, and listento different viewpoints.Express own opinions.Identify sustainabilityissues such as themanagement of localforestry, re-use of disusedbuildings, development ofbrown field sites• Look at oblique, aerialand satellite imagery ofthe area. Use an aerial

interpret maps, photographsand satellite imagery. Identifyand locate places andenvironments using globes,atlases and mapsCommunicatingCommunicate findings in avariety of waysInvestigatingMeasure, collect and recorddata through carrying outpractical investigationsand fieldwork, and usingsecondary sourcesObserve and ask questionsabout a placeOrganise and analyseevidence, develop ideasto find answers and drawconclusions

photograph of the localityto make a land use mapidentifying physical(natural) and human (manmade)land use types.Identify simple patterns• Look at a set ofphotographs of the localarea. Ask and answerown questions throughinvestigation, and present to the class.• Match the photographs tolocations on a large scalemap of the area. Find ourlocality on a map of Walesand / or Ordnance Surveymap. Identify OrdnanceSurvey symbols for some ofthe photographs e.g. PostOffice, church, car park,school• Produce a map such asa signpost map from theplayground using eightpoints of the compass• Identify, describe andexplain a physicalgeographical processe.g. how a river erodes theland, how a glacier hasformed our valley. Presenta model / diagram / poem• Fieldwork opportunities:Identifying and

photographingenvironmental ‘hotspots’and ‘grotspots’ of thelocality. A river study tomeasure and collect datae.g. direction of flow,temperature, depth, speed.A traffic survey / tallyof different house types.Questionnaires. A visit toa local business / shop. Aweather stationList and discuss who isresponsible for taking careof the locality. Why andhow do they do this?• Use historical photographsand maps to find outhow / why locality haschanged


Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process/ method and strategy• Determining successcriteria

Oracy• Developing informationand ideas• Presenting informationand ideasReading• Locating, selecting andusing information usingreading strategies• Responding to what hasbeen readWriting


Use MathematicalInformation• Using numbers• Measuring• Gathering informationCalculate• Using the numbersystem• Using a variety ofmethodsInterpret and Present

Develop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progressReflect• Reviewing outcomes andsuccess criteria• Reviewing the process /method• Evaluating own learning

• Organising ideas andinformation• Writing accuratelyWider CommunicationSkills• Communicating ideasand emotions• Communicating information

Findings• Talking about andexplaining work• Comparing data• Recording andinterpreting data andpresenting findings


Music PerformingSing songs in tune with goodcontrol of breathingPlay an instrumental part using a

Performing The repertoire for performing should: Be taken from the past and present.

limited range of notesComposingWork with others to createcompositions with a simple musicalshapeRevise musical ideas as necessaryAppraisingMake distinctions within themusical elementsDiscuss how effectively the musicalelements have been used




Each pupil should gain experience of playing a wide range of tuned and untuned instruments, e.g. percussion, recorders, electronic keyboards, etc.erforming ComposingComposing activities should

involve the exploration and use of a wide range of sound sources, e.g. pupils’ voices and bodies, sounds from the environment, instruments and music technology.

The stimuli for composing should be musical, e.g. a five-note scale or sampled sound, and extra-musical, e.g. a picture, sculpture or poemAppraising






Design technology DesigningWith help, can gather giveninformation to help withideas when designing and makingUse what they already know about materials,ingredients and components to develop ideasConsider sustainability issues when choosingmaterials, ingredients and components for the productMakingUse labelled sketches and / or models to

Pupils should be given opportunities to develop their design and technology capability through:• tasks in which they explore and investigate simple products in order to acquire technological knowledge and understanding that can be applied in their designing and making• tasks in which they learn about the responsible use of materials, considering issues of sustainability• tasks in which they develop & practise particular skills & techniques that can be applied in designing & making

To design and build alocal object or buildinge.g. a bridge and thentest its strength• Follow Welsh recipesusing local producewhere possible e.g.Welsh Cawl, WelshCakes, Bara Brith,Teisen Lap

develop and showdetail of designsUse simple tools / utensils and techniques to cut, shape, joinand mix materials and ingredientsProducts made are similar to designs, and they can makenote of any changes made

• Tasks in which they design and make products, focusing on different contexts and materials.They should be given opportunities to:• be creative• be innovative• work independently and in groups.Taken together, these tasks should cover a range of materials and components, including food, rigid and flexible materials and systems and control.



Physical Education HFWDescribe how exercise affectstheir bodies and give reasonswhy daily physical activity isgood for themSustain activity overappropriate periods of timeIdentify how to eat and drinkhealthily to meet energyrequirements of physical activities.CreativeShow control, tensionand clear shapes in theirmovementsLink actions with some fluencyObserve performance of peersand use appropriate words to

Health, fitness and well-being activities:activities that are non-competitive forms of exercise


Daily physical activity is an important goal for young people and opportunities for this to be achieved may be found not only in lessons before and after school and during the lunchtimes.Finding activities that are enjoyable and sustainable is important at this early stage of physical development if the goals of a

suggest ways to improvePlan ways to improve and askquestions in order to makeprogressAdventurous activitiesCooperate in solving problemswhen working with othersAcquire basic skills foractivities undertaken (e.g.reading a map, finding acompass bearing)Use understanding to planhow to improve their ownskillsSustain activity (swimming) foran appropriate period of timeCompetitiveRecognise principlesunderpinning the range ofactivitiesUse and develop skills withimproving coordination andcontrolDesign small-sided modifiedversions of competitive gamesImprove through evaluatingeach other’s performances

healthy and active lifestyle are to be realised. Planning to increase participation in activity might include:

Walking or cycling to school, joining a sports club swimming with the family and friends.Creative activities: activities that are Composed or choreographed and are






Combining and linking actions; relationships to partners, an audience, apparatus or a stimulus.Adventurous activities: activities that are underpinned by problem solving,

communication, leadership and

teamwork



environment and


Adventurous activities may be pursued in curriculum time,

after school,

Or as part of an out-of-hours residential experience in new and challenging environments away from the local area. Competitive activities: activities that are learned for the purpose of competition between an individual, groups or team and others. The principles underpinning the application of these types of activity are generally strategic and tactical, such as game strategies and athletic tactics and involve competing against others.A variety of activities should be chosen to teach the programme of study, enabling pupils to learn the application of strategies and tactics. During these activities pupils

need to understand why there is a need for rules in a competitive situation, and why they should take responsibility for their actions.15 Physical education



ICT Find and analyse informationFind information using a range of given sourcesSearch, sort and / or graph data to followsimple lines of enquiryUnderstand effects of changing variables inmodels or simulationsCreate and communicateCreate, organise, amend and presentinformation and ideasSave and retrieve work independentlyUse email with supportUnderstand the use of a range of input andoutput devices

use a range of ICT resources and equipment independently and collaboratively

use ICT sources of information and non-ICT sources of information






Use ICT to explore and solve

problems in the context of work across a variety of subjects







Art Understanding1. Describe and makecomparisons between theirown work and that of others2. Experiment with andexamine the methods usedby other artists, craft workersand designers from differentperiods e.g. homes throughthe agesInvestigating1. Select and record fromobservation, experience,

Understanding• Pupils should be stimulatedand inspired by:- other artists and craftworkers- designers- images- artefactsfrom a variety of historicalcontexts.- local art craft and designInvestigating- Natural

Go for a walk in the localarea to explore art througha made window frame• Take a picture by a famousartist who would depictareas which match yourlocal area. e.g. Cézannefor landscapes or Lowri fortowns• Divide it into segments.Explore texture, shapeand pattern within eachsegment

memory and imagination2. Investigate one aspectof the:- Natural environment- Man-made environment- World of imaginationMaking1. Explore, experiment withand apply the elements ofthe visual tactile and sensorylanguage of art, craft anddesign:- Shape- Texture- Pattern2. In either two or threedimensional objects3. Use their experienceand knowledge of differentmaterials, tools andtechniques:- Experimentally-Expressively

- Man-made- Imagined objects andenvironmentsMaking• Pupils should design andmake both imaginativelyand expressively:- objects- artefacts- images• They should use a variety of:- tools and equipment- materials- processes• They should haveopportunities to workas individuals and groupmembers• They should work indifferent contexts suchas: galleries, art room,outdoors, the home• Pupils should be taughtto consider the hazardsand the risks in their artand design activities. Theyshould be able to followinstructions to minimizerisks to themselves and others

• Use techniques deployedby the artist to createindividual pieces of art• Art through History e.g.looking at artefacts to lookat the shape and patterns• Link with Houses andHomes. Look at theshapes, patterns andtextures found in the localarea e.g. houses, streetfurniture, shops• Links with language skillse.g. Lowri. They become acharacter in the painting• Explore the local area todefine aspects of the twoor three dimensional work• Sketch scenes of the localarea. Using artists stylestry to recapture the areathey can see• Take one specific objector building in the areaand make a more detailedstudy e.g. a local bridge.Compare this with morefamous bridges. Then seta challenge to make a 3Ddesign of a bridge• Look at shape and design,line and patterns


Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process/ method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progressReflect• Reviewing outcomes andsuccess criteria• Reviewing the




process /method• Evaluating own learningand thinking• Linking and lateral thinking


Welsh 2nd Language OracyShow understanding of aseries of short items spoken ina familiar voice by respondingnon-verbally or verballyExpress a simple opinionand make some statementsvoluntarilySpeak with understandablepronunciation and intonationusing an increasing rangeof vocabulary and patterns,usually accuratelyReadingUnderstand and respond totexts that have an increasingrange of words, phrases andshort passages within theirexperienceRespond to poetry, stories andfactual information by referringto aspects they likeBegin to read independentlyand choose some texts

Oracy1. see & hear different people talking & those with different dialects2. Experience a range of audio, audio-visual, electronic, visual and written stimuli, ideas and texts, e.g. DVDs, tapes, IWB etc.3. communicate for a variety of purposes including: asking questions and offering comments, giving and following sets of instructions, presenting personal and imaginative experiences & factual information• expressing opinions, offering and developing comments & arguments• reporting back using notes4. work independently, in pairs, in groups and as members of a class5. use a variety of methods to present ideas, including ICT, e.g. drama techniques, simulations, holding a discussion6. converse with a variety of audiences including teachers, peers and familiar adults7. Increase their confidence in language use by drawing on their knowledge of Welsh and

History: myths andlegends related to Walese.g. One Moonlit Night,Giant Tales From Walesand others from thePont series• Local history: e.g. GutoNyth Bran

voluntarilyWritingCommunicate simple factualand personal informationwithin their experience fairlyaccurately showing someawareness of the reader andformSentences are demarcatedaccurately including theuse of question marks andapostrophesSpell familiar words accuratelyHandwriting is legible andappropriately presented

English and other languages.Reading. develop as enthusiastic, independent and reflective readers2. read in a variety of situations including reading: with support, independently, in pairs, in a group, aloud, and listen whilst following the print3. experience a variety of texts and forms including:• traditional and contemporary poetry and prose• material which is challenging• material that broadens horizons and expands the mind• material that presents information and reference material including media texts and computer material• extracts and complete texts• Material with a variety of structural and organisational features.Writing

. write for a variety of purposes including:• to entertain• to present information• to express opinions• to convey feelings and ideas2. write for a variety of real and imaginary audiences, e.g. oneself, fellow-pupils, younger pupils, teachers, family and friends3. write in a variety of forms, e.g. stories, poems, scripts, leaflets, posters, advertisements, reports, diaries, notes, electronic texts, portrayals, instructions,

questionnaires, reviews, articles, speeches4. write in response to a variety of audio, visual and audio-visual stimuli,E.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, television programmes, a statue.

White Rose Primary School Curriculum MapNational Curriculum Year: 3&4 Cycle Year: 2 Key Stage: Lower KS2 Topic: Through the Keyhole


English Fiction• Pupils write a play based on an aspect of Tudor life• Pupils write an Historical short story based on the life of a servant /masterNon Fiction• Pupils write a newspaper report / article based upon the class banquet• Pupils create invitations to be sent to guests for a variety of celebrations



Mathematics • Number• Measuring accurately• Time



Science • Communication: Search for, access and select relevant scientificinformation, from a range of sources,including ICT



History Communicate ideas, opinions and conclusions with increasing independence in a variety of ways, including ICT.Historical Knowledgeand Understanding1. Identify differences between ways of life at different times

Study• The daily life of people living either in the Age of the Princes, in the time ofthe Tudors or the time of he StuartsCarry Out• Investigations into the history around them and into the life of

• Starting activity• Bury an artefact related to the topic of the Tudors (homes) in the school grounds. Tell the pupils that today we are goingto be archeologists – give pupils tools to dig• Discuss how they are going to find

Historical Enquiry1. Ask and answer relevant questions about the past2. Plan the investigative approach to be used, suggesting how to findrelevant information Use a range of sources, including ICTOrganisation andCommunication1. Select, record, and rganise historicalinformation2. Communicate ideas, opinions and conclusions with increasing independence in avariety of ways, including ICTInterpretationsof History1. identify the ways in whichthe past is represented and interpreted

people atdifferent times and places in the pastAsk and AnswerQuestions• What do you know about life at this time? How do you know this? How canyou find out more?• What was life like for rich and for poor people, for men, women and children?• Were there significant changes in people’s lives at this time and, if so, why?• How have the daily lives of people at this time been represented andinterpreted and why?

out to which period of time the artefact belongs• Pupils complete a KWHL grid• Each group to choose an area of interest then carry out research using books and the internet. Pupils to teach the rest of the classabout the area they have find out about• Take pupils on a visit to St. Fagan’s• Focus on the Tudor home comparing the homes and lives of the rich and poor.Get the pupils to take photographs and give the pupils the opportunity to question the guides• Provide the pupils with a range of sources – including videos, pictures and textabout the Tudors focusing on homes• Sort the pictures / sources into those that are about the rich and those about the poor. Discuss their reasons for decisions• Pupils create a "For Sale"advertisement for a rich person’s home• Show pupils a picture of a poor person in Tudor times.Place questions around thepicture, what do they think the answers might be• Use www.headlinehistory.co.uk (adapted to a welsh situation) Read

the newspaper ’Lifeline For Poor Families’. Carry out hotseating activities of the characters in the reports• Also hot seat people from different levels of society to investigate their views ofpoor people• Pupils use sources to find out about the lives of rich people e.g. entertainment,health, daily life• Discuss whether they would have referred to be a rich or a poor person and why? Write a diary entry


Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process/ method and strategy• Determining success

Oracy• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using information using reading strategies• Responding to what has been readWriting• Organising ideas and information• Writing accuratelyWider Communication Skills



criteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process /method• Evaluating own

• Communicating ideas and emotions• Communicating information

learning and thinking• Linking and lateral thinking


Geography



Music • Pupils listen to Greensleeves (writtenby Henry VIII)• Appraise the music• Pupils write their own words to accompany this tune, using words that are based on Tudor life• Pupils then listen to and compare the twoversions of Greensleeves– one by Henry VIII and one by Ralph Vaughan Williams• Compose their own words and sounds to be similar to the original Greensleeves



Design technology Designing1. Use a range of information sources to generate ideas for products2. Investigate how existing products look and function as a source of ideas for their own products, e.g. examine a range of products related to their task, toys, healthy eating3. Develop a simple specification / recipe for their products indicating theirintentions and approach5. Develop and communicate their design ideas in a variety of ways, using ICT and models where appropriateMaking1. Work to their specification/ recipe to make products2. Choose appropriate materials, ingredients, equipment, tools / utensilsand techniques, from a range made available to them3. Measure, mark out, cut, shape, join, weigh and mix a range of materials and ingredients, using

Tasks in which they design and make products, focusing on different contexts and materials.

Challenge• Pupils look at letter sent to the school from the cook at St. Fagan’s. Challenge: my master is getting overweight because he iseating unhealthy food, can you help me by designing him a healthy snack• Pupils look at the foods that were eaten in Tudor times. Pupils decide whether they would consider them to be healthy / unhealthy- based on the food wheel• Pupils then investigate existing snacks and their nutritional information• They use this knowledge to design and make a healthy snack for the Tudor master.Pupils work in groups on these products• Pupils taste and evaluate their productsbefore ‘sending’ them to St Fagans.

appropriatetools / utensils, equipment and techniques6. Discuss their products, and evaluate their work Food7. Plan and carry out a broad range of practical food preparation tasks safely and hygienically8. Apply current healthy eating messages and consider nutritional needs when undertaking foodpreparation tasks9. Classify food by commodity / groupand understand the characteristics of a broad range of ingredients, including their nutritional, functional and sensoryproperties


Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding

Oracy• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using information using reading strategies

Finding and developing information and ideas Creating and presenting information and ideas


• Gathering information• Determining the process/ method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about auseand effect and makinginferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progress

• Responding to what has been readWriting• Organising ideas and information• Writing accuratelyWider Communication Skills• Communicating ideas and emotions• Communicating information

• Comparing data• Recording and interpreting data andpresenting findings

Reflect• Reviewing outcomes and success criteria• Reviewing the process /method• Evaluating own learning and thinking• Linking and lateral thinking


Physical Education PE (Dance)• Recognise the principles of simple composition and choreography inorder to use them to plan sequences and a range of movement patterns• Respond to a range of stimuli andaccompaniment



ICT



Art



Welsh 2nd Language

CwricwlwmCymreig• Visit to Amgueddfa Werin GenedlaetholCymru-Sain Ffagan• Visit to Llancaiach Fawr: Colonel Pritchard and family Henry VII-(Henry Tudor), Owain Glyndwr.• See ‘100 Welsh Heroes



ESDGC • Health: Discuss the cost of different foods. Has this always been so?

(e.g. pepper was once more expensive thangold!)• Grow vegetables from seeds, prepare and cook them• Visits to organic farm /water treatment works



PSE PSE Skills(as appropriate)• Developing Thinking• DevelopingCommunication• Developing ICT• Developing Number• Working with Others• Improving Own Learning

White Rose Primary School Curriculum MapNational Curriculum Year: 3 & 4 Cycle Year: 2 Key Stage: Lower KS2 Topic: Machines


EnglishOracyPupils talk and listenconfidently in different

Oracy1. Seeing and hearing different people talking, including people with different dialects2. Experiencing and responding to a variety of

Fiction• Poem about a machine

contextsWhen listening, they canmake relevant comments andask questions about others’talkThey use vocabulary moreappropriate to the topic orneeds of the listenerThey can express opinionsThey are aware of more formalstandard formsPupils can talk and listenconfidently in an increasingrange of contextsPupils listen carefully,contribute ideas and askquestionsTalk is adapted to the purposeand ideas are organised anddeveloped thoughtfullyPupils can describe eventsand convey their opinionsgiving some reasonsThey are responsive to theviews of othersThey are able to suggestways to improve talk throughchanges to vocabulary andstyleSome features of standard

Reading level 3Pupils read a range of textsfluently and accuratelyThey use appropriatestrategies to read andunderstand

stimuli and ideas: visual, audio and written3. Communicating for a range of purposes, e.g. presenting information, expressing opinions, explaining ideas, questioning, conveying feelings, persuading4. Speaking and listening individually, in pairs, in groups and as members of a class5. Using a variety of methods to present ideas, including ICT, e.g. drama approaches, discussion and debate6. Presenting, talking and performing for a variety of audiencesIncreasing their confidence in language use by drawing on their knowledge of English, Welsh and other languages Engaging in activities that focus on words, their derivation, meanings, choice and impact.

Reading1. Becoming enthusiastic and reflective readers2. Reading individually and collaboratively3. Experiencing and responding to a wide range of texts that include:• information, reference and other non-literary texts, including print,media, moving image and computer-based materials• poetry, prose and drama, both traditional and contemporary• texts with a Welsh dimension and texts from other cultures4. Reading/viewing extracts and complete texts:• with challenging subject matter that broadens perspectives and extends thinking, e.g. environmental issues, sustainability,

• Adventure storiese.g. time machine• Read the story The IronMan and discuss issuesraised by storyNon Fiction• Write instructionson how the hydrauliccrocodile was made• Write a letter to afactory, thanking themfor the visit / write aletter to a factory askingthem if they can visit• Pupils write a persuasiveleaflet / poster toencourage people torecycle

In responding to a rangeof texts, they showunderstanding of the mainpointsThey can express preferencesThey can locate books andfind information by using theirknowledge of the alphabetReading : Level 4

Pupils read a range of textsfluently and accuratelyThey use appropriatestrategies to read andunderstandIn responding to a rangeof texts, they showunderstanding of the mainpointsThey can express preferencesThey can locate books andfind information by using theirknowledge of the alphabet

Writing: Level 3

Writing often organised and

animal rights, healthy eating• with a variety of structural and organisational featuresThat show quality and variety in language use• that reflect the diversity of society in the twenty-first centuryWriting1. Writing for a range of purposes, e.g. to entertain, report, inform, instruct, explain, persuade, recount, describe, imagine and to generate ideas 2. writing for a range of real or imaginedAudiences.3. Writing in a range of forms4. Writing in response to a wide range of stimuli: visual, audio and written.

Creature ComfortsYear 3

Instructions (Make & Do) Narrative (Adventure Stories) Narrative (Visual) Playscript (Traditional)Poetry (Nonsense Verse)

Year 4 Explanation (Flowcharts & Diagrams) Instructional (Recipe) Explanation (Flowcharts & Diagrams)Instructional (Recipe)

clearMain features of differentforms are used appropriatelyWords are chosen for varietyand interestSentence punctuation isaccurateBasic sentence grammar usually correct and common polysyllabic words are oftenspelled accurately

Writing: Level 4Writing in a range of forms islivelyIdeas are sustained anddeveloped in interesting andappropriate waysAdventurous and effectivevocabulary choicesSome punctuation within thesentenceGenerally accurate spellingOpinions stated and somereasons givenBegin to use differentsentence structures andparagraphs


Draft and improve their work, using ICT asappropriate, to:• Plan• Draft• Revise• Proof-read• Prepare a final copy


Mathematics Number: level 3 Use place value in numbers up to 1000 tomake approximationsRecognise negative numbers in the context oftemperatureDevelop further mental strategies for addingand subtracting numbers with at least two digitsUse mental recall of the 2, 3, 4, 5 and 10multiplication tables in solving whole numberproblems involving multiplication and division,including those giving rise to remaindersUse decimal notation in recording moneyUse standard units of length, capacity, massand timeNumber level 4

Use place value in numbers up to 1000 tomake approximationsRecognise negative numbers in the context of

Number1. Understand number and numbernotation• count, read, write and order whole numbers• understand place value in relation to the position of digits; multiply and divide numbers by 10 and 100• identify negative numbers and decimals on a number line• use negative numbers in the context of temperature, and decimals in the context of money and measures2. Calculate in a variety of ways• use a variety of mental methods of computation; extend informal written methods to non-calculator methods• round answers to calculations to an appropriate degree of accuracy• use the relationships between the four operations, including inverses; recognise situations to which the different operationsapply• use fractions and percentages to estimate, describe and compare proportions of a whole; calculate fractions and percentages of quantities

• Estimate and measureaccurately• Make 3D shapes• Direction• Number• Data collecting andpresentation

temperatureDevelop further mental strategies for addingand subtracting numbers with at least two digitsUse mental recall of the 2, 3, 4, 5 and 10multiplication tables in solving whole numberproblems involving multiplication and division,including those giving rise to remaindersUse decimal notation in recording moneyUse standard units of length, capacity, massand timeShape Level 2 & 3Distinguish between straight and turningmovementsRecognise half-turns and quarter-turns and rightangles in turnsSort objects and classify them using more thanone criterionWhen they have gathered information, theyrecord their results in simple lists, tables,diagramsClassify shapes in various waysShape Level 4

Use knowledge of shape to make 3-Dmathematical modelsDraw common 2-D shapes in differentorientations on gridsReflect simple shapes in a mirror lineUse and interpret co-ordinates in the firstquadrantCollect discrete data and group data where

Measures and money1. Understand and use measures• choose appropriate standard units of length, mass, volume and capacity, temperature, area and time• understand the relationships between units, and convert one metric unit to another• read times on analogue and digital clocks; use timetables and convert between the 12- and 24-hour clocks; calculate time differences• know the rough metric equivalents of imperial units still in daily use• interpret numbers on scales and read scales to an increasing degree of accuracy; understand and use scale in simple maps anddrawings• draw and measure angles• find perimeters of simple shapes; find areas and volumes by counting and other practical methodsh2. Understand and use money• know and use the conventional way to record money• find approximate solutions to, and use the four operations to solve, problems involving money• understand a calculator display in relation to money, e.g. that a display of 21.4 (pounds) means £21.40• be aware of other currencies.Shape, position and movement1. Understand and use the properties ofshapes• make 2-D and 3-D shapes and patterns with increasing accuracy• understand the congruence of 2-D shapes• name and classify 2-D shapes according to

appropriateUse the mode and median as characteristics ofa set of dataDraw and interpret frequency diagramsConstruct and interpret simple line graphsUnderstand and use simple vocabularyAssociatedHandling Data L3

Extract and interpret information presented insimple tables and listsConstruct and interpret bar charts andPictogramsHandling Data L4Collect discrete data and group data whereappropriateUse the mode and median as characteristics ofa set of dataDraw and interpret frequency diagramsConstruct and interpret simple line graphsUnderstand and use simple vocabularyassociated with probabilityProblem solvingBegin to work throughdifficulties when solvingproblemsOrganise work, check resultsand try different approachesDevelop own strategies forsolving problems by trying outideas of their ownContinue to organise work,check results and try differentapproaches

side and angle properties• know and use the properties of 2-D (polygon) and common 3-D (polyhedron) shapes2. Understand and use the properties ofposition and movement• recognise reflective and rotational symmetries of 2-D shapes• use positive co-ordinates to specify location• identify properties of position and movement, and use these to classify shapes• use right angles, fractions of a turn and degrees to measure rotation.Handling data1. Collect, represent and interpret data• collect data for a variety of defined purposes, including those that arise from their own questions, and from a variety of sources• use and present data in a variety of ways including tables, pictograms, charts, bar charts, line graphs, diagrams, text and ICT• calculate and use the mode, median, mean and range of a set of discrete data2. Understand and use probability• use everyday language for early ideas of probability• know that the likelihood of an event


Explore sequences andrelationshipsExtract and interpretinformation from simpletables, lists, bar charts anddiagramsDescribe patterns andrelationshipsCheck whether their results aresensibleInterpret simple line graphsInterpret solutions tocalculations on calculatordisplays

Talk about and explain work inmore detailUse and interpretmathematical symbols anddiagramsConstruct bar charts andPictograms

Explain clearly and conciselymathematical resultsand present informationsystematically usingmathematical symbols anddiagrams

• use correct mathematical language, notation, symbols and conventions to talk about or to represent their work to others• recognise, and generalise in words, patterns that arise in numerical, spatial or practical situations• visualise and describe shapes, movements and transformations• read information from charts, diagrams, graphs and text• use a variety of methods to represent data• devise and refine their own ways of recording• explain strategies, methods, choices and conclusions to others in a variety of ways – verbally, graphically, using informal written methods.


Science Communicating1. Search for, access andselect relevant scientificinformation, from a range ofsources, including ICT2. Communicate clearly byspeech, writing, drawings,diagrams, charts, tables, barcharts, line graphs, videos,and ICT packages, usingrelevant scientific vocabulary3. Where and how to findrelevant information andideas5. The observations ormeasurements that need tobe madePlanning4. When carrying out afair test, the key variablesthat need to be controlledand how to change theindependent variable whilstkeeping other key variablesthe same5. The observations ormeasurements that need tobe made

How Things Work• Forces of different kinds,e.g. gravity magneticand friction, including airresistance• The ways in which forcescan affect movementand how forces can becomparedThe SustainableEarth• A consideration of whatwaste is and what happensto local waste that can berecycled and that whichcannot be recycled. Howthings work• Forces of different kinds,e.g. gravity, magnetic,friction, including airresistance

• Take the pupils on a visitto the local park to recaptheir knowledge of forcesand movement that waspreviously addressed atKS1, such as pushes andpulls• Get the pupils to play the‘Cat and Mouse’ boardgame. The pupils tosuggest how the gameis working and introducethe terms ‘forces’ and‘magnetism’• Visit or watch video ofrecycling plant in action.Use of magnetic craneto separate differingmaterials. During visit orwhile watching video takenotes and / or photos• Sequence a series ofpictures to show therecycling process• Write captions using

6. The equipment andtechniques required for theenquiry7. Any hazards and risks tothemselves and othersDeveloping2. Make careful observationsand accurate measurements,using digital and ICTequipment at times4. Make comparisons andidentify and describe trendsor patterns in data andinformation5. Use some prior knowledgeto explain links betweencause and effect whenconcludingReflecting2. Deciding whether theapproach / method wassuccessful5. Describing how they havelearned and identifying theways that worked the best

scientific vocabulary toexplain their initial ideasof how the recyclingprocess works. Create aphotograph board• Provide the pupils withan opportunity to exploremagnetic objects /materials• Revise vocabulary relatedto magnetism• Predict which objects aremagnetic and which arenot• Get the pupils to sorta range of objects intomagnetic and non –magnetic. Discuss theprocess of sorting Pupils brainstorm in groupsquestions they could askabout magnets. Pupilscarry out an enquiryto answer one of theirquestions e.g. whichmagnet is the strongest?• Pupils carry out anotherenquiry linked to theDesign & Technologyactivity e.g. pupilsinvestigate a variety of carsin terms of friction. Whichcar travels down the rampthe fastest? How can we

make a car travel faster /slower?


Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process/ method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progress

Oracy• Developing informationand ideas• Presenting informationand ideasReading• Locating, selecting andusing information usingreading strategies• Responding to what hasbeen readWriting• Organising ideas andinformation• Writing accuratelyWider Communication Skills• Communicating ideas and emotions• Communicating information


NumberUse MathematicalInformation• Using numbers• Measuring• Gathering informationCalculate• Using the numbersystem• Using a variety ofmethodsInterpret and PresentFindings• Talking about andexplaining work• Comparing data• Recording andinterpreting data and presenting findings

Reflect• Reviewing outcomes andsuccess criteria• Reviewing the process /method• Evaluating own learningand thinking• Linking and lateralthinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progressReflect• Reviewing outcomes asuccess criteria• Reviewing the process /method• Evaluating own learningand thinking• Linking and lateralthinking


History Opportunities for:• Changes to people’s dailylives in the locality in the

nineteenth century• The differences inpeople’s daily lives intwo contrasting periodsof the twentieth century• How did the inventionof stream power changepeople’s lives?• How have computer’schanged since firstinvented?



Geography Locating Draw maps using a key andsymbolsUnderstand directionUse globes and maps to findinformation about placesDraw maps using a key andappropriate symbolsUse direction, distance andsimple co-ordinates on maps,in atlases and on globes tolocate placesBegin to recognise patterns ofobvious distributions of placesand how they are connectedUnderstanding

Recognise simplecomparisons and offer some

Ask and Answer questions– where is this place/environment? What is it like and why? What is happening and why?– How is this place the same as or different from other places/environments and why Is it always the same? Why is it changing?– How are places and environments linked/connected to other places and environments? - How am I and/or other people linked to other parts of the world?– how have people affected this place/Environment- How can I and other people look after this environment?– How do people’s views differ about this geographical issue and what do I think?* The local area should cover an area larger than the school’s immediate vicinity. It will

• Living in my world:caring for places andenvironments and theimportance of being aglobal citizen• How do machines affectour environment?• How can recyclingimprove the environment?

reasons for the natural andhuman features of differentlocalitiesRecognise that people haveimpact on their environmentBegin to explain the naturaland human features ofdifferent localities and howand why places are differentIdentify straightforward causesand consequences of changeShow some understandingof how people’s actions,including their own, canimprove or damage theenvironmentInvestigating

Ask and respond to a range ofsimple questionsObserve, collect and recordinformation indoors andoutdoorsFind answers to theirinvestigationsSuggest relevant questionsObserve, collect, measureand record relevant data inand out of doors and organiseinformationPresent straightforwardconclusions to theirinvestigations

normally contain the homes of the majority of pupils in the school. The contrasting localities should be in areas of a similar size to the local area.


Express their views aboutplaces, supported with some

reasonsRecognise that people havedifferent viewsThey present information avariety of waysExpress their own views andbegin to take account of otherpeople’s views and opinionson geographical issuesPresent information and ideasusing some geographicalterms and appropriatemethods


Music Sing songs in tune with goodcontrol of breathingPlay an instrumental part using alimited range of notesWork with others to createcompositions with a simple musicalshapeRevise musical ideas as necessaryMake distinctions within themusical elementsDiscuss how effectively the musicalelements have been usedSing and play, showing control ofthe musical elementsMaintain a part as a member of agroup in a simple part song or aninstrumental part in a group pieceWork with others to devise andundertake simple development ofmusical ideasProduce compositionsdemonstrating understanding and

The repertoire for performing should: Be taken from the past and present. Include music from the European

‘classical’ tradition, folk and popular music, the music of Wales and other musical traditions and cultures.




Composing activities should involve the exploration and use of a wide range of

• Discuss the sounds thatthe pupils can hear,using musical terms• Pupils use a variety ofinstruments to re-createmachine noise (in groups)• Pupils perform to therest of the class andevaluate in order toimprove• Give the pupils a pictureof a machine / robot.They will then composea piece of music tocapture the sound madeor provide them with achapter of The Iron Manstory and they thenhave to add musicalaccompaniment. (Link

appropriate use of the musicalelementsMake distinctions within themusical elements in describing,comparing and making judgementsabout different kinds of music

sound sources, e.g. pupils’ voices and bodies, sounds from the environment, instruments and music technology.





to ICT – use 2simplesoftware to compose)• Perform and evaluateand compare to themusical compositionwithin The Iron Man film



Design technology Designing2. Investigate how existingproducts look and functionas a source of ideas for theirown products5. Develop and communicatetheir design ideas in a varietyof ways, using ICT andmodels where appropriatePlanning2. Investigate how existing

Tasks in which they exploreand investigate simpleproducts in order to acquiretechnological knowledgeand understanding thatcan be applied in theirdesigning and making• Tasks in which they learnabout the responsible useof materials, consideringissues of sustainability• Tasks in which they

How can forces affectmovement being addressedthrough systems andcontrol?• Take the pupils on amachine mission walk.The pupils have to identifywhere machines arebeing used in our localenvironment• Develop this throughdiscussion into how the

products look and functionas a source of ideas for theirown products3. Develop a simplespecification / recipe fortheir products indicating theirintentions and approachMaking3. Measure, mark out, cut,shape, join, weigh and mixa range of materials andingredients, using appropriatetools / utensils, equipmentand techniques4. Find alternative ways ofmaking if the first attemptfails5. Apply appropriate finishesto their products6. Discuss their products,and evaluate their workSystems and Control13. Construct simplemechanisms to producedifferent types of movement15. Use programmable /computer control systemsthat can create, test, modifyand store instructions tocontrol events

develop and practiceparticular skills andtechniques that can beapplied in designing andmaking• Tasks in which they designand make products,focusing on differentcontexts and materials• They should be givenopportunities to:- be creative- be innovative- work independentlyand in groups• Pupils should be taughthow to use tools / utensilsand equipment safely andto consider the hazardsand risks in their activities,behaviour and lifestyle.They should be able tofollow instructions tocontrol risk to themselves and others

machines work / visitfactories within the localarea to see the uses ofmachines• Invite ‘Rhys Cycle’ intoschool to tell the pupilsabout recycling and allowpupils to question thevisitor• Pupils are shown acrocodile whose mouthopens and closes throughthe use of hydraulics – useof syringe• Discuss how this is madeand what forces areinvolved. Write a set ofinstructions on how tomake the crocodile• Pupils design and makea recycling bin (whichhas a lid that opens andcloses through the useof hydraulics OR pupilsdesign and make a windmillor waterwheel (link withforces, science)• Pupils either controlBeeBot/ roamer oruse control programon computer to controlmachines found outside i.e.traffic lightsplastic


Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process/ method and strategy• Determining successcriteria• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process /method• Evaluating own learningand thinking





Physical Education Health, Fitness & Well being Describe how exerciseaffects their bodies and givereasons why daily physicalactivity is good for themSustain activity overappropriate periods of timeIdentify how to eat anddrink healthily to meetenergy requirements ofphysical activities

Describe how theyfeel during differentactivities and show someunderstanding of theimportance of physicalactivity to health, fitnessand well-beingPerformance shows greateraccuracy and can besustained over appropriateperiods of timePlan daily physical activity

Creative ActivitiesShow control, tensionand clear shapes in theirmovementsLink actions with somefluencyObserve performance ofpeers and use appropriatewords to suggest ways toimprovePlan ways to improve and

Creative activities: activities that are Composed or choreographed and are

generally artistic and aesthetic in nature. In gymnastic activities, developing means

of travelling should include transferring weight from hands and feet and climbing activities.


The composition of sequences andchoreographed dance motifs should includefeatures such as variations in rhythm, speed, shape, level, direction and

pathways; Combining and linking actions;

relationships to partners, an audience, apparatus or a stimulus.

Adventurous activities: activities that are underpinned by problem solving, communication, leadership and teamwork Often have an outdoor living and learning

focus.Participation in outdoor activities provides opportunities to increase awareness of the natural

environment and Understand the importance of issues

such as conservation and sustainable development.

Adventurous activities may be pursued in curriculum time, after school,

Or as part of an out-of-hours residential experience in new and challenging environments away from the local area.

Pess fileOutdoor Learning cardsForrest Schools pack

ask questions in order tomake progress

Show improved coordinationand controlCommunicate ideas clearlyIdentify what makes a skill,action or idea successfulMake judgements aboutperformance using keywords related to the activity

Adventurous activitiesCooperate in solvingproblems when working withothersAcquire basic skills foractivities undertaken (e.g.reading a map, finding acompass bearing)Use understanding to planhow to improve their ownskillsSustain activity (swimming)for an appropriate period oftime

Develop skills of watersafetyTake more responsibilityfor their own actions andunderstand associated risksApply relevant skills to anactivity with increasingeffectiveness

Competitive activitiesRecognise principles

Competitive activities: activities that are learned for the purpose of competition between an individual, groups or team and others. The principles underpinning the application of these types of activity are generally strategic and tactical, such as game strategies and athletic tactics and involve competing against others.A variety of activities should be chosen to teach the programme of study, enabling pupils to learn the application of strategies and tactics. During these activities pupils need to understand why there is a need for rules in a competitive situation, and why they should take responsibility for their actions.

underpinning the range ofactivitiesUse and develop skills withimproving coordination andcontrolDesign small-sided modifiedversions of competitivegamesImprove through evaluatingeach other’s performances

Recognise principlesunderpinning the range ofactivitiesUse and develop skills withimproving coordination andcontrolDesign small-sided modifiedversions of competitivegamesImprove through evaluatingeach other’s performances



ICT Using E mail Skills: Find and analyse informationPupils should be given opportunities to:Discuss the purpose of their tasks, the intended audiences and the resources neededFind a variety of information from a variety of sources for a defined purpose

Using E mailUse ICT tools and suitable information sources safely and legally, in accordance with LEA/ school guidelinesUse a range of ICT resources and equipment independently and collaborativelyUse ICT sources of information and non-ICT sources of informationUse ICT to further their understanding of

Science – Investigating experiments using virtual experimentsGeography – Developing mapping skillsHistory – Develop an understanding of events in history

Email Detectives (Sherston)

Skills: Create and communicate informationPupils should be given opportunities to:Create and communicate information in the form of text, images and sound, using a range of ICT hardware and softwareShare and exchange information safely through electronic means, e.g. use of email, virtual learning environments

Level 3 Exploring SimmulationsPupils understand how changing one variable affects another in models or simulations.They understand the use of a range of input and output devices.Explore a simulation and investigate real or imaginary situationsMake choices using buttons and hyperlinksEnter data into a computer simulationRecognize a pattern and make a prediction.Make a prediction about what will happen if changes are made, and learn from the consequencesTalk about when a simulation may be useful Explain that a simulation gives me a number of different optionsThink ahead knowing that what I decide on affects the next eventEvaluate a simulation, comparing it with other models

information they have retrieved and processed.Store and retrieve information they have found or createdEvaluate their work and learningDiscuss new developments in ICT and the use of ICT in the wider world

y3 Exploring Simmulations Use ICT sources of information and non-ICT sources of informationUse ICT to further their understanding of information they have retrieved and processed Use ICT to explore and solve problems in the context of work across a variety of subjectsDraw upon their experiences of ICT to form judgements about its value in supporting their workStore and retrieve information they have found or createdEvaluate their work and learningDiscuss new developments in ICT and the use of ICT in the wider world

Year 4 Developing images – repeating patternsPupils begin to organise their tasks and use ICT to create, organise, amend and present information and ideasThey store and retrieve work independentlyPupils broadly plan their tasks and combine a variety of information and media when creating and developing their ideas, with a sense of purpose and audiencePupils manage their workspace effectivelyUse stamps tools to make a repeating patternUse ‘copy and paste’ to make a repeating patternSelect areas of picture, copy them and re-size to make them smaller or biggerChange the size of line and/or brush and apply effects, for appropriate effects to create a patternUse the symmetry tool to design effective patternsUse the Tiling / Make Pattern facility to create repeating patternsImport images from a variety of sources, e.g. the InternetSelect colours, experimenting with changing the background to create different effects. Discuss choices with othersUse ‘Save as ...’ to refine ideas, keep drafts of work, to show how it has developed and compare for best designAdd to and change an image, which was previously created by hand, by using a scanner or digital camera

Y4 Modelling effects on screen – Logo

Year 4 Developing images – repeating patterns

Use a range of ICT resources and equipment independently and collaborativelyUse ICT sources of information and non-ICT sources of informationStore and retrieve information they have found or createdEvaluate their work and learningDiscuss new developments in ICT and the use of ICT in the wider world

Pupils begin to organise their task and use ICT to create, organise, amend and present information and ideasPupils understand how changing one variable affects another in models or simulationsThey store and retrieve work independentlyThey understand the use of a range of input and output devicesThey use ICT to explore patterns and relationshipsThey make simple predictions about how changing one variable affects another in models or simulationsPupils manage their workspace effectivelycompare floor turtles to screen turtles and recognise that they use a common language but the size of the steps are differentknow the commands needed to draw a shape using a turtle. (FD, BK, LT, RT …)make predictions of what the turtle will draw from a set of commands and test themcopy a command line edit a set of commandsuse the repeat instruction and will predict what will happensave a set of commands as a procedure.

Y4 Modelling effects on screen – LogoUse a range of ICT resources and equipment independently and collaborativelyUse ICT to explore and to solve problems in context of work across a variety of subjectsEvaluate their work and learning



Art Describe similarities and differences Understanding Art

between works of art or craftBegin to show an imaginative awareness ofthe intentions of the artist / craftworkerSelect and record ideas andinvestigate different environments,choosing from resources that theyhave collected and organisedExperiment with and use a rangeof materials, tools and techniquesto achieve different outcomes,and make suitable changes whenneeded

Evaluate and compare the qualities of worksof artMake comparisons between their own worksof art and those of different culturesBegin to understand the different purposesof artwork and methods usedOrganise and use a range ofreference materials and resources,so that they can prepare anddevelop an idea or theme to theirworkControl a range of materials, toolsand techniquesApply their understanding to reviewand modify the qualities of theirwork

Pupils should be stimulated and inspired, whereappropriate, by:• other artists, craft workers and designers• methods and processes• media, styles, ideas• local and Welsh art, craft and design• Images and artefacts from a variety of historical and contemporary cultures and contexts.They should develop, where appropriate, theirunderstanding through:• Books, videos, digital-based resources, internet, galleries, practising artist, craft workers and designers, other resources.InvestigatingPupils should investigate:• the properties of materials and processes• natural objects and environments• made objects and environments• imagined objects and environments.They should, where appropriate, apply to their own work findings collected from:and from a variety of contexts including:• Books, videos, digital-based resources, internet, galleries, practising artist, craft workers and designers, other resources local and Welsh examples, different cultures and periods.Making

Investigating• Investigate: the naturalenvironment, the madeenvironment, the worldof imagination. Use avariety of materials• Keep a sketchbook:to develop ideas andfeelings, explorethemes, experiment withprocesses, research andenquireMaking• Explore, experiment withand apply the elementsof the visual, tactile andsensory language of art,craft and design whichinclude texture, shapeand form• Design and make: twodimensionalimages andthree-dimensional objectsand artefacts using arange of various materialsfor a variety of purposes


Ask questions related to context and listen before asking further questionsIdentify and make links

with prior skills and knowledge related to contextPlan, with support the process/ method to be usedDetermine some success criteria


Welsh 2nd Language OracyShow understanding of a series ofshort items spoken in a familiarvoice by responding non-verbally orverballyExpress a simple opinion and makesome statements voluntarilySpeak with understandablepronunciation and intonation usingan increasing range of vocabularyand patterns usually accurately

Show an understanding of the mainpoints of matters introduced tothem in familiar contextsPresent information and talk aboutexperiences, asking and respondingand volunteering commentsPronunciation and intonation isunderstandable. Use an increasingvariety of phrases and sentencepatterns with accuracy

ReadingUnderstand and respond to textsthat have an increasing range of

Oracy1. see & hear different people talking & those with different dialects2. Experience a range of audio, audio-visual, electronic, visual and written stimuli, ideas and texts, e.g. DVDs, tapes, IWB etc.3. communicate for a variety of purposes including: asking questions and offering comments, giving and following sets of instructions, presenting personal and imaginative experiences & factual information• expressing opinions, offering and developing comments & arguments• reporting back using notes4. work independently, in pairs, in groups and as members of a class5. use a variety of methods to present ideas, including ICT, e.g. drama techniques, simulations, holding a discussion6. converse with a variety of audiences including teachers, peers and familiar adults7. Increase their confidence in language use by drawing on their knowledge of Welsh and English and other languages.

Reading

CwricwlwmCymreig VisitsSt Fagins• Cyfarthfa Museum• [email protected]• Richard Trevithick'sPenydarren Locomotiveof 1804• Welsh Rail Networks• Industrial and MaritimeMuseum in Swansea• Techniquest

words, phrases and short passageswithin their experienceRespond to poetry, stories andfactual information by referring toaspects they likeBegin to read independently andchoose some texts voluntarily

Show an understanding of themain flow of short paragraphs ordialogues in familiar contexts byrecognising an increasing range ofwords and key factsRespond to text read by referring tosignificant details in the textDevelop as independent readers

WritingCommunicate simple factual andpersonal information within theirexperience fairly accurately showingsome awareness of the reader andformSentences are demarcatedaccurately including the use ofquestion marks and apostrophesSpell familiar words accuratelyHandwriting is legible andappropriately presented

Use suitable vocabulary andphrases, varying patterns andproducing basic sentencesshowing some grasp of form andprogressionSpell most structured words andother words within their experienceaccurately

1. develop as enthusiastic, independent and reflective readers2. read in a variety of situations including reading: with support, independently, in pairs, in a group, aloud, and listen whilst following the print3. experience a variety of texts and forms including:• traditional and contemporary poetry and prose• material which is challenging• material that broadens horizons and expands the mind• material that presents information and reference material including media texts and computer material• extracts and complete texts• Material with a variety of structural and organisational features.

Writing1. write for a variety of purposes including:• to entertain• to present information• to express opinions• to convey feelings and ideas2. write for a variety of real and imaginary audiences, e.g. oneself, fellow-pupils, younger pupils, teachers, family and friends3. write in a variety of forms, e.g. stories, poems, scripts, leaflets, posters, advertisements, reports, diaries, notes, electronic texts, portrayals, instructions, questionnaires, reviews, articles, speeches4. write in response to a variety of audio,

Written work is punctuatedcorrectly - capital letters, questionmarks, full stops, apostrophes andquotation marksHandwriting is clear and fluent

visual and audio-visual stimuli,E.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, television programmes, a statue.



ESDGC ESDGCConsumption and Waste• Find out where thingspeople consume comefrom and go to• Investigate ways toreduce waste• Find out how wastecan cause pollution indifferent forms: water,air, noise, visual• Measure time formaterials to degrade• Visit recycling centre /landfill site• Visit from Rhys Cycle/ environmentaldepartment of council• Visit House of the Futureat St. Fagan’s



PSE • Developing Thinking• DevelopingCommunication• Developing ICT• Developing Number• Working with Others• Improving Own Learning


National Curriculum Year: 5&6 Cycle Year: 1 Key Stage: Upper KS2 Topic: Black Gold


English Oracy

4Pupils can talk and listenconfidently in an increasingrange of contextsPupils listen carefully,contribute ideas and askquestionsTalk is adapted to the purposeand ideas are organised anddeveloped thoughtfullyPupils can describe eventsand convey their opinionsgiving some reasonsThey are responsive to the

Genres:Yr5:Recount(Newspaper report)Trip to St. Fagans and pitInquiry (Interview)Child miner, ownerNarrative Fourteen Locks Newport description, myth

Playscript (Contemporary) A scene undergroundPoetry (Limericks)

Yr6:Recount (Scripted news report; newspaper report) Trip

Oracy• Hot-seating: prominent character of the period• Presentation of research via different media i.e.PowerPoint, rap, song, etc.• Debating: i.e. effects on coal industry positiveor negative on mining communities

Reading• Set class novel based on coal industry• Distinguishing between fact and opinion,skimming and scanning• Retrieving and collating information

Writing

views of othersThey are able to suggestways to improve talk throughchanges to vocabulary andstyleSome features of standard English are used

5Pupils talk and listenconfidently in a wide rangeof contexts, including someformal occasionsPay close attention to othersasking questions to clarifyunderstandingTalk is purposefulThey begin to vary expressionand vocabulary appropriatelyThey express opinionsproviding suitable reasons tosupport their viewsThey make contributions thattake into account the views ofothersThey can evaluate talk andunderstand how its quality canbe improvedStandard English issometimes used in formalsituations

Reading4Pupils respond to a range oftexts showing understanding ofsignificant ideas, themes, eventsand charactersThey are beginning to use inferenceand deductionThey refer to the text whenexplaining their viewsThey can use several sources when

Narrative (Fantasy) Explanation (Reference Pages)Description Down the mine

Poetry (Classic)

• Diary extract i.e. child worked in a mine• Creative writing suspense story based on mining disaster• Biography of prominent character of the period

• Create a newspaper article of a prominent story of the era

• Monologue of viewpoints characters of the time i.e. rich and poor persons, mother, father or child, farmer or industrialist• Play script• Instructions to various parts of the mine• Poetry opportunities see resources

locating information and utiliseeffectively5Pupils show understanding of awide range of textsThey select essential points anduse inference and deduction whereappropriateTo support their views, theyidentify key features, themes andcharactersThey also select relevant words,phrases, sentences, images andother information to support theirviewsThey retrieve and collateinformation from a range ofsources

Writing4Writing in a range of forms is livelyIdeas are sustained and developedin interesting and appropriate waysAdventurous and effectivevocabulary choicesSome punctuation within thesentenceGenerally accurate spellingOpinions stated and some reasonsgivenBegin to use different sentencestructures and paragraphs5Writing is varied and interesting ina range of forms and meaning isclearImaginative and precise vocabularyA wide range of punctuation isgenerally usedFrequent use of complex spellingpatternsA more formal style is used when

appropriateOpinions are expressed,consistently supported by reasonsUse of simple and complexsentences within paragraphs



Develop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progress

Reflect

Oracy• Developing information and ideas• Presenting information and ideas

Reading• Locating, selecting and using information usingreading strategies• Responding to what has been read

Writing• Organising ideas and information• Writing accuratelyWider CommunicationSkills• Communicating ideas and emotions• Communicating information

Finding and developinginformation and ideas

Creating and presentinginformation and ideas

Use Mathematical Information• Using numbers• Measuring• Gathering information

Calculate• Using the number system• Using a variety of methods

Interpret and Present Findings• Talking about and explaining work• Comparing data• Recording and interpreting data and presenting findings

• Reviewing outcomes andsuccess criteria• Reviewing the process /method• Evaluating own learningand thinking• Linking and lateralthinking


Mathematics

Counting, partitioning and calculatingSecuring number facts, understanding shape

4SolveDevelop own strategies for solving problems bytrying out ideas of their ownContinue to organise work, check results and trydifferent approaches

CommunicateExplain clearly and concisely mathematicalresults and present information systematicallyusing mathematical symbols and diagrams

ReasonDescribe patterns and relationshipsCheck whether their results are sensibleInterpret simple line graphsInterpret solutions to calculations on calculatorDisplays

5SolveDraw conclusions from ideas of their own andexplain reasoningMake general statements based on availableEvidence

Number1. Understand number and number notation• count, read, write and order whole numbers• understand place value in relation to the position of digits; multiply and divide numbers by 10 and 100• identify negative numbers and decimals on a number line• use negative numbers in the context of temperature, and decimals in the context of money and measures2. Calculate in a variety of ways• use a variety of mental methods of computation; extend informal written methods to non-calculator methods• round answers to calculations to an appropriate degree of accuracy• use the relationships between the four operations, including inverses; recognise situations to which the different operationsapply• use fractions and percentages to estimate, describe and compare proportions of a whole; calculate fractions and percentages of quantitiesMeasures and money1. Understand and use measures

Data Handling• Collect data from census reports and interpret andrepresent it graphically

Number• Calculate mentally and use formal writtenmethods to work out computations on the timeline i.e. how many years ago was the steamengine invented?

Shape, Position and Movement• Symmetry patterns based on William Morrisdesigns

CommunicateMake general statements of their own based onavailable evidence and explain reasoning

ReasonExplain and predict subsequent terms inpatterns and relationshipsInterpret a wide range of graphs, diagrams andpie chartsRecognise that some conclusions can beuncertain or misleadingMake and investigate mathematicalhypotheses, predictions and conjectures

• choose appropriate standard units of length, mass, volume and capacity, temperature, area and time• understand the relationships between units, and convert one metric unit to another• read times on analogue and digital clocks; use timetables and convert between the 12- and 24-hour clocks; calculate time differences

• know the rough metric equivalents of imperial units still in daily use• interpret numbers on scales and read scales to an increasing degree of accuracy; understand and use scale in simple maps and drawings• draw and measure angles• find perimeters of simple shapes; find areas and volumes by counting and other practical methodsh2. Understand and use money• know and use the conventional way to record money• find approximate solutions to, and use the four operations to solve, problems involving money• understand a calculator display in relation to money, e.g. that a display of 21.4 (pounds) means £21.40• be aware of other currencies.Shape, position and movement1. Understand and use the properties ofshapes• make 2-D and 3-D shapes and patterns with increasing accuracy• understand the congruence of 2-D shapes• name and classify 2-D shapes according to side and angle properties• know and use the properties of 2-D (polygon) and common 3-D (polyhedron) shapes2. Understand and use the properties ofposition and movement• recognise reflective and rotational

symmetries of 2-D shapes• use positive co-ordinates to specify location• identify properties of position and movement, and use these to classify shapes• use right angles, fractions of a turn and degrees to measure rotation.Handling data1. Collect, represent and interpret data• collect data for a variety of defined purposes, including those that arise from their own questions, and from a variety of sources• use and present data in a variety of ways including tables, pictograms, charts, bar charts, line graphs, diagrams, text and ICT• calculate and use the mode, median, mean and range of a set of discrete data2. Understand and use probability• use everyday language for early ideas of probability• know that the likelihood of an event



Develop• Generating anddeveloping ideas



Writing• Organising ideas and information• Writing accuratelyWider CommunicationSkills






• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progress

Reflect• Reviewing outcomes andsuccess criteria• Reviewing the process /method• Evaluating own learningand thinking• Linking and lateralthinking

• Communicating ideas and emotions• Communicating information


ScienceYr5:Properties and MaterialsWaterworld

Yr6:ChangesSeparating Materials

4CommunicationSimple graphsBar chartsICT to plot graphsNotice patterns and trendsfrom graphs

PlanningFind and use a variety ofevidencePlan enquiries using skillsand scientific knowledgePredict outcomesRecognise with support the

The sustainable Earth1. the daily and annual movements of the Earth and their effect on day and year length2. the relative positions and key features of the Sun and planets in the solar system3. a comparison of the features and properties of some natural and made materials4. the properties of materials relating to their uses5. how some materials are formed or produced6. A consideration of what waste is and what happens to local waste that can be recycled

How things work• Forces see Design Technology project

variables within a fair testDecide upon basic successcriteriaIdentify hazards and controlthe risks to themselves andothers

DevelopingMake qualitativeobservationsUse standard equipmentsafely to measure usingS.I. units (digital equipmentwhere appropriate)Identify patterns and trendsDistinguish between facts,beliefs and opinions andbegin to recognise biasUse some scientificknowledge when drawingconclusionsDraw conclusions, formconsidered opinions andmake informed decisions

ReflectingDecide if their method wassuccessful by referring tosuccess criteriaExplain how they couldimprove their methodDescribe how they havelearned and identify whatworked bestLink learning to similarSituations

5

CommunicationSelect types of graphs touse including line graphsPresent ideas in various

and that which cannot be recycled.

How things work1. the uses of electricity and its control in simple circuits2. forces of different kinds, e.g. gravity magnetic and friction, including air resistance3. the ways in which forces can affect movement and how forces can be compared4. how different sounds are produced and the way that sound travels5. how light travels and how this can be used.cience

presentationsUse ICT and question itsrelevancePresent data systematicallyUse a range of units andConventions

PlanningFind and use relevantevidenceSystematically planenquiriesMake predictions based onscientific knowledge andunderstandingIdentify key variables(dependent and

independent variables)when planning a fair testJustify their success criteria

DevelopingMake a series of accuratemeasurements using S.I.units to collect reliable dataSelect measuringinstrumentsCheck progress and revisemethod when necessaryDescribe relationshipsbetween two variablesIdentify bias and considerreliabilityUse scientific knowledge,understanding and simplemodels when drawingconclusionsDraw conclusions that areconsistent with the findingsand consider others’ viewsto inform others’ opinionsand decisions

ReflectingEvaluate how far successcriteria fully reflectsuccessful outcomesIdentify the learning /thinking strategy they haveusedLink learning to dissimilarbut familiar situations



Develop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions









• Monitoring progress



History ChronologicalAwareness1. Use timelines to sequence events2. Use appropriate key words to estimate measure and describe the passage of timeHistorical Enquiry1. Ask and answer relevant questions about the past3. Use a range of sourcesHistorical Knowledge and Understanding2. Identify significant people and describe events within and across periodsOrganisation and Communication2. Communicating ideas, opinions and conclusionsInterpretations of History1. Identify the ways in which the past is represented and interpreted2. Distinguish between fact and opinion, giving some evidence / knowledge-based reasons for thisOrganisation and Communication1. Select, record, and organise historical information2. Communicate ideas, opinions and conclusions with increasing independence in a variety of ways, including ICT

– Changes to people’s daily lives in the locality in the nineteenth century

– The differences in people’s daily lives in two contrasting periods of the twentieth century

• Give the pupils a model of a timeline. The latter willcover key periods through time i.e. The Celts, theTudors, modern times etc. The pupils will beintroduced to terms such as BC and AD, decade,century and millennium• The pupils then carry out research on aspects ofHistory since nineteenth century to the presentday. They then produce a timeline and notesignificant dates of their own choice based onindividual research via internet or books• The pupils will be given a quad grid. From the gridthey will have to think about a question they would liketo research relating to the nineteenth century. Theymust answer their question, adding further detail to their answer. Finally, their source must be added to the grid i.e. internet website• The pupils will research significant people anddescribe events within the period. e.g. inventors,monarchs, scientists, etc.They may use the internet or books to research theirtheme. The activity may be completed individually orusing learning partners • They will present their findings to the other members of the class maybe as a hot-seating exercise• The pupils will use census reports, graphical data,Ordnance Survey maps, eyewitness accounts,paintings, poems, artifacts to compare and contrast

life in the past. They will examine population growth,ethnic diversity brought about by jobs, changes in the environment, etc.Discuss reliability of the sources and then rankstatements in order of reliability on a washing lineor diamond nine




Reflect• Reviewing outcomes and



Writing• Organising ideas and information• Writing accurately

Wider Communication Skills• Communicating ideas and emotions• Communicating information



Calculate• Using the number system• Using a variety of methodsInterpret and Present Findings• Talking about and explaining work• Comparing data

• Recording and interpreting data and presenting findings

success criteria• Reviewing the process /method• Evaluating own learningand thinking• Linking and lateral thinking


Geography 4LocatingDraw maps using a key and appropriate symbolsUse direction, distance and simple co-ordinateson maps, in atlases and on globes to locate placesBegin to recognise patterns of obvious distributions of places and how they areconnected

UnderstandingBegin to explain the natural and human features of different localities and how and why places are differentIdentify straightforward causes and consequencesof changeShow some understanding of how people’s actions, including their own, canimprove or damage the environment

5LocatingDraw maps with a sense of scale and proportionUnderstand distance and directionLocate places accurately, use map co-ordinatesDescribe obvious geographical patternsand how places are interconnected

Study- Living in Wales: their local area* and an investigation of at least one aspect of the geography of the wholeof Wales, e.g. national parks, where people live– Living in other countries: two contrasting localities* in countries at different levels of economic development outside the United Kingdom– Living in my world: caring for places and environments and the importance of being a global citizen

Carry out– investigations of ‘geography in the news’, topical events and issues in the local area and the wider world– fieldwork to observe and investigate real places and processes

Ask and Answer questions– where is this place/environment? What is it like and why? What is happening and why?

– How is this place the same as or different from other places/environments and why

– Is it always the same? Why is it changing?

– How are places and environments

Locating Places, Environment and Patterns• Look at the relationship between the distributionof houses and the location of the coal mines and railways, observing spatial patterns• Identify and locate coal mines and areas ofinterest using globes, atlases and mapsInvestigating• Fieldwork opportunities to investigate andobserve real places and processesUnderstanding Places, Environments and Processes• How the environment and physical landscapechanged as a resultant of the shift of industry toa rural area

UnderstandingDescribe and offer explanations for thecharacteristic natural and human features of different localitiesIdentify reasons for the differences between places and describe how processesand the role of people in managing their environment result in changes to places

linked/connected to other places and environments? - How am I and/or other people linked to other parts of the world?– how have people affected this place/Environment- How can I and other people look after this environment?– How do people’s views differ about this geographical issue and what do I think?* The local area should cover an area larger than the school’s immediate vicinity. It will normally contain the homes of the majority of pupils in the school. The contrasting localities should be in areas of a similar size to the local area.



Develop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and making









inferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progress



Music 4PerformingSing and play, showing control ofthe musical elementsMaintain a part as a member of agroup in a simple part song or aninstrumental part in a group piece

ComposingWork with others to devise andundertake simple development ofmusical ideasProduce compositionsdemonstrating understanding andappropriate use of the musicalelements

AppraisingMake distinctions within themusical elements in describing,

PeformingThe repertoire for performing should: Be taken from the past and present.



Include unison and simple part songs, e.g. rounds, songs with a descant, cerdd dant arrangements, etc. and be

comparing and making judgementsabout different kinds of music

5PerformingDemonstrate fluency in singing andplaying a broad repertoireMaintain a part as a member of agroup in a part song and maintainan individual part in a group piece

ComposingWork with others to develop andorganise material within appropriatemusical structuresEvaluate and refine compositions

AppraisingDiscriminate within the musicalelements and recognise the maincharacteristics of, and evaluate, avariety of music

appropriate for pupils’ vocal range.


Composing



AppraisingThe repertoire for listening should Include pupils’ own compositions and
















Design technology Designing1. Use a range of informationsources to generate ideas forproducts2. Investigate how existingproducts look and function asa source of ideas for their ownproducts3. Develop a simplespecification for their productindicating their intentions andapproach4. Demonstrate their creativethinking when consideringand recording solutions toproblems that arise duringtheir designing and making5. Develop and communicatetheir design ideas in a varietyof ways, using ICT and modelswhere appropriateMaking1. Work to their specification /recipe to make products2. Choose appropriatematerials, ingredients,equipment, tools / utensilsand techniques, from a rangemade available to them3. Measure, mark out, cut,shape, join, weigh and mixa range of materials andingredients, using appropriatetools / utensils, equipmentand techniques4. Find alternative ways ofmaking if the first attempt fails5. Apply appropriate finishesto their products6. Discuss their products, and evaluate their work13. Construct simple mechanisms to produce

• Pupils should be given opportunities to developtheir design and technology capability through:- tasks in which they explore and investigatesimple products in order to acquire technologicalknowledge and understanding that can beapplied in their designing and making- tasks in which they learn about the responsible use of materials, considering issues of sustainability- tasks in which they develop and practiceparticular skills and techniques that can beapplied in designing and making- tasks in which they design and makeproducts, focusing on different contexts andmaterials- Pupils should be given opportunities to: becreative, be innovative, work independently and ingroups• Taken together, these tasks should cover a range of materials and components, including food, rigid and flexible materials and systems and control

• Design a vehicle to carry coal over a certain distance• Produce a vehicle to carry coal using tools, materials,etc• Propulsion should be made possible throughconstructing simple mechanisms e.g. balloon,elastic bands, etc• Discuss aspects of movement via sciencecurriculum e.g. forces• Evaluate and reflect on designs• Create a floor design of a coal mine to enablea computer control system e.g. floor turtle tomanipulate through the passageways of your mine

different types of movement15. Use programmable / computer control systems that can create, test, modifyand store instructions to control events













success criteria• Reviewing the process /method• Evaluating own learningand thinking• Linking and lateralthinking


Physical EducationYr5:GymnasticsGamesDance: VolcanoesYr6:Adventurous ActivitiesDance: Citroen carGames

4Health, Fitness, Well-BeingDescribe how theyfeel during differentactivities and show someunderstanding of theimportance of physicalactivity to health, fitnessand well-beingPerformance shows greateraccuracy and can besustained over appropriateperiods of timePlan daily physical activity

Creative ActivitiesShow improved coordinationand controlCommunicate ideas clearlyIdentify what makes a skill,action or idea successfulMake judgements aboutperformance using keywords related to the activity

Adventurous ActivitiesDevelop skills of watersafetyTake more responsibilityfor their own actions andunderstand associated risksApply relevant skills to an

Health, fitness, Well-being non-competitive forms of exercise



Walking or cycling to school, joining a sports club swimming with the family and friends.

Creative Activities Composed or choreographed and are



activity with increasingeffectiveness

Competetive ActivitiesDemonstrate efficiency andeffectiveness in the skillsand ideas they applyCooperate with others andobserve conventions ofsportsmanshipPlan how to improve theperformance of themselvesand others

5Health, Fitness, Well-BeingEngage in a variety ofappropriate activities thatpositively affect their health,fitness and feelings aboutthemselvesTake responsibility forcompleting physical activityin the wider community

Creative ActivitiesDevelop an increasingvariety of imaginative ideasUse compositionalprinciples to plan aperformanceImprove their work byshowing awareness offactors affecting quality andby listening to others

Adventurous ActivitiesIndividually or in groups,plan and evaluate elementsof their own work, usingappropriate key wordsApply skills learnedpreviously in new situations




Combining and linking actions; relationships to partners, an audience, apparatus or a stimulus.

Adventurous Activities underpinned by problem solving,




environment and



after school,

Or as part of an out-of-hours residential experience in new and challenging

Competetive ActivitiesRefine tactics, techniquesand skills in a range ofsituationsImprove the quality of theirwork by listening to others

environments away from the local area.

Competetive ActivitiesActivities that are learned for the purpose of competition between an individual, groups or team and others. The principles underpinning the application of these types of activity are generally strategic and tactical, such as game strategies and athletic tactics and involve competing against others.A variety of activities should be chosen to teach the programme of study, enabling pupils to learn the application of strategies and tactics. During these activities pupils need to understand why there is a need for rules in a competitive situation, and why they should take responsibility for their actions.



Develop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about cause









and effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progress



ICT 5:Find and analyse information




Create and communicate information Create an communicate information in the

form of text, images and sound, using a range of ICT hardware and software

5: Use ICT tools and suitable information

sources safely and legally in accordance with LEA/school guidelines

Use a range of ICT resources and equipment independently and collaboratively


ICT to explore and to solve problems in the context of work across a variety of subjects

Draw upon their experiences of using ICT to form judgments about its value in supporting their work

Yr 5:Introduction to multimedia – 1

Pupils will learn to plan, create and evaluate a presentation using text, images, sounds and video clips. They will be encouraged to use skills and knowledge already learned in other units in order to create presentations that are sensitive to the needs of their audience.

Electronic communication 1 - Communicating through email

In this unit pupils use email

Create a range of presentations combining a variety of information and media

Share and exchange information safely through electronic means, e.g. use of email, virtual learning environments

6:Find and analyse information




Create and communicate information Create an communicate information in the

form of text, images and sound, using a range of ICT hardware and software

create a range of presentations combining a variety of information and media

Share and exchange information safely through electronic means






6: Use ICT tools and suitable information

sources safely and legally in accordance with LEA/school guidelines








Use ICT to further their understanding of

(electronic mail) to send and receive messages, use an address book and to send and receive attachments. They learn about communicating over distances and will need to consider and compare different methods of communication. Using email can help pupils develop their reading and writing skills and develop their knowledge of the wider community. The unit requires collaboration with other schools. Pupils will apply what they have learnt in this unit when using email, gathering information, developing collaborative projects, and writing for other audiences.

Yr 6:Multimedia - 2 - Video, sound, animation

Pupils will learn to plan, create and evaluate a presentation using text, images, sounds and video clips. They will be encouraged to use skills and knowledge already learned in other units in order to create presentations that are sensitive to the needs of their audience.

Electronic communication 2 (Collaborating using online applications)

information they have retrieved and processed Pupils will learn to collaborate online using text, data, images, sounds and video clips. They will be encouraged to use skills and knowledge already learned in other units to share and exchange information safely through electronic means.


Yr 5: Plan:Ask relevant questions and begin to link questions into sequences Give reasons for choice of questionsDetermine success criteria and give some justification for choicePlan the process/method to be usedAsk questions related to context and listen before asking further questionsDevelop:Develop and begin to combine a variety of imaginative ideas, possibilities and alternatives, including those of othersFollow the planned process/method,making some amendments where necessaryReflect:Decide whether the process/method was successful; describe any amendments made; suggest how the process/method could be improved

Begin to evaluate outcomes against success criteria

Yr5:Writing:Plan, organise and present ideas and information. Improve writing by redraftingWider communication skills:Represent and respond to information in different forms including pictures, sounds, symbols, diagrams, maps, tables and graphs

Oracy: Communicate with increasing confidence

to peers and others… Communicate clearly and effectively in a

way that suits the subject, audience and purpose…

Writing:Write short creative and factual passages.

Yr6:

Writing:

Plan, organise and present ideas and information. Improve writing by redrafting

Choose words to create effects. Choose an appropriate form, sequence and layout to suit audience…

Wider communication skills:Communicate ideas and emotions through work in art, craft, design, dance, drama, media and musicRepresent and respond to information in different

Yr5:Creating:

Create and present their ideas for a given purpose … with some sense of audience

Share information with others Share different formsof

information with others in appropriate ways, e.g. the use of e-mail with attachments; school web site

Finding:Develop information and ideas by processing data from different sources to support their activities … ask questions about bias of information sources.Yr6:Finding:

Develop information and ideas by processing data from given sources to support their activities in a range of subjects.

Share information with others.

Creating: Create and present their ideas for a given

purpose … with some sense of audience

Share information with others

Create and present their ideas for a given

Plan:Ask questions related to context and listen before asking further questionsIdentify and make links with prior skills and knowledge related to contextPlan the process/ method to be usedDetermine success criteria and give some justification for choice

Develop:Describe errors and unexpected outcomesUse some prior knowledge to explain links between cause and effect…Form opinions and make decisions by weighing up some pros and consFollow the planned process/ method making some amendments where necessary

Reflect:Link outcomes to some success criteriaDescribe what has been learned/ found outLink the learning to similar situations, within and outside school

forms including pictures, sounds, symbols, diagrams, maps, tables and graphs

Communicate ideas and emotions through work in art, craft, design, dance, drama, media and musicRepresent and respond to information in different forms including pictures, sounds, symbols, diagrams, maps, tables and graphs

Oracy:Communicate with increasing confidence to peers and others


Share different forms of information with others in appropriate ways, e.g. the use of e-mail with attachments; school web site

Yr6:PlanAsk relevant questions and begin to link questions into sequences. Give reasons for choice of questionsDetermine success criteria and give some justification for choiceDevelop

Develop and begin to combine a variety of imaginative ideas, possibilities and alternatives, including those of othersReflectBegin to evaluate outcomes against success criteria


Art Understanding1. Describe and make comparisons between their own and that of othersMaking1. Explore, experiment with and apply the elements of the visual, tactile and sensorylanguage of art, craft and design which include:- line, e.g. long lines, short lines, wavy lines, heavy lines- tone, e.g. light, medium and dark tones- colour, e.g. primary and tertiary, matching colours, cold, warmInvestigating4. Keep a sketchbook to:develop ideas and feelings, explore themes, experiment with processes, research andenquireUnderstanding

Pupils should be stimulated and inspired, whereappropriate, by: - other artists, craft workers and designers- methods and processes- media, styles, ideas- local and Welsh art, craft and design• Pupils should use a variety of tools, equipment and materials, e.g. paints, pencils, crayons, pastels,charcoal• Pupils should develop, where appropriate, theirunderstanding and applythis through books, videos, digital-based resources,internet, galleries, practising artist, craftworkers and designers and other resources• Pupils should use a variety of tools and equipment, materials and processes • Pupils should be stimulated and inspired, whereappropriate, by:

• Evaluate the work of John Petts and Nicholas Evans• Produce sketches of miners using strong bold linesusing charcoal• The pupils will be shown examples of wallpaperdesigned by William Morris. They will visitthe Bradford Industrial Museum (Printing) websiteand produce their own wallpaper based on histechniques and methods.These designs can be applied to textile printingtechniques• Design a symmetrical pattern e.g. Microsoft Paintbased on William Morris designs• Based on Richard Thomas sculptures thepupils will use clay to create three dimensionalrepresentations of the period• (Doodle) Have a look at the works of many great artists like Joan Miro, Wassily Kandinsky and Paul Klee for inspiration

2. Experiment with and examine the methods used by other artists, craft workers and designers from different periods, places and cultures e.g. pattern design for their own textile project3. Evaluate the methods and results of their own work and that of their fellow pupils through: discussion and reading

- other artists, craft workers and designers- methods and processes- media, styles, ideas- local and Welsh art, craft and design• Pupils should use a variety of tools and equipment and materials, e.g. paints, clays• Pupils should design and make both imaginativelyand expressively: objects, artefacts and images

• Produce two contrasting images conveying thefeelings of the miners at home and work• Explain and reflect on each others’ work• See Kinder Art for design activities


Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the process/ method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progress




Writing• Organising ideas and information• Writing accurately

Wider Communication Skills• Communicating ideas and emotions• Communicating information

Finding and developing information and ideasCreating and presenting information and ideas Use Mathematical Information

• Using numbers• Measuring• Gathering information


Interpret and Present Findings• Talking about and explaining work• Comparing data • Recording and interpreting data and presenting findings

success criteria• Reviewing the process /method• Evaluating own learningand thinking• Linking and lateralthinking


Welsh 2nd Language

4

OracyShow an understanding of the mainpoints of matters introduced tothem in familiar contextsPresent information and talk aboutexperiences, asking and respondingand volunteering commentsPronunciation and intonation isunderstandable. Use an increasingvariety of phrases and sentencepatterns with accuracy

ReadingShow an understanding of themain flow of short paragraphs ordialogues in familiar contexts byrecognising an increasing range ofwords and key factsRespond to text read by referring tosignificant details in the textDevelop as independent readers

WritingUse suitable vocabulary andphrases, varying patterns andproducing basic sentencesshowing some grasp of form andprogressionSpell most structured words andother words within their experience

Oracy1. see & hear different people talking & those with different dialects2. Experience a range of audio, audio-visual, electronic, visual and written stimuli, ideas and texts, e.g. DVDs, tapes, IWB etc.3. communicate for a variety of purposes including: asking questions and offering comments, giving and following sets of instructions, presenting personal and imaginative experiences & factual information• expressing opinions, offering and developing comments & arguments• reporting back using notes4. work independently, in pairs, in groups and as members of a class5. use a variety of methods to present ideas, including ICT, e.g. drama techniques, simulations, holding a discussion6. converse with a variety of audiences including teachers, peers and familiar adults7. Increase their confidence in language use by drawing on their knowledge of Welsh and English and other languages.

Reading

1. develop as enthusiastic, independent and reflective readers2. read in a variety of situations including reading: with support, independently, in

5StabecUse of maps for “Ble wyt ti’n byw?”Dialogue writingRole play – clothes shopLabelling clothesLikes and dislikes“Mynd i weld...” DialoguesDescribing a famous person“Dwi’n gallu.. “Talking about hobbiesCafe role playMoney, buying and selling

6Bobol BachReading fellow pupil’s work aloudLikes and dislikesReading booksWeather imperfect tense#Role play on holidaysTravel Dialogues

accuratelyWritten work is punctuatedcorrectly - capital letters, questionmarks, full stops, apostrophes andquotation marksHandwriting is clear and fluent

5

OracyShow understanding in familiarsituations and respond accordinglyExpress opinions and give reasonsto explain their ideasSpeech is understandable andquite fluent using a variety ofphrases, sentence patterns andverb forms fairly accurately

ReadingRespond to a variety of suitabletexts showing an understandingof the main ideas, events andcharactersSelect relevant information fromtexts and express simple opinionsRead independently

WritingCommunicate simple factual andpersonal information within theirexperience fairly accurately showingsome awareness of the reader andformSentences are demarcatedaccurately including punctuationwithin the sentenceSpell familiar words accuratelyHandwriting is legible andappropriately presented

pairs, in a group, aloud, and listen whilst following the print3. experience a variety of texts and forms including:• traditional and contemporary poetry and prose• material which is challenging• material that broadens horizons and expands the mind• material that presents information and reference material including media texts and computer material• extracts and complete texts• Material with a variety of structural and organisational features.Writing1. write for a variety of purposes including:• to entertain• to present information• to express opinions• to convey feelings and ideas2. write for a variety of real and imaginary audiences, e.g. oneself, fellow-pupils, younger pupils, teachers, family and friends3. write in a variety of forms, e.g. stories, poems, scripts, leaflets, posters, advertisements, reports, diaries, notes, electronic texts, portrayals, instructions, questionnaires, reviews, articles, speeches4. write in response to a variety of audio, visual and audio-visual stimuli,E.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, television programmes, a statue.




Reflect• Reviewing outcomes andsuccess criteria• Reviewing the process /method• Evaluating own learningand thinking









• Linking and lateralthinking


ESDGC Identity and culture• Read dual language books and celebrate Welsh culture• Explore links between local community andother communities in Wales and the World• Identify immigration and emigration patterns and explain how and why they change e.g. the influx to Wales due to opportunities of employment in coalmines, wage gain compared to agriculturalwork



Develop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences









• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progress



CwricwlwmCymreig

• The coal industry in Wales (Censusesavailable from ESIS)• Significant Welsh people within the 19th centurye.g. Sir Tudor Thomas, Isaac Roberts, PrycePryce-Jones, Ernest Willows, William Morgan,Sir William H Preece, William Robert Grove• Welsh Artists / Designers: John ChopperDavies, Laura Ashley, Nicholas Evans, RichardThomas, Josef Herman, Anthony Evans, JohnSelway• Poems and Stories about Welsh Coal mines• Significant dates in 19th century Wales



PSE Developing thinking• identify links between cause and effect• distinguish between ‘facts’, beliefs and opinions• form personal opinions and make informed decisions• use appropriate techniques for personal reflection.

Developing communication

• listen carefully, question and respond to others• express their views and ideas confidently through a range of appropriate methods• contribute to class discussions and take part in debates.

Developing ICT• find and develop information and ideas• create and present information and ideas• use ICT safely with appropriate support and guidance.

Developing number• select data from given information presented in a range of numerical and graphical ways• gather information in a variety of ways, including simple questionnaires or databases to support understanding of PSE-related issues.

Working with others• work cooperatively to solve problems• make and maintain friendships and otherrelationships• resist unwanted peer pressure and behaviour• empathise with others’ experiences and feelings• manage different emotions and develop

Active citizenship• develop respect for themselves and others• value families and friends as a source of mutual support• value diversity and recognise the importance of equality of opportunity• participate in school lifeand to understand:• their rights, e.g. the UN Convention on the Rights of the Child, and responsibilities• the importance of democratic decision-making• the benefits of families and friends and the issues that can arise• situations which produce conflict and the nature of bullying• aspects of the cultural heritage anddiversity in Wales• how injustice and inequality affect people’s lives• what is meant by disability• The challenges learners might have in accessing learning opportunities in school.

Health and Emotional well being• take increasing responsibility for keeping themind and body safe and healthy• feel positive about themselves and be sensitivetowards the feelings of othersand to understand:• the features and physical and emotional benefits of a healthy lifestyle, e.g. food and fitness• the harmful effects, both to themselves and others, of tobacco, alcohol and other legal and illegal substances• the reasons for the physical and emotional changes which take place at puberty, to include conception, pregnancy and birth• the range of their own and others’ feelings and emotions

• Developing Thinking• DevelopingCommunication• Developing ICT• Developing Number• Working with Others• Improving Own Learning

strategies to resolve conflict and deal with bullying• ask for personal support and advice.

Improving own learning

• experience various learning styles andrecognise the ways in which they learn best• reflect on progress, identify strengths and weaknesses and set targets for improvement• apply learning to similar situations within school• develop practical skills necessary for everyday life.

• the importance of personal safety• how to distinguish between appropriate and inappropriate touching• What to do or to whom to go when feeling unsafe.

Moral and spiritual development• explore their personal values• be honest and fair and have respect for rules, the law and authorityand to understand:• how cultural values and religious beliefs shape the way people live• that people differ in what they believe is right and wrong• That personal actions have consequences.

Preparing for lifelong learning• enjoy and value learning and achievements• take increasing responsibility for their learningand to understand:• the range of jobs carried out by people in their community• that money is earned through work and can buy goods and services• The importance of looking after their money and the benefits of regular saving.Sustainable development and global citizenship• appreciate the natural world as a source of inspiration• take an active interest in varied aspects of life in school and the wider environment• develop a positive attitude on issues of poverty and fairnessand to understand:• how the environment can be affected by the decisions we make individually and collectively• that local actions have global effects because of connections between places and people

• How poverty and inequality can cause problems.




Reflect• Reviewing outcomes andsuccess criteria









• Reviewing the process /method• Evaluating own learningand thinking• Linking and lateralthinking


REOur World

Engaging with fundamental questions

• ask, discuss and respond to fundamental questions raised by their own experiences, the world around them and aspects of religion• interrogate a range of evidence from religious and non-religious sources, including other disciplines, in order to consider the issues raised• use evidence from a range of sources effectively in order to present and support arguments and opinions• develop alternative explanations and suggest new possibilities• carry out investigation in an open-minded way and be prepared to accept challenge in the light of new information or evidence.

Exploring religious beliefs, teachings and practice(s)

• recall, describe and begin to explain religious beliefs, teachings and practices• explore and make links between religious beliefs, teachings and practices• describe and begin to explain the impact that religion has on the lives of believers• identify the similarities and differences within and across religions• recognise and begin to interpret layers

The world• the origin and purpose of life – how interpretations of the origins of the world and life influence people’s views, e.g. meaning and values• the natural world and living things – how religions show concern and responsibility, e.g. stewardship; sustainabilityHuman experience• human identity – the ways in which religions understand human existence, e.g. the image of God; uniqueness; spirituality• meaning and purpose of life – how religious ideas, values and beliefs influence people’s responses to life and death• belonging – how local believers, through home/community celebrations, share a sense of identity and commitment • authority and influence – how different forms of authority such as sacred texts, religious leaders and codes guide and influence people’s lives• relationships and responsibility – how the importance of personal relationships and responsibility to others is demonstrated by religions• the journey of life – how the various stages of life and natural occurrences are acknowledged, responded to and celebrated in religion, e.g. rites of passage; challenging and inspiring experiencesSearch for meaning• non-material/spiritual – how religions

Explore Christian and Muslim views about Creation: Read, listen and respond to the Creation story found in Genesis.

Sequence artwork outlining the 7 days of creation. Why was man created last? What were the responsibilities given to man? Why are they important?

Group work - make a collage to show each day’s creation.

Creative dance on the theme of ‘Creation Story’.

Compose a musical arrangement on the theme of Creation.

Create a rap on the creation story.

Read, listen and respond to the Muslim view on Creation. Include surahs from the Qur’an to exemplify. Discuss similarities and differences between the Muslim view of creation and the Genesis story. Present ideas in an appropriate form e.g. thinking diagram, Venn diagram. Discuss the concept of God as provider.Research information about the Christian festival of Harvest. Devise a school harvest celebration. Discuss the

of meaning/symbolism within religious stories, rituals, art, dance and music.

Expressing personal responses

• express and begin to justify their own feelings and opinions in different ways, e.g. orally, in writing, and through creative arts• demonstrate how what they have learned has impacted on their own views/ideas• consider, appreciate, empathise with and respect the viewpoints of others• recognise, explore & reflect on spiritual side of life• use a range of religious language appropriately• use ICT and other means to gain access to information and to communicate religious concepts.

indicate (through stories, celebrations and activities) that life is spiritual (more than material/physical) Knowledge and experience regarding the non-material/spiritual – how religious/spiritual experience is developed and understood, e.g. relationship with God; lifestyle, commitment, worship, prayer, music, dance, meditation and fasting.

principle of sharing with others. Make a collection of food or money that could be distributed to the local community.


White Rose Primary School Curriculum MapNational Curriculum Year: 5&6 Cycle Year: 1 Key Stage: Upper KS2 Topic: Castaway


English Oracy Genres:Yr5:

Kensuki’s Kingdom by Michael Morpugo: Language /

4Pupils can talk and listenconfidently in an increasingrange of contextsPupils listen carefully,contribute ideas and askquestionsTalk is adapted to the purposeand ideas are organised anddeveloped thoughtfullyPupils can describe eventsand convey their opinionsgiving some reasonsThey are responsive to theviews of othersThey are able to suggestways to improve talk throughchanges to vocabulary andstyleSome features of standard English are used

5Pupils talk and listenconfidently in a wide rangeof contexts, including someformal occasionsPay close attention to othersasking questions to clarifyunderstandingTalk is purposefulThey begin to vary expressionand vocabulary appropriatelyThey express opinionsproviding suitable reasons tosupport their viewsThey make contributions thattake into account the views of

Recount Explanation (Diagrams & Text) Filtering waterNarrative (Mystery) Set in locationInstructional (Help Guide Leaflet)- Making shelter/bridgeDescription- of contrasting localityPoetry (Modern & from other cultures)

Yr6: Writing to socialise (Email, text, chat room)

Inquiry (Interview)

Narrative (Science Fiction) Persuasive (Letter)

Persuasive (Film Trailer)

Poetry (Free Verse; Welsh theme/setting)

thinking skills development. (Tonyrefail Transition Pack, DFES)

• Instructional writing: how to build a shelter

• Poetry: Storm

• News headlines and reports: Missing!

• Persuasive writing: Geographical issues

• Debate: Development of the area

• Letter writing: On an issue (animal protection, use of renewable energy)


Plan Oracy Finding and developing information and ideas Use Mathematical Information

• Asking questions (to understand the problem)• Activating prior knowledge, skills and understanding• Gathering information• Determining the process / method and strategy• Determining success criteriaDevelop• Generating and developing ideas• Valuing errors and unexpected outcomes• Entrepreneurial thinking• Thinking about cause and effect and making inferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process / method• Evaluating own learning and thinking• Linking and lateral

• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using information using reading strategies• Responding to what has been readWriting• Organising ideas and information• Writing accuratelyWider Communication Skills• Communicating ideas and emotions• Communicating information

Creating and presenting information and ideas • Using numbers• Measuring• Gathering informationCalculate• Using the number system• Using a variety of methodsInterpret and Present Findings• Talking about and explaining work• Comparing data• Recording and interpreting data and presenting findings


MathematicsHandling data and measuresCalculating, measuring and understanding shape

4SolveDevelop own strategies for solving problems bytrying out ideas of their ownContinue to organise work, check results and try

Number1. Understand number and number notation• count, read, write and order whole numbers• understand place value in relation to the position of digits; multiply and divide numbers by 10 and 100

• Negative numbers

• Estimating and measuring distances

• Coordinates

• Bearings: Crash site

• Scale: Mapping

different approaches

CommunicateExplain clearly and concisely mathematicalresults and present information systematicallyusing mathematical symbols and diagrams

ReasonDescribe patterns and relationshipsCheck whether their results are sensibleInterpret simple line graphsInterpret solutions to calculations on calculatorDisplays

5SolveDraw conclusions from ideas of their own andexplain reasoningMake general statements based on availableEvidence

CommunicateMake general statements of their own based onavailable evidence and explain reasoning

ReasonExplain and predict subsequent terms inpatterns and relationshipsInterpret a wide range of graphs, diagrams andpie chartsRecognise that some conclusions can beuncertain or misleadingMake and investigate mathematicalhypotheses, predictions and conjectures

• identify negative numbers and decimals on a number line• use negative numbers in the context of temperature, and decimals in the context of money and measures2. Calculate in a variety of ways• use a variety of mental methods of computation; extend informal written methods to non-calculator methods• round answers to calculations to an appropriate degree of accuracy• use the relationships between the four operations, including inverses; recognise situations to which the different operationsapply• use fractions and percentages to estimate, describe and compare proportions of a whole; calculate fractions and percentages of quantitiesMeasures and money1. Understand and use measures• choose appropriate standard units of length, mass, volume and capacity, temperature, area and time• understand the relationships between units, and convert one metric unit to another• read times on analogue and digital clocks; use timetables and convert between the 12- and 24-hour clocks; calculate time differences

• know the rough metric equivalents of imperial units still in daily use• interpret numbers on scales and read scales to an increasing degree of accuracy; understand and use scale in simple maps anddrawings• draw and measure angles• find perimeters of simple shapes; find areas

• 3D and 2D shapes for building

• Symmetry: Shapes

and volumes by counting and other practical methodsh2. Understand and use money• know and use the conventional way to record money• find approximate solutions to, and use the four operations to solve, problems involving money• understand a calculator display in relation to money, e.g. that a display of 21.4 (pounds) means £21.40• be aware of other currencies.Shape, position and movement1. Understand and use the properties ofshapes• make 2-D and 3-D shapes and patterns with increasing accuracy• understand the congruence of 2-D shapes• name and classify 2-D shapes according to side and angle properties• know and use the properties of 2-D (polygon) and common 3-D (polyhedron) shapes2. Understand and use the properties ofposition and movement• recognise reflective and rotational symmetries of 2-D shapes• use positive co-ordinates to specify location• identify properties of position and movement, and use these to classify shapes• use right angles, fractions of a turn and degrees to measure rotation.Handling data1. Collect, represent and interpret data• collect data for a variety of defined purposes, including those that arise from their own questions, and from a variety of sources• use and present data in a variety of ways including tables, pictograms, charts, bar charts, line graphs, diagrams, text and ICT• calculate and use the mode, median, mean

and range of a set of discrete data2. Understand and use probability• use everyday language for early ideas of probability• know that the likelihood of an event


Plan• Asking questions (to understand the problem)• Activating prior knowledge, skills and understanding• Gathering information• Determining the process / method and strategy• Determining success criteriaDevelop• Generating and developing ideas• Valuing errors and unexpected outcomes• Entrepreneurial thinking• Thinking about cause and effect and making inferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process / method• Evaluating own learning and thinking• Linking and lateral



Use Mathematical Information• Using numbers• Measuring• Gathering informationCalculate• Using the number system• Using a variety of methodsInterpret and Present Findings• Talking about and explaining work• Comparing data• Recording and interpreting data and presenting findings


ScienceYr5:Investigating electricityThe earth and BeyondYr6:Seeing and HearingMore about Forces

4CommunicationSimple graphsBar chartsICT to plot graphsNotice patterns and trendsfrom graphs

PlanningFind and use a variety ofevidencePlan enquiries using skillsand scientific knowledgePredict outcomesRecognise with support thevariables within a fair testDecide upon basic successcriteriaIdentify hazards and controlthe risks to themselves andothers

DevelopingMake qualitativeobservationsUse standard equipmentsafely to measure usingS.I. units (digital equipmentwhere appropriate)Identify patterns and trendsDistinguish between facts,beliefs and opinions andbegin to recognise biasUse some scientificknowledge when drawingconclusionsDraw conclusions, formconsidered opinions andmake informed decisions

The sustainable Earth1. the daily and annual movements of the Earth and their effect on day and year length2. the relative positions and key features of the Sun and planets in the solar system3. a comparison of the features and properties of some natural and made materials4. the properties of materials relating to their uses5. how some materials are formed or produced6. A consideration of what waste is and what happens to local waste that can be recycled and that which cannot be recycled.

How things work1. the uses of electricity and its control in simple circuits2. forces of different kinds, e.g. gravity magnetic and friction, including air resistance3. the ways in which forces can affect movement and how forces can be compared4. how different sounds are produced and the way that sound travels5. how light travels and how this can be used.cience

The Sustainable Earth

• A comparison of the features and properties of some natural and made materials when building the shelter

• The properties of materials relating to their uses – testing for waterproofing, strength, insulation etc.

ReflectingDecide if their method wassuccessful by referring tosuccess criteriaExplain how they couldimprove their methodDescribe how they havelearned and identify whatworked bestLink learning to similarSituations

5

CommunicationSelect types of graphs touse including line graphsPresent ideas in variouspresentationsUse ICT and question itsrelevancePresent data systematicallyUse a range of units andConventions

PlanningFind and use relevantevidenceSystematically planenquiriesMake predictions based onscientific knowledge andunderstandingIdentify key variables(dependent and

independent variables)when planning a fair testJustify their success criteria

DevelopingMake a series of accuratemeasurements using S.I.units to collect reliable data

Select measuringinstrumentsCheck progress and revisemethod when necessaryDescribe relationshipsbetween two variablesIdentify bias and considerreliabilityUse scientific knowledge,understanding and simplemodels when drawingconclusionsDraw conclusions that areconsistent with the findingsand consider others’ viewsto inform others’ opinionsand decisions

ReflectingEvaluate how far successcriteria fully reflectsuccessful outcomesIdentify the learning /thinking strategy they haveusedLink learning to dissimilarbut familiar situations


Plan• Asking questions (to understand the problem)• Activating prior knowledge, skills and understanding• Gathering information• Determining the process / method and strategy• Determining success criteriaDevelop• Generating and developing ideas

Oracy• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using information using reading strategies• Responding to what has been readWriting• Organising ideas and information• Writing accuratelyWider Communication Skills• Communicating ideas and emotions



• Valuing errors and unexpected outcomes• Entrepreneurial thinking• Thinking about cause and effect and making inferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process / method• Evaluating own learning and thinking• Linking and lateral



History


Plan• Asking questions (to understand the problem)• Activating prior knowledge, skills and understanding• Gathering information• Determining the process / method and strategy• Determining success criteriaDevelop• Generating and developing ideas• Valuing errors and




unexpected outcomes• Entrepreneurial thinking• Thinking about cause and effect and making inferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process / method• Evaluating own learning and thinking• Linking and lateral


Geography Locating Places1. Identify and locate places and environments using globes, atlases, and maps, e.g. use coordinates and four-figure references

2. Follow directions, estimate and calculate distances

Understanding Places2. Identify similarities and differences to describe, compare and contrast places and environments

Investigating1. Observe and ask questions about a place, environment or a geographical issue

Study- Living in Wales: their local area* and an investigation of at least one aspect of the geography of the wholeof Wales, e.g. national parks, where people live– Living in other countries: two contrasting localities* in countries at different levels of economic development outside the United Kingdom– Living in my world: caring for places and environments and the importance of being a global citizen

Carry out– investigations of ‘geography in the news’, topical events and issues in the local area and the wider world– fieldwork to observe and investigate real

Identify rough location from coordinates given in the message. (Latitude, longitude, alpha/numeric or 4/6 figure grid references)This location will relate to the rural developing locality chosen as a focus for study e.g. a locality in Patagonia or St Lucia

• Follow directions to find exact location (compass points 8/16, metric distances)

• Investigate a set of photos, maps, artefacts related to the location (see ideas sheet)

• Devise a set of questions about the locality for research

• Identify human and physical geographical patterns through a land use map using four or five categories

3. Organise and analyse evidence, develop ideas to find answers and draw conclusions

Locating Patterns4. Identify and describe the spatial patterns (distributions) of places and environments and how they are connected

Communicating1. Express their own opinions and be aware that people have different points of view about places, environments and geographical issues

2. Make decisions about geographical issues by distinguishing between fact and opinion, considering different arguments

3. Communicate findings in a variety of ways, e.g. using geographical terms, annotated photographs, maps, diagrams or ICT

places and processes

Ask and Answer questions– where is this place/environment? What is it like and why? What is happening and why?

– How is this place the same as or different from other places/environments and why

– Is it always the same? Why is it changing?

– How are places and environments linked/connected to other places and environments? - How am I and/or other people linked to other parts of the world?– how have people affected this place/Environment- How can I and other people look after this environment?– How do people’s views differ about this geographical issue and what do I think?* The local area should cover an area larger than the school’s immediate vicinity. It will normally contain the homes of the majority of pupils in the school. The contrasting localities should be in areas of a similar size to the local area.

e.g. natural features, homes and settlement, industry and commerce, leisure and tourism, transport and communication

• Use information to develop a presentation on this locality e.g. PowerPoint, travel brochure, poster. Identify success criteria (with the pupils)

• Present information to the class

• Self and peer evaluate according to given success criteria

• In this locality what is similar to and different from our own locality, linked to human and natural features

• How is the locality changing? Why is it changing? What effect are these changes having? Are they improving or damaging the locality / planet? (discussion, debate and vote on relevant issues) Explore different viewpoints.

• Identify and group facts and opinions from a set of statements written on cards


Plan• Asking questions (to understand the problem)• Activating prior knowledge, skills and understanding• Gathering information• Determining the process / method and strategy• Determining success criteria

Oracy• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using information using reading strategies• Responding to what has been readWriting• Organising ideas and information



Develop• Generating and developing ideas• Valuing errors and unexpected outcomes• Entrepreneurial thinking• Thinking about cause and effect and making inferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process / method• Evaluating own learning and thinking• Linking and lateral

• Writing accuratelyWider Communication Skills• Communicating ideas and emotions• Communicating information

• Comparing data• Recording and interpreting data and presenting findings


Music 4PerformingSing and play, showing control ofthe musical elementsMaintain a part as a member of agroup in a simple part song or aninstrumental part in a group piece

ComposingWork with others to devise andundertake simple development ofmusical ideasProduce compositionsdemonstrating understanding andappropriate use of the musical

4PeformingThe repertoire for performing should: Be taken from the past and present.


Extend pupils’ musical experience, be progressively more demanding and take account of pupils’ needs, interests,

• Include music from the European ‘classical’ tradition, folk and popular music, the music of Wales and other musical traditions and cultures as applicable

elements

AppraisingMake distinctions within themusical elements in describing,comparing and making judgementsabout different kinds of music

5PerformingDemonstrate fluency in singing andplaying a broad repertoireMaintain a part as a member of agroup in a part song and maintainan individual part in a group piece

ComposingWork with others to develop andorganise material within appropriatemusical structuresEvaluate and refine compositions

AppraisingDiscriminate within the musicalelements and recognise the maincharacteristics of, and evaluate, avariety of music

backgrounds and stages of musical development.



Composing



AppraisingThe repertoire for listening should Include pupils’ own compositions and



5







Design technology Planning1. Use a range of information sources to generate ideas for products

2. Investigate how existing products look and function as a source of ideas for their own products

3. Develop a simple specification for their products indicating their intentions and approach

4. Demonstrate their creative thinking when considering and recording solutions to problems that arise during their designing and making

5. Develop and communicate their design ideas in a variety of ways, using ICT and models where appropriate

Making 1. Work to their specification to make products

2. Choose appropriate materials, ingredients, equipment, tools and techniques, from a range made available to them

3. Measure, mark out, cut, shape, join, weigh and mix a range of materials and using appropriate tools, equipment and techniques

4. Find alternative ways of making if the first attempt fails

5. Apply appropriate finishes to their products

6. Discuss their products, and evaluate their work

Rigid and Flexible Materials

Tasks in which they explore and investigate simple products in order to acquire technological knowledge and understanding that can be applied in their designing and making

• Tasks in which they design and make products, focusing on different contexts and materials.

They should be given opportunities to: - be creative - be innovative - work independently and in groups

• Tasks in which they develop and practice particular skills and techniques that can be applied in designing and making

• Tasks in which they learn about the responsible use of materials, considering issues of sustainability

ChallengeYou are stranded at a Caribbean island/Pacific island

Design and make a model of a shelter to protect against rain, wind and sun or cold. Have success criteria.

Plan • In groups investigate different types of shelters

• Identify common factors

• Agree on success criteria for the task

• Draw several prototypes for discussion

• Work collaboratively to decide on a final design

Make • Choose from a range of materials and tools

• Make the shelter adapt as needed

• Test prototype against success criteria

• Make further modifications e.g. PVA to waterproof etc.

• Retest - Discuss and evaluate

• Were the shelters made from sustainable resources? How do we know? What will happen to these materials if they are / are not biodegradable?

10. Use a range of materials and components, making choices based on their developing knowledge of how they should be used

11. Learn about the efficient use of materials

12. Use techniques for reinforcing and strengthening structures in their products


Plan• Asking questions (to understand the problem)

• Activating prior knowledge, skills and understanding

• Gathering information

• Determining the process / method and strategy

• Determining success criteria

Develop

• Generating and developing ideas

• Valuing errors and unexpected outcomes

• Entrepreneurial thinking

• Thinking about cause and effect and making

Oracy

• Developing information and ideas

• Presenting information and ideas

Reading• Locating, selecting and using information using reading strategies

• Responding to what has been read

Writing• Organising ideas and information

• Writing accurately

Wider Communication Skills

• Communicating ideas and emotions


Finding and developing information and ideas

Creating and presenting information and ideas

Use Mathematical Information

• Using numbers

• Measuring

• Gathering information

Calculate

• Using the number system

• Using a variety of methods

Interpret and Present Findings• Talking about and explaining work

• Comparing data


inferences

• Thinking logically and seeking patterns

• Considering evidence, information and ideas

• Forming opinions and making decisions

• Monitoring progress

Reflect

• Reviewing outcomes and success criteria

• Reviewing the process / method

• Evaluating own learning and thinking

• Linking and lateral thinking


Physical EducationYr5:Dance: magnetismGymnasticsGamesYr6:GymnasticsDance: Shoe LaceAdventurous Activities

4Health, Fitness, Well-BeingDescribe how theyfeel during differentactivities and show someunderstanding of theimportance of physicalactivity to health, fitnessand well-beingPerformance shows greateraccuracy and can besustained over appropriateperiods of timePlan daily physical activity

Health, fitness, Well-being non-competitive forms of exercise


Daily physical activity is an important goal for young people and opportunities for this to be achieved may be found not only in lessons before and after school and during the lunchtimes.Finding activities that are enjoyable and sustainable is important at this early stage

Choreograph and perform a dance related to the chosen locality

Creative ActivitiesShow improved coordinationand controlCommunicate ideas clearlyIdentify what makes a skill,action or idea successfulMake judgements aboutperformance using keywords related to the activity

Adventurous ActivitiesDevelop skills of watersafetyTake more responsibilityfor their own actions andunderstand associated risksApply relevant skills to anactivity with increasingeffectiveness

Competetive ActivitiesDemonstrate efficiency andeffectiveness in the skillsand ideas they applyCooperate with others andobserve conventions ofsportsmanshipPlan how to improve theperformance of themselvesand others

5Health, Fitness, Well-BeingEngage in a variety ofappropriate activities thatpositively affect their health,fitness and feelings aboutthemselvesTake responsibility forcompleting physical activityin the wider community

Creative Activities

of physical development if the goals of a healthy and active lifestyle are to be realised. Planning to increase participation in activity might include:

Walking or cycling to school, joining a sports club swimming with the family and friends.

Creative Activities Composed or choreographed and are







Adventurous Activities underpinned by problem solving,



Develop an increasingvariety of imaginative ideasUse compositionalprinciples to plan aperformanceImprove their work byshowing awareness offactors affecting quality andby listening to others

Adventurous ActivitiesIndividually or in groups,plan and evaluate elementsof their own work, usingappropriate key wordsApply skills learnedpreviously in new situations

Competetive ActivitiesRefine tactics, techniquesand skills in a range ofsituationsImprove the quality of theirwork by listening to others


environment and



after school,

Or as part of an out-of-hours residential experience in new and challenging environments away from the local area.

Competetive ActivitiesActivities that are learned for the purpose of competition between an individual, groups or team and others. The principles underpinning the application of these types of activity are generally strategic and tactical, such as game strategies and athletic tactics and involve competing against others.A variety of activities should be chosen to teach the programme of study, enabling pupils to learn the application of strategies and tactics. During these activities pupils need to understand why there is a need for rules in a competitive situation, and why they should take responsibility for their actions.


Plan• Asking questions (to understand the problem)• Activating prior knowledge, skills and understanding

Oracy• Developing information and ideas• Presenting information and ideasReading• Locating, selecting and using information using


Use Mathematical Information• Using numbers• Measuring• Gathering informationCalculate

• Gathering information• Determining the process / method and strategy• Determining success criteriaDevelop• Generating and developing ideas• Valuing errors and unexpected outcomes• Entrepreneurial thinking• Thinking about cause and effect and making inferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process / method• Evaluating own learning and thinking• Linking and lateral

reading strategies• Responding to what has been readWriting• Organising ideas and information• Writing accuratelyWider Communication Skills• Communicating ideas and emotions• Communicating information

• Using the number system• Using a variety of methodsInterpret and Present Findings• Talking about and explaining work• Comparing data• Recording and interpreting data and presenting findings


ICT Yr5:Find and analyse information



Produce and use databases to ask and

Yr5: Use ICT tools and suitable information

sources safely and legally, in accordance with LEA/school guidelines

Use ICT sources of information and non-sources of information

Use ICT to further their understanding of

Yr 5:Analysing data and asking questionsPupils learn to use prepared databases to answer questions which rely on more than one variable. They will present data in graphical form, and use them to help answer questions relating to the data. Pupils will be able to undertake investigations that rely on more data than they are able to collect for themselves, for example when searching for information on the World Wide Web. Pupils learn the importance of checking information for mistakes and anomalies, how to detect mistakes and to amend them.

answer questions Discuss the purpose of their tasks, the

intended audiences and the resources needed

Produce and use models and/or simulations to ask and answer questions

Investigate the effect of changing variables in models and/or simulations to ask and answer ‘what if …?’ type questions

Create and communicate information

Create and communicate information in the form of text, images and sound, using a range of ICT hardware and software

Yr6:

Find and analyse information discuss the purpose of their tasks, the

intended audiences and the resources needed

find information from a variety of sources for a defined purpose

select suitable information and make simple judgements about sources of information

produce and use databases to ask and answer questions

Produce and use models and/or

information they have retrieved and processed









Yr6: Use ICT tools and suitable information

sources safely and legally, in accordance with LEA/school guidelines



Use ICT to explore and to solve problems in the context of work across a variety of

Graphical modellingIn this unit pupils learn to use an object-based graphics package to produce images and visual models. They learn the key differences between an object-based program and a paint package and understand that visual models can be used to identify patterns and relationships.

Yr 6 :Searching large databasesIn this unit pupils learn to use large sources of information, such as those found on the internet. They will use, skim read and take in information to be able to own it for themselves and interpret it with others. At times they will be critical of content and may be able to check for different viewpoints. Pupils will present the researched information in a form suitable to the needs of their audience. Pupils should also be given the opportunity to search, add to and amend large databases.

Spreadsheet modellingPupils learn to use a spreadsheet to explore a mathematical model. They will be taught to use formulae in spreadsheets to answer ‘what if?’ questions and will explore how changes in a spreadsheet affect results and identify simple rules.

simulations to ask and answer questions

Investigate the effect of changing variables in models and/or simulations to ask and answer ‘what if ...?’ type questions.

Create and communicate information create a range of presentations combining

a variety of information and media

subjects






Yr5:Plan:Ask relevant questions and begin to link questions into sequences

Plan the process/method to be used

Determine success criteria

Develop:Begin to make use of errors and unexpected outcomesIdentify, describe and explain patterns and relationshipsConsider different interpretations anddistinguish between facts, beliefs andopinions, giving reasons Begin torecognise bias and reliabilityFollow the planned

Yr5:Reading:…locate and reorganise ideas and information from different sources

Presenting information and ideas:Communicate with increasing confidence to peers and othersBegin to modify their talk to therequirements of the audience, using a growing vocabularyWriting:Write short creative and factual passages. Check work and sometimes correct errors

Wider communication skills:Communicate ideas and emotions through work in art…

Yr6:Presenting information and ideas:

Communicate with increasing confidence

Yr5:Find relevant information … using key words and multiple word searches…

Creating: Create and present their ideas for a given


Share information with others

Yr6:Finding:Find relevant information … using key words and multiple word searches…Develop information and ideas by processing data from given sources to support their activities in a range of subjectsCreating:Create and present their ideas for a given purpose by combining different forms of information

Finding:Develop information and ideas by processing data from

Yr5:Record and interpret data and presenting findings:Record and interpret data in simple tables, lists, pictograms, charts, graphs and diagramsGathering Information:Gather information in a variety of ways including from … databases. Select information from given information presented in a variety of numerical and graphical ways

Interpret results and presenting findings:Record and interpret data in … diagrams...

Yr6:Gathering Information:Gather information in a variety of ways including from … databases. Select information from given information presented in a variety of numerical and graphical ways

Interpreting results and presenting findings:Record and interpret data in… bar charts and line graphs

Interpreting results and presenting findings:Use the language of number ….and the symbols for

process/method making some amendments where necessary

Follow the plannedprocess/methodReflect:Decide whether the process/method was successful, describe any amendments

Plan:Identify gaps and begin to build on existing skills, knowledge and understanding required for the taskSuggest how to find relevant information and ideasPlan the process/ method to be used in their workDetermine their own success criteria and give some justification for choiceDevelop:Develop and begin to combine a variety of imaginative ideas, possibilities and alternatives, including those of othersExperiment confidently with own and others’ ideasUse some prior knowledge to explain links between cause and effectIdentify describe and begin to explain patterns and relationshipsForm considered opinions and make informed decisionsFollow the planned process/method, making some amendments where necessaryReflect:Begin to evaluate outcomes

to peers and others

Begin to modify their talk to the requirements of the audience, using a growing vocabulary

Reading:…locate and reorganise ideas and information from different sourcesBegin to find simple information using organisational devices and available clues to deduce meaningCommunicating information:Represent and respond to information in different forms…Begin to find simple information using organisational devices and available clues to deduce meaning

given sources… addition, subtraction, multiplication and division…Calculating:Recognise the number operations needed to solve problems…

against success criteriaDecide whether the process/method was successful; and describe any amendments made to improve their workDescribe what they have learned, and identify the ways that worked the best

Yr6:Ask relevant questions and begin to link questions into sequences…Develop:Begin to make use of errors and unexpected outcomesUse some prior knowledge to explain links between cause and effect…Identify, describe and begin to explain patterns and relationshipsForm considered opinions and make informed decisions

Follow the plannedprocess/methodReflect:Decide whether the process/method was successful, describe any amendments…Describe how they have learned, and identify the ways that worked the best

Plan:Identify gaps and begin to build on existing skills,

knowledge and understanding required for the task.Plan the process/ method to be used in their workDetermine their own success criteria and give some justification for choiceDevelop:Experiment confidently with own and others’ ideasUse some prior knowledge to explain links between cause and effectIdentify, describe and begin to explain patterns and relationshipsForm considered opinions and make informed decisions Follow the planned process/method, making some amendments where necessaryReflect:Begin to evaluate outcomes against success criteriaDescribe whether the process/method was successful, describe any amendments made…


Art • Images and artefacts from a variety of historical and contemporary cultures and contexts


Plan• Asking questions (to

Oracy• Developing information and ideas


Use Mathematical Information• Using numbers

understand the problem)• Activating prior knowledge, skills and understanding• Gathering information• Determining the process / method and strategy• Determining success criteriaDevelop• Generating and developing ideas• Valuing errors and unexpected outcomes• Entrepreneurial thinking• Thinking about cause and effect and making inferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process / method• Evaluating own learning and thinking• Linking and lateral

• Presenting information and ideasReading• Locating, selecting and using information using reading strategies• Responding to what has been readWriting• Organising ideas and information• Writing accuratelyWider Communication Skills• Communicating ideas and emotions• Communicating information

• Measuring• Gathering informationCalculate• Using the number system• Using a variety of methodsInterpret and Present Findings• Talking about and explaining work• Comparing data• Recording and interpreting data and presenting findings


Welsh 2nd Language

4

OracyShow an understanding of the mainpoints of matters introduced tothem in familiar contextsPresent information and talk aboutexperiences, asking and responding

Oracy1. see & hear different people talking & those with different dialects2. Experience a range of audio, audio-visual, electronic, visual and written stimuli, ideas and texts, e.g. DVDs, tapes, IWB etc.3. communicate for a variety of purposes including: asking questions and offering

5StabecTimeLikes and dislikes extensionDescription of a roomReading charts, graphs, poems and songsDescribing a houseQuestionnaire about who has what

and volunteering commentsPronunciation and intonation isunderstandable. Use an increasingvariety of phrases and sentencepatterns with accuracy

ReadingShow an understanding of themain flow of short paragraphs ordialogues in familiar contexts byrecognising an increasing range ofwords and key factsRespond to text read by referring tosignificant details in the textDevelop as independent readers

WritingUse suitable vocabulary andphrases, varying patterns andproducing basic sentencesshowing some grasp of form andprogressionSpell most structured words andother words within their experienceaccuratelyWritten work is punctuatedcorrectly - capital letters, questionmarks, full stops, apostrophes andquotation marksHandwriting is clear and fluent

5

OracyShow understanding in familiarsituations and respond accordinglyExpress opinions and give reasonsto explain their ideasSpeech is understandable andquite fluent using a variety ofphrases, sentence patterns andverb forms fairly accurately

comments, giving and following sets of instructions, presenting personal and imaginative experiences & factual information• expressing opinions, offering and developing comments & arguments• reporting back using notes4. work independently, in pairs, in groups and as members of a class5. use a variety of methods to present ideas, including ICT, e.g. drama techniques, simulations, holding a discussion6. converse with a variety of audiences including teachers, peers and familiar adults7. Increase their confidence in language use by drawing on their knowledge of Welsh and English and other languages.

Reading

1. develop as enthusiastic, independent and reflective readers2. read in a variety of situations including reading: with support, independently, in pairs, in a group, aloud, and listen whilst following the print3. experience a variety of texts and forms including:• traditional and contemporary poetry and prose• material which is challenging• material that broadens horizons and expands the mind• material that presents information and reference material including media texts and computer material• extracts and complete texts• Material with a variety of structural and organisational features.Writing1. write for a variety of purposes including:• to entertain• to present information

Dialogue about the family

6Bobol Bach

Dictionary workBobol Bach readersDiary writingMutationsFamily descriptions and questionnaires

ReadingRespond to a variety of suitabletexts showing an understandingof the main ideas, events andcharactersSelect relevant information fromtexts and express simple opinionsRead independently

WritingCommunicate simple factual andpersonal information within theirexperience fairly accurately showingsome awareness of the reader andformSentences are demarcatedaccurately including punctuationwithin the sentenceSpell familiar words accuratelyHandwriting is legible andappropriately presented

• to express opinions• to convey feelings and ideas2. write for a variety of real and imaginary audiences, e.g. oneself, fellow-pupils, younger pupils, teachers, family and friends3. write in a variety of forms, e.g. stories, poems, scripts, leaflets, posters, advertisements, reports, diaries, notes, electronic texts, portrayals, instructions, questionnaires, reviews, articles, speeches4. write in response to a variety of audio, visual and audio-visual stimuli,E.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, television programmes, a statue.


Plan• Asking questions (to understand the problem)• Activating prior knowledge, skills and understanding• Gathering information• Determining the process / method and strategy• Determining success criteriaDevelop• Generating and developing ideas• Valuing errors and unexpected outcomes• Entrepreneurial thinking• Thinking about cause and effect and making inferences




• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process / method• Evaluating own learning and thinking• Linking and lateral


Role play • A hut or shelter made from natural materials or link to the locality itself e.g. recreate a rainforest habitat linked to a locality in St Lucia



REOur World

Engaging with fundamental questions

• ask, discuss and respond to fundamental questions raised by their own experiences, the world around them and aspects of religion• interrogate a range of evidence from religious and non-religious sources, including other disciplines, in order to

The world• the origin and purpose of life – how interpretations of the origins of the world and life influence people’s views, e.g. meaning and values• the natural world and living things – how religions show concern and responsibility, e.g. stewardship; sustainabilityHuman experience

Discuss: What are we doing to the environment? What are you worries about the environment? Talk about ways that people have helped or harmed the natural world. Refer to local, national and international examples. 5Ws activity on a picture stimulus showing destruction of the environment. Read or listen to stories that raise questions about caring for the planet.

consider the issues raised• use evidence from a range of sources effectively in order to present and support arguments and opinions• develop alternative explanations and suggest new possibilities• carry out investigation in an open-minded way and be prepared to accept challenge in the light of new information or evidence.

Exploring religious beliefs, teachings and practice(s)

• recall, describe and begin to explain religious beliefs, teachings and practices• explore and make links between religious beliefs, teachings and practices• describe and begin to explain the impact that religion has on the lives of believers• identify the similarities and differences within and across religions• recognise and begin to interpret layers of meaning/symbolism within religious stories, rituals, art, dance and music.

Expressing personal responses

• express and begin to justify their own feelings and opinions in different ways, e.g. orally, in writing, and through creative arts• demonstrate how what they have learned has impacted on their own views/ideas• consider, appreciate, empathise with and respect the viewpoints of others• recognise, explore & reflect on spiritual side of life• use a range of religious language appropriately

• human identity – the ways in which religions understand human existence, e.g. the image of God; uniqueness; spirituality• meaning and purpose of life – how religious ideas, values and beliefs influence people’s responses to life and death• belonging – how local believers, through home/community celebrations, share a sense of identity and commitment • authority and influence – how different forms of authority such as sacred texts, religious leaders and codes guide and influence people’s lives• relationships and responsibility – how the importance of personal relationships and responsibility to others is demonstrated by religions• the journey of life – how the various stages of life and natural occurrences are acknowledged, responded to and celebrated in religion, e.g. rites of passage; challenging and inspiring experiencesSearch for meaning• non-material/spiritual – how religions indicate (through stories, celebrations and activities) that life is spiritual (more than material/physical) Knowledge and experience regarding the non-material/spiritual – how religious/spiritual experience is developed and understood, e.g. relationship with God; lifestyle, commitment, worship, prayer, music, dance, meditation and fasting.

Discuss: How can people look after the environment? Snowball activity: list examples of how people can look after the world. Produce a poster / action plan on how to look after the local environment. Placemat activity: ways that pupils can look after the school environment. Chose one or two activities to put into practice e.g. school garden, improving recycling. Create a 3D model using recycled materials. Create a class ‘promise tree’ – pupils to write their own promises to looking after the environment.Discuss Christian and Muslim beliefs about caring for the environment. Explain the terms ‘stewardship’ and ‘khalifa’. Discuss the meaning of the terms. Discuss: Why is it important for religious people to take responsibility for the planet? Pupils to research information about a faith based environmental charity.

Write a letter inviting a representative from the charity to visit the school stating why their work is important.

Create a logo / advert promoting the work of the charity.

Group task – Create a religious charity to promote looking after the creation. Present information regarding the mission statement, aims and logo of the charity. Suggest activities to raise money and how the money could be spent. Create Ten Commandments on the theme ‘Care for Our World’. Arrange an environmental day in school that raises awareness of religious perspectives about care for the world. Class debate: ‘Should we look after the world?’

• use ICT and other means to gain access to information and to communicate religious concepts.

Discuss arguments for and against the statement. Reflection activity: PowerPoint presentation showing images of the world as a stimulus to letter writing. Write a letter to your grandchildren explaining how you are going to look after the world.







ESDGCWealth and Poverty

• Discuss basic needs for survival: prioritise items in order of usefulness from a given list as aids for survival. (Diamond ranking)

• Does everyone in the world have what they need for survival? If not where in the world and why? What can be done to redress the balance/ redistribute the wealth and resources to make things fairer?



Cwricwlwm Cymreig

• Suggested contrasting locality for Cwricwlwm Cymreig links: Patagonia

• History of the Welsh Migration on the ‘Mimosa’, led by Michael D. Jones in 1865. (see the book 100 Welsh Heroes

• Welsh music and folk dancing

• Historical shipwrecks in Wales e.g. The Royal Charter, Terra Nova

• Welsh Explorers



PSE Developing thinking• identify links between cause and effect• distinguish between ‘facts’, beliefs and opinions• form personal opinions and make informed decisions• use appropriate techniques for personal reflection.

Developing communication

• listen carefully, question and respond to others• express their views and ideas confidently through a range of appropriate methods• contribute to class discussions and take part in debates.

Developing ICT• find and develop information and ideas• create and present information and ideas• use ICT safely with appropriate support and guidance.

Developing number• select data from given information presented in a range of numerical and graphical ways• gather information in a variety of ways, including simple questionnaires or databases to support understanding of PSE-related issues.

Working with others• work cooperatively to solve problems• make and maintain friendships and otherrelationships

Active citizenship• develop respect for themselves and others• value families and friends as a source of mutual support• value diversity and recognise the importance of equality of opportunity• participate in school lifeand to understand:• their rights, e.g. the UN Convention on the Rights of the Child, and responsibilities• the importance of democratic decision-making• the benefits of families and friends and the issues that can arise• situations which produce conflict and the nature of bullying• aspects of the cultural heritage anddiversity in Wales• how injustice and inequality affect people’s lives• what is meant by disability• The challenges learners might have in accessing learning opportunities in school.

Health and Emotional well being• take increasing responsibility for keeping themind and body safe and healthy• feel positive about themselves and be sensitivetowards the feelings of othersand to understand:• the features and physical and emotional benefits of a healthy lifestyle, e.g. food and fitness• the harmful effects, both to themselves and others, of tobacco, alcohol and other legal and illegal substances

• Developing Thinking

• Developing Communication

• Developing ICT

• Developing Number

• Working with Others

• Improving Own Learning

• resist unwanted peer pressure and behaviour• empathise with others’ experiences and feelings• manage different emotions and develop strategies to resolve conflict and deal with bullying• ask for personal support and advice.

Improving own learning

• experience various learning styles andrecognise the ways in which they learn best• reflect on progress, identify strengths and weaknesses and set targets for improvement• apply learning to similar situations within school• develop practical skills necessary for everyday life.

• the reasons for the physical and emotional changes which take place at puberty, to include conception, pregnancy and birth• the range of their own and others’ feelings and emotions• the importance of personal safety• how to distinguish between appropriate and inappropriate touching• What to do or to whom to go when feeling unsafe.

Moral and spiritual development• explore their personal values• be honest and fair and have respect for rules, the law and authorityand to understand:• how cultural values and religious beliefs shape the way people live• that people differ in what they believe is right and wrong• That personal actions have consequences.

Preparing for lifelong learning• enjoy and value learning and achievements• take increasing responsibility for their learningand to understand:• the range of jobs carried out by people in their community• that money is earned through work and can buy goods and services• The importance of looking after their money and the benefits of regular saving.Sustainable development and global citizenship• appreciate the natural world as a source of inspiration• take an active interest in varied aspects of life in school and the wider environment• develop a positive attitude on issues of poverty and fairnessand to understand:• how the environment can be affected by

the decisions we make individually and collectively• that local actions have global effects because of connections between places and people• How poverty and inequality can cause problems.


Plan• Asking questions (to understand the problem)• Activating prior knowledge, skills and understanding• Gathering information• Determining the process / method and strategy• Determining success criteriaDevelop• Generating and developing ideas• Valuing errors and unexpected outcomes• Entrepreneurial thinking• Thinking about cause and effect and making inferences• Thinking logically and seeking patterns• Considering evidence, information and ideas• Forming opinions and making decisions• Monitoring progressReflect• Reviewing outcomes and success criteria• Reviewing the process / method• Evaluating own learning and thinking




• Linking and lateral

White Rose Primary School Curriculum MapNational Curriculum Year: 5&6 Cycle Year: Summer 2 Key Stage: Upper KS2 Topic: The Good Life


English Oracy 4Pupils can talk and listenconfidently in an increasingrange of contextsPupils listen carefully,contribute ideas and askquestionsTalk is adapted to the purposeand ideas are organised anddeveloped thoughtfullyPupils can describe eventsand convey their opinionsgiving some reasonsThey are responsive to theviews of othersThey are able to suggestways to improve talk throughchanges to vocabulary andstyleSome features of standardEnglish are used5 Pupils talk and listen

Recount (Autobiography & Biography)

Narrative (Historical – incl. Stories with a Welsh context) Persuasive (Argument & letter of

complaint)


Recount (Diary and other forms) Playscript (Shakespeare)

Poetry (in different forms – e.g. diaries, conversations, letters) Report (Webpage)

Narrative (Moving image texts )

• Report writing: fact files on plants, vegetables • Presentation skills: present a piece of work which will persuade people to ‘grow their own’ and give simple rules and instructions for the grower. e.g. poster, campaign, pamphlet • Persuasive writing: create a piece of work which will persuade people to ‘grow their own’ e.g. poster, campaign, pamphlet • Instructions: give simple rules and instructions for the grower • Possible theme books • Stig of the dump (waste recycling etc)

confidently in a wide rangeof contexts, including someformal occasionsPay close attention to othersasking questions to clarifyunderstandingTalk is purposefulThey begin to vary expressionand vocabulary appropriatelyThey express opinionsproviding suitable reasons tosupport their viewsThey make contributions thattake into account the views ofothersThey can evaluate talk andunderstand how its quality canbe improvedStandard English issometimes used in formalsituationsReading4Pupils respond to a range oftexts showing understandingof significant ideas, themes,events and charactersThey are beginning to useinference and deductionThey refer to the text whenexplaining their viewsThey can use several sourceswhen locating information andutilise effectively

5Pupils show understanding ofa wide range of textsThey select essential pointsand use inference anddeduction where appropriateTo support their views, theyidentify key features, themesand charactersThey also select relevantwords, phrases, sentences,images and other informationto support their viewsThey retrieve and collateinformation from a range ofsourcesWriting4Writing in a range of forms islivelyIdeas are sustained anddeveloped in interesting andappropriate waysAdventurous and effectivevocabulary choicesSome punctuation within thesentenceGenerally accurate spellingOpinions stated and somereasons givenBegin to use differentsentence structures andparagraphs5

Writing is varied andinteresting in a range of formsand meaning is clearImaginative and precisevocabularyA wide range of punctuation isgenerally usedFrequent use of complexspelling patternsA more formal style is usedwhen appropriateOpinions are expressed,consistently supported byreasonsUse of simple and complexsentences within paragraphs


Plan • Asking questions (to understand the problem) • Activating prior knowledge, skills and understanding • Gathering information • Determining the process / method and strategy

Oracy • Developing information and ideas • Presenting information and ideas Reading • Locating, selecting and using information using reading strategies • Responding to what has been read


Use Mathematical Information • Using numbers • Measuring • Gathering information Calculate • Using the number system • Using a variety of methods Interpret and Present Findings • Talking about and explaining work • Comparing data

• Determining success criteria Develop • Generating and developing ideas • Valuing errors and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making inferences • Thinking logically and seeking patterns • Considering evidence, information and ideas • Forming opinions and making decisions • Monitoring progress Reflect • Reviewing outcomes and success criteria

Writing • Organising ideas and information • Writing accurately Wider Communication Skills • Communicating ideas and emotions • Communicating information

• Recording and interpreting data and presenting findingsbv

• Reviewing the process / method • Evaluating own learning and thinking • Linking and lateral thinking


Mathematics Solve Mathematical ProblemsDevelop own strategies for solving problems bytrying out ideas of their ownContinue to organise work, check results and trydifferent approaches5 Draw conclusions from ideas of their own andexplain reasoningMake general statements based on availableevidence

Communicate MathematicallyExplain clearly and concisely mathematicalresults and present information systematicallyusing mathematical symbols and diagrams5 Make general statements of their own based on

NumberUse understanding of place value to multiplyand divide whole numbers by 10 and 100Use a variety of mental and written methods forcomputation, including recall of multiplicationfacts up to 10x10Add and subtract decimals to two places

Check their results are reasonable byconsidering the context or the size of thenumbersUse simple fractions and percentages todescribe approximate parts of a wholeRecognise and describe number

Area • Area and perimeter of allotments m2

Measuring • Instruments during fair test, estimating results Handling Data • Graphs to show results from fair test, time taken for materials to rot etc.

available evidence and explain reasoning

Reason MathematicallyDescribe patterns and relationshipsCheck whether their results are sensibleInterpret simple line graphsInterpret solutions to calculations on calculatorDisplays5Explain and predict subsequent terms inpatterns and relationshipsInterpret a wide range of graphs, diagrams andpie chartsRecognise that some conclusions can beuncertain or misleadingMake and investigate mathematicalhypotheses, predictions and conjectures

patternsand relationships and use simple formulaeexpressed as wordsChoose and use suitable units and instruments,reading, with appropriate accuracy, numbers ona range of measuring instrumentsFind perimeters of shapesFind areas by counting squaresFind volumes by counting cubes5Use understanding of place value to multiplyand divide whole numbers and decimalsOrder, add and subtract negative numbersCheck solutions by applying inverse operationsor estimating using approximationsCalculate fractional or percentage parts ofquantities and measurementsConstruct and use simple formulae using one ortwo operationsMeasure and draw angles to the nearest degreeConvert one metric unit to anotherKnow the rough metric equivalents of imperialunits still in daily use

Make sensible estimates of a range of everydaymeasuresFind areas of rectangles and trianglesFind volumes of cuboidsRead scales on maps, plans and graphs

Shape, Position + MovementUse knowledge of shape to make 3-Dmathematical modelsDraw common 2-D shapes in differentorientations on gridsReflect simple shapes in a mirror lineUse and interpret co-ordinates in the firstQuadrant5 Use co-ordinates in all four quadrantsRecognise, identify and describe all thesymmetries of 2-D shapesHandling DataCollect discrete data and group data whereappropriateUse the mode and median as characteristics ofa set of dataDraw and interpret frequency diagrams

Construct and interpret simple line graphsUnderstand and use simple vocabularyassociated with probability5 Use the mean of discrete data and comparetwo simple distributionsInterpret graphs, diagrams and pie chartsUse the probability scale from 0 to 1Appreciate that different outcomes may resultfrom repeating an experiment



Science Planning 1. The choice of success criteria 2. Predictions using some previous knowledge and understanding 3. Where and how to find relevant information and ideas 4. When carrying out a fair test, the key variables that need to be controlled and how to change the independent variable whilst

Interdependence of Organisms • The effect on the human body of some drugs, e.g. alcohol, solvents, tobacco • Through fieldwork, the plants and animals found in two contrasting local environments, e.g. identification, nutrition, life cycles, place in environment • The interdependence of living organisms in those two environments and their

Arrange visit to allotment or vegetable garden. Interview gardener and explore what it’s like to grow your own vegetable • Discuss possible food chains seen within the allotment. Find out what conditions different types of vegetable like? • Make measurements and observations at allotment (area, temperature if possible test soil

keeping other key variables the same 5. The observations or measurements that need to be made 6. The equipment and techniques required for the enquiry 7. Any hazards and risks to themselves and others

Developing 1. Use apparatus and equipment correctly and safely 2. Make careful observations and accurate measurements, using digital and ICT equipment at times 3. Check observations and measurements by repeating them in order to collect reliable data 4. Make comparisons and identify and describe trends or patterns in data and information 5. Use some prior knowledge to explain links between cause and effect when concluding

representation as food chains • The environmental factors that affect what grows and lives in those two environments, e.g. sunlight, water • How humans affect the local environment, e.g. litter, water pollution, noise pollution Sustainable Earth • A consideration of what waste is and what happens to local waste that can be recycled and that which cannot be recycled.

acidity etc.) • Research what things plants need to grow well. Use books, internet, experts, etc. • Research how roots work • Remind pupils of the importance of asking relevant questions, recording key info, making careful observations, etc. • Research: What benefits are there to growing your own food? Collect ideas, e.g. gets you active, strengthens your body, etc. • Display packaged fruit and vegetables from local supermarket. Can pupils identify origin of food? How might this effect freshness of food and nutrients they contain? • Ask pupils: What do humans need to grow? • Find out and form opinions on how an organic approach can protect our environment? Are there any disadvantages?



History • History and reasons for allotments WWII rationing “Dig for Victory'” campaign • www.allotment.org. uk/articles/Allotment- History.php



Geography • Database or spreadsheet on plants / results from experiment • Using globes, atlases and maps pupils locate local allotments using four-figure grid references • Pupils investigate how food products are transported globally. Where does our food come from? • Pupils to write their own directions and make own map for a walking route to the allotments • Estimate distances • Discuss the need for ‘grow your own’ encouraging sustainability • Investigate Ordnance Survey maps and symbols used (Alt Gdns etc) • www.ordnancesurvey.

co.uk/oswebsite/


Plan • Asking questions (to understand the problem) • Activating prior knowledge, skills and understanding • Gathering information • Determining the process / method and strategy • Determining success criteria Develop • Generating and developing ideas • Valuing errors and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making

Oracy • Developing information and ideas • Presenting information and ideas Reading • Locating, selecting and using information using reading strategies • Responding to what has been read Writing • Organising ideas and information • Writing accurately Wider Communication Skills • Communicating ideas and emotions • Communicating information


Use Mathematical Information • Using numbers • Measuring • Gathering information Calculate • Using the number system • Using a variety of methods Interpret and Present Findings • Talking about and explaining work • Comparing data • Recording and interpreting data and presenting findings

inferences • Thinking logically and seeking patterns • Considering evidence, information and ideas • Forming opinions and making decisions • Monitoring progress Reflect • Reviewing outcomes and success criteria • Reviewing the process / method • Evaluating own learning and thinking • Linking and lateral thinking


Music • Listen to music from various cultures around the world • Compose own work based on cultures

from around the world



Design technology Designing 1. Use a range of information sources to generate ideas for products 2. Investigate how existing products look and function as a source of ideas for their own products, e.g. examine a range of products related to their task, toys, healthy eating 3. Develop a simple specification / recipe for their products indicating their intentions and approach

Making Food 7. Plan and carry out a broad range of practical food preparation tasks safely and hygienically 8. Apply current healthy eating messages and consider nutritional needs when undertaking food

• Pupils should be given opportunities to develop their design and technology capability through: - Tasks in which they explore and investigate simple products in order to acquire technological knowledge and understanding that can be applied in their designing and making - Tasks in which they learn about the responsible use of materials, considering issues of sustainability - Tasks in which they develop and practice particular skills and techniques that can be applied in designing and making - Tasks in which they design and make products, focusing on different contexts and materials. • They should be given opportunities to: - be creative

• Healthy eating, creating salads, sandwiches and different meals from grown produce

preparation tasks 9. Classify food by commodity / group and understand the characteristics of a broad range of ingredients, including their nutritional, functional and sensory properties, e.g. meat, fish, fruit, vegetables

- be innovative - work independently and in groups. • Taken together, these tasks should cover a range of materials and components, including food, rigid and flexible materials and systems and control Health and Safety • Pupils should be taught how to use tools / utensils and equipment safely and to consider the hazards and risks in their activities, behaviour and lifestyle • Pupils should be able to follow instructions to control risk to themselves and others, impact on their health and safety of certain behaviour


Plan • Asking questions (to understand the problem) • Activating prior knowledge, skills and understanding • Gathering information

Oracy • Developing information and ideas • Presenting information and ideas Reading • Locating, selecting and using information using reading


Use Mathematical Information • Using numbers • Measuring • Gathering information Calculate • Using the number system • Using a variety of methods

• Determining the process / method and strategy • Determining success criteria Develop • Generating and developing ideas • Valuing errors and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making inferences • Thinking logically and seeking patterns • Considering evidence, information and ideas • Forming opinions and making decisions • Monitoring progress Reflect

strategies • Responding to what has been read Writing • Organising ideas and information • Writing accurately Wider Communication Skills • Communicating ideas and emotions • Communicating information

Interpret and Present Findings • Talking about and explaining work • Comparing data • Recording and interpreting data and presenting findings

• Reviewing outcomes and success criteria • Reviewing the process / method • Evaluating own learning and thinking • Linking and lateral thinking


Physical Education Health Fitness and WellbeingThey describe how they feelduring different activities andshow some understanding ofthe importance of physicalactivity to health, fitness andwell-beingPerformance shows greateraccuracy and can be sustainedover appropriate periods oftimePlan daily physical activity5Engage in a variety ofappropriate activities thatpositively affect their health,fitness and feelings aboutthemselvesTake responsibility forcompleting physical activity

activities that arenon-competitive forms of exerciseChosen for what they contribute to general health, fitness goals and feelings of well-being.

Daily physical activity is an important goal for young people and opportunities for this to be achieved may be found not only in lessons before and after school and during the lunchtimes.Finding activities that are enjoyable and sustainable is important at this early stage of physical development if the goals of a healthy and active lifestyle are to be realised. Planning to increase participation in activity might

Activity Pack

in the wider community

Creative ActivitiesShow improved coordinationand controlCommunicate ideas clearlyIdentify what makes a skill,action or idea successfulMake judgements aboutperformance using key wordsrelated to the activity5Develop an increasing varietyof imaginative ideasUse compositional principlesto plan a performanceImprove their work byshowing awareness of factorsaffecting quality and bylistening to others

include:Walking or cycling to school, joining a sports club swimming with the family and friends.Creative activities: activities that are Composed or choreographed

and are generally artistic and aesthetic in nature.






PESS activities

Adventurous ActivitiesDevelop skills of water safetyTake more responsibilityfor their own actions andunderstand associated risksApply relevant skills to anactivity with increasingeffectiveness5Individually or in groups,plan and evaluate elementsof their own work, usingappropriate key wordsApply skills learned previouslyin new situations

Adventurous activities: activities that are underpinned by problem solving,



Participation in outdoor activities provides opportunities to increase awareness of the

natural environment and



after school,

Or as part of an out-of-hours residential experience in new and challenging environments away from the local area.Competitive activities: activities that are learned for the purpose of competition between an individual, groups or team and others. The

Pack AOOSwimming Pack

Competitive ActivitiesDemonstrate efficiency andeffectiveness in the skills andideas they applyCooperate with others andobserve conventions ofsportsmanshipPlan how to improve theperformance of themselves andothers5Refine tactics, techniquesand skills in a range ofsituationsImprove the quality of theirwork by listening to others

principles underpinning the application of these types of activity are generally strategic and tactical, such as game strategies and athletic tactics and involve competing against others.A variety of activities should be chosen to teach the programme of study, enabling pupils to learn the application of strategies and tactics. During these activities pupils need to understand why there is a need for rules in a competitive situation, and why they should take responsibility for their actions.

FUNS activity skills pack



ICT Year 5Skills: Find and analyse information

Pupils should be given opportunities to:



Skills: Find and analyse information


Discuss the purpose of their tasks, the intended audiences and the resources needed.







Discuss new developments in ICT and the use of ICT in the wider

Produce and use models to … answer questions e.g. use logo to answer questions that have been posed to them.

Investigate the effect of changing variables in models and to ask and answer ‘what if …? type questions

Skills: Create and Communicate Information

Create and communicate information in the form of text, images using a range of ICT hardware and software

Year 6Skills: Find and analyse information




Select suitable information and make simple judgements about

world Use a range of ICT resources and equipment independently and collaboratively e.g. Roamers and LOGO.


sources of information



Create an communicate information in the form of text, images and sound, using a range of ICT hardware and software


Use ICT tools and suitable information sources safely and legally in accordance with LEA/school guidelines










Art 2. Experiment with and examine the methods used by other artists, craft workers and designers from different periods, places and cultures e.g. consider how work from unfamiliar cultures may influence

Making 1. Explore, experiment with and apply the elements of the visual, tactile and sensory language of art, craft and design which include: - line, e.g. long lines, short lines, wavy lines, heavy lines - tone, e.g. light, medium and dark tones - colour, e.g. primary and tertiary, matching colours - pattern, e.g. natural, made patterns, patterns from other cultures, repetitive patterns - texture, e.g. rough and smooth textures in a range of materials - shape, e.g. shapes from nature, from the made world - form, e.g. various three-dimensional shapes

• Pupils should investigate: - the properties of materials and processes - natural objects and environments - made objects and environments - imagined objects and environments • They should, where appropriate, apply to their own work findings collected from a variety of contexts including books, videos, digital-based resources, internet, galleries, practising artists, craft workers and designers, other resources local and Welsh examples, different cultures and periods

• Link to country of choice • Compare and contrast art from various cultures e.g. African, European, Asian, Latin-American, Aboriginal • Make collages / masks / mosaics etc using styles, themes, methods, techniques and natural materials from the chosen country of origin


Plan • Asking questions (to understand the problem) • Activating prior knowledge, skills and understanding • Gathering information • Determining the process / method and strategy • Determining success criteria Develop • Generating and developing ideas • Valuing errors and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making inferences • Thinking logically and seeking




patterns • Considering evidence, information and ideas • Forming opinions and making decisions • Monitoring progress Reflect • Reviewing outcomes and success criteria • Reviewing the process / method • Evaluating own learning and thinking • Linking and lateral thinking


Welsh 2nd Language

OracyShow an understanding of the mainpoints of matters introduced tothem in familiar contextsPresent information and talk about

5. use a variety of methods to present ideas, including ICT, e.g. drama techniques, simulations, holding a discussion6. converse with a variety of audiences including teachers, peers and familiar adults

experiences, asking and respondingand volunteering commentsPronunciation and intonation isunderstandable. Use an increasingvariety of phrases and sentencepatterns with accuracy5Show understanding in familiarsituations and respond accordinglyExpress opinions and give reasonsto explain their ideasSpeech is understandable andquite fluent using a variety ofphrases, sentence patterns andverb forms fairly accurately

ReadingShow an understanding of themain flow of short paragraphs ordialogues in familiar contexts byrecognising an increasing range ofwords and key factsRespond to text read by referring tosignificant details in the textDevelop as independent readers5 Respond to a variety of suitabletexts showing an understandingof the main ideas, events andcharactersSelect relevant information fromtexts and express simple opinions

. experience a variety of texts and forms including:• traditional and contemporary poetry and prose• material which is challenging• material that broadens horizons and expands the mind• material that presents information and reference material including media texts and computer material• extracts and complete texts

3. write in a variety of forms, e.g. stories, poems, scripts, leaflets, posters, advertisements, reports, diaries, notes, electronic texts, portrayals, instructions, questionnaires, reviews, articles, speeches4. write in response to a variety of audio, visual and audio-visual stimuli,

Read independentlyWritingUse suitable vocabulary andphrases, varying patterns andproducing basic sentencesshowing some grasp of form andprogressionSpell most structured words andother words within their experienceaccuratelyWritten work is punctuatedcorrectly - capital letters, questionmarks, full stops, apostrophes andquotation marks5 Communicate simple factual andpersonal information within theirexperience fairly accurately showingsome awareness of the reader andformSentences are demarcatedaccurately including punctuationwithin the sentenceSpell familiar words accuratelyHandwriting is legible andappropriately presented

Handwriting is clear and fluent

E.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, television programmes, a statue.



ESDGC • Visit local woodland / seashore to investigate biodiversity, minibeasts e.g. Visit Cog Moors or Cilfynydd for pond dipping etc. • Draw or model the water cycle • Grow sapling trees / vegetables from seed • Learn about natural areas / wildlife around the world



Cwriculwm Cymreig

• Grow leeks in the allotment • Investigate Welsh produce e.g. Local farm shops, Welsh cheeses, etc. • Write a questionnaire for parents to find out which Welsh produce they buy • Write letters to supermarkets asking for a list of the Welsh products they sell • Pupils to conduct their own investigation by visiting a

supermarket • Sample Welsh produce • Invite representatives / entrepreneurs in to school from various Welsh food companies e.g. Calon Wen Dairy • Traditional Welsh Recipes / food stuff e.g. Welsh cakes, bara brith, cawl, laverbread



P.H.S.E • Developing Thinking • Developing Communication • Developing ICT • Developing Number • Working with Others

SEALS• Improving Own Learning

White Rose Primary School Curriculum MapNational Curriculum Year: 5&6 Cycle Year: Autumn 2 Key Stage: Upper KS2 Topic: Time Lord


English Oracy 4Pupils can talk and listenconfidently in an increasingrange of contextsPupils listen carefully,contribute ideas and askquestionsTalk is adapted to the purposeand ideas are organised anddeveloped thoughtfullyPupils can describe eventsand convey their opinionsgiving some reasonsThey are responsive to theviews of othersThey are able to suggestways to improve talk throughchanges to vocabulary andstyleSome features of standardEnglish are used5 Pupils talk and listenconfidently in a wide rangeof contexts, including someformal occasions

Recount Newspaper report- Hist eventInquiry-InterviewNarrative (Myths & Legends) Playscript on event (Contemporary)Poetry (Limericks

• Carrie’s War, Goodnight Mr. Tom, Anne Frank • Poetry: feelings • News headlines and reports: Outbreak of war, Greenpeace, Nuclear war • Persuasive writing: geographical issues • Debate: pros and cons of nuclear weapons • Letter writing: on an issue • War Diary

Pay close attention to othersasking questions to clarifyunderstandingTalk is purposefulThey begin to vary expressionand vocabulary appropriatelyThey express opinionsproviding suitable reasons tosupport their viewsThey make contributions thattake into account the views ofothersThey can evaluate talk andunderstand how its quality canbe improvedStandard English issometimes used in formalsituations

Reading4Pupils respond to a range of

texts showing understandingof significant ideas, themes,events and charactersThey are beginning to useinference and deductionThey refer to the text whenexplaining their viewsThey can use several sourceswhen locating information andutilise effectively5Pupils show understanding ofa wide range of textsThey select essential pointsand use inference anddeduction where appropriateTo support their views, theyidentify key features, themesand charactersThey also select relevantwords, phrases, sentences,images and other

informationto support their viewsThey retrieve and collateinformation from a range ofsources

Writing4Writing in a range of forms islivelyIdeas are sustained anddeveloped in interesting andappropriate waysAdventurous and effectivevocabulary choicesSome punctuation within thesentenceGenerally accurate spellingOpinions stated and somereasons givenBegin to use differentsentence structures andparagraphs5

Writing is varied andinteresting in a range of

formsand meaning is clearImaginative and precisevocabularyA wide range of punctuation isgenerally usedFrequent use of complexspelling patternsA more formal style is usedwhen appropriateOpinions are expressed,consistently supported byreasonsUse of simple and complexsentences within paragraphs


Plan • Asking questions (to understand the problem) • Activating prior knowledge, skills and understanding • Gathering information

Oracy

• Developing information and ideas • Presenting information and ideas Reading • Locating, selecting and using


Number Use Mathematical Information • Using numbers • Measuring • Gathering information Calculate

• Determining the process / method and strategy • Determining success criteria Develop • Generating and developing ideas • Valuing errors and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making inferences • Thinking logically and seeking patterns • Considering evidence, information and ideas • Forming opinions and making decisions • Monitoring progress Reflect

information using reading strategies • Responding to what has been read Writing • Organising ideas and information • Writing accurately Wider Communication Skills • Communicating ideas and emotions • Communicating information

• Using the number system • Using a variety of methods Interpret and Present Findings • Talking about and explaining work • Comparing data • Recording and interpreting data and presenting findings

• Reviewing outcomes and success criteria • Reviewing the process / method • Evaluating own learning and thinking • Linking and lateral thinkingSubject Skills Range Activities


Communicate MathematicallyExplain clearly and concisely

NumberUse understanding of place value to multiplyand divide whole numbers by 10 and 100Use a variety of mental and written methods forcomputation, including recall of multiplicationfacts up to 10x10Add and subtract decimals to two placesCheck their results are reasonable byconsidering the context or the size of the

• Ordering 4 digit numbers: dates on timeline • Conversion of imperial to metric measures • What can you buy from a week’s coupons? Table, cart etc. • 2D net of 3D shapes

mathematicalresults and present information systematicallyusing mathematical symbols and diagrams5 Make general statements of their own based onavailable evidence and explain reasoning

Reason MathematicallyDescribe patterns and relationshipsCheck whether their results are sensibleInterpret simple line graphsInterpret solutions to calculations on calculatorDisplays5Explain and predict subsequent terms inpatterns and relationshipsInterpret a wide range of graphs, diagrams andpie chartsRecognise that some conclusions can beuncertain or misleading

numbersUse simple fractions and percentages todescribe approximate parts of a wholeRecognise and describe number patternsand relationships and use simple formulaeexpressed as wordsChoose and use suitable units and instruments,reading, with appropriate accuracy, numbers ona range of measuring instrumentsFind perimeters of shapesFind areas by counting squaresFind volumes by counting cubes5Use understanding of place value to multiplyand divide whole numbers and decimalsOrder, add and subtract negative numbers

Make and investigate mathematicalhypotheses, predictions and conjectures

Check solutions by applying inverse operationsor estimating using approximationsCalculate fractional or percentage parts ofquantities and measurementsConstruct and use simple formulae using one ortwo operationsMeasure and draw angles to the nearest degreeConvert one metric unit to anotherKnow the rough metric equivalents of imperialunits still in daily useMake sensible estimates of a range of everydaymeasuresFind areas of rectangles and trianglesFind volumes of cuboidsRead scales on maps, plans and graphs

Shape, Position + MovementUse knowledge of shape to make 3-D

mathematical modelsDraw common 2-D shapes in differentorientations on gridsReflect simple shapes in a mirror lineUse and interpret co-ordinates in the firstQuadrant5 Use co-ordinates in all four quadrantsRecognise, identify and describe all thesymmetries of 2-D shapesHandling DataCollect discrete data and group data whereappropriateUse the mode and median as characteristics ofa set of dataDraw and interpret frequency diagramsConstruct and interpret simple line graphsUnderstand and use simple vocabularyassociated with probability

5 Use the mean of discrete data and comparetwo simple distributionsInterpret graphs, diagrams and pie chartsUse the probability scale from 0 to 1Appreciate that different outcomes may resultfrom repeating an experiment




Science CommunicatingSimple graphsBar chartsICT to plot graphsNotice patterns and trendsfrom graphs5Select types of graphs to use

How things work1. the uses of electricity and its control in simple circuits2. forces of different kinds, e.g. gravity magnetic and friction, including air resistance3. the ways in which forces can affect movement and how forces can be compared4. how different sounds are produced and the way that sound

including line graphsPresent ideas in variouspresentationsUse ICT and question itsrelevancePresent data systematicallyUse a range of units andconventions

PlanningFind and use a variety ofevidencePlan enquiries using skills andscientific knowledgePredict outcomesRecognise with support thevariables within a fair testDecide upon basic successcriteriaIdentify hazards and control therisks to themselves and others5Find and use relevantevidenceSystematically plan enquiries

travels5. how light travels and how this can be used.cience

Make predictions based onscientific knowledge andunderstandingIdentify key variables(dependent and independentvariables) when planning afair testJustify their success criteriaDevelopingMake qualitative observationsUse standard equipmentsafely to measure using S.I.units (digital equipment whereappropriate)Identify patterns and trendsDistinguish between facts,beliefs and opinions and beginto recognise biasUse some scientific knowledgewhen drawing conclusionsDraw conclusions, formconsidered opinions and make

informed decisions5Make a series of accuratemeasurements using S.I.units to collect reliable dataSelect measuringinstrumentsCheck progress and revisemethod when necessaryDescribe relationshipsbetween two variablesIdentify bias and considerreliabilityUse scientific knowledge,understanding and simplemodels when drawingconclusionsDraw conclusions that areconsistent with the findingsand consider others’ views toinform others’ opinions anddecisionsReflectingDecide if their method wassuccessful by referring tosuccess criteriaExplain how they could

improvetheir methodDescribe how they have learnedand identify what worked bestLink learning to similarSituations5Evaluate how far successcriteria fully reflect successfuloutcomesIdentify the learning /thinking strategy they haveusedLink learning to dissimilar butfamiliar situations



History Chronological Awareness 1. Use timelines to sequence events

Carry Out • Investigations into the history around them and into the life of people at different times and places

• Discuss and identify each artefact and create a timeline • Estimate dates and time intervals

2. Use appropriate key words to estimate measure and describe the passage of time

Interpretation of History

1. Identify the ways in which the past is represented and interpreted 2. Distinguish between fact and opinion, giving some evidence / knowledge-based reasons for this

Historical Knowledge and Understanding 1. Identify differences between ways of life at different times 2. Identify significant people and describe events within and across periods 3. Understand why people did things, what caused specific events and the consequences of those events? Historical Enquiry 2. Plan the investigative approach to be used, suggesting how to find relevant information 3. Use a range of sources, including ICT 4. Reflect on their findings and the investigative approach used

in the past. • The differences in people’s daily lives in two contrasting periods of the 20th century • Asking and answering questions

• Discuss whether the artefacts represent the periods accurately • Identify themes related to the artefacts e.g. music, wars and weaponry, clothing, food, houses and homes (décor) discoveries, transport • When Dr Who return he will expects us to have all the information for him (using text and illustrations and models etc.) • Split into groups / pairs to locate relevant information and prepare a poster, timeline, fashion show, disco, party, models, song for the theme they have chosen • Present or perform findings to class and Dr Who • Evaluate own and others’ presentations • Prepare a set of statements related to their own theme – fact and opinion • Swap with another group to sort. Peer check

Organisation and Communication 1. Select, record, and organise historical information 2. Communicate ideas, opinions and conclusions with increasing independence in a variety of ways, including ICT

• The pupils will use census reports, graphical data, Ordnance Survey maps, eyewitness accounts, paintings, poems, artefacts to compare and contrast life in the past. They will examine population growth, ethnic diversity brought about by jobs, changes in the environment, etc. Discuss reliability of the sources and then rank statements in order of reliability on a washing line or diamond nine


Plan • Asking questions

Oracy

Finding and developing information and ideas

Use Mathematical Information • Using numbers

(to understand the problem) • Activating prior knowledge, skills and understanding • Gathering information • Determining the process / method and strategy • Determining success criteria Develop • Generating and developing ideas • Valuing errors and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making inferences • Thinking logically and seeking patterns • Considering evidence, information and ideas

• Developing information and ideas • Presenting information and ideas Reading • Locating, selecting and using information using reading strategies • Responding to what has been read Writing • Organising ideas and information • Writing accurately Wider Communication Skills • Communicating ideas and emotions • Communicating information

Creating and presenting information and ideas

• Measuring • Gathering information Calculate • Using the number system • Using a variety of methods Interpret and Present Findings • Talking about and explaining work • Comparing data • Recording and interpreting data and presenting findings

• Forming opinions and making decisions • Monitoring progress Reflect • Reviewing outcomes and success criteria • Reviewing the process / method • Evaluating own learning and thinking • Linking and lateral thinking


Geography



Music Appraising 1. Listen to and appraise music during which they should: 2. Make distinctions within the

• Listen to the music of others, of varied genres and styles, from different times and cultures • Link with and extend pupils’

• Listen to and appraise music from a number of decades in the 1900s – classical, big band, swing, Motown, rock and roll, punk, new romantic etc.

musical elements 3. Recognise and describe musical characteristics.4. Discuss and evaluate music, making connections between their own and others’ work.Composing 1. Improvise, compose and arrange music during which they should: 2. Explore, use, create, select and organise sounds for a musical purpose 3. Develop and refine musical ideas, and evaluate their work in order to improve it 4. Communicate ideas and emotions through music

Performing

2. Play instruments, using appropriate playing techniques and with increasing dexterity and control of sound 3. Practice and evaluate their performing in order to improve during which they should: 4. Maintain a part as a member of a group in a part song 5. Maintain an individual

musical experiences and include examples taken from the European ‘classical’ tradition, folk and popular music, the music of Wales, and other musical traditions and cultures • Composing activities should involve the exploration and use of a wide range of sound sources, e.g. pupils’ voices and bodies, sounds from the environment, instruments and music technology • The stimuli for composing should be musical, e.g. a five-note scale or sampled sound, and extra-musical, e.g. a picture, sculpture or poem • Listen to pupils own compositions and performances from different times

• Choose an era from the twentieth century and identify the type of instruments from the era • Choose how to express these sounds using voice, keyboard, PC, untuned and tuned instruments, own instruments • Create an appropriate piece of music to support the historical presentation • Perform composition • Self and peer evaluate performances according to success criteria

instrumental part in a group piece 6. Imitate, memorise, internalise (hear in their heads) and recall musical patterns and songs 7. Communicate with others when performing 8. Plan and make decisions about which music to perform and how to perform it


Plan • Asking questions (to understand the problem) • Activating prior knowledge, skills and understanding • Gathering information • Determining the process / method and strategy • Determining success criteria Develop • Generating and developing ideas • Valuing errors

Oracy • Developing information and ideas • Presenting information and ideas Reading • Locating, selecting and using information using reading strategies • Responding to what has been read Writing • Organising ideas and information • Writing accurately Wider Communication Skills



and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making inferences • Thinking logically and seeking patterns • Considering evidence, information and ideas • Forming opinions and making decisions • Monitoring progress Reflect • Reviewing outcomes and success criteria

• Communicating ideas and emotions • Communicating information


Design technology • Making model to test for air resistance and gravity • Making a cake following War rations

and recipes



Physical Education Health Fitness and WellbeingThey describe how they feelduring different activities andshow some understanding ofthe importance of physicalactivity to health, fitness andwell-beingPerformance shows greateraccuracy and can be sustainedover appropriate periods oftimePlan daily physical activity5Engage in a variety ofappropriate activities thatpositively affect their health,fitness and feelings about

activities that arenon-competitive forms of exerciseChosen for what they contribute to general health, fitness goals and feelings of well-being.

Daily physical activity is an important goal for young people and opportunities for this to be achieved may be found not only in lessons before and after school and during the lunchtimes.Finding activities that are enjoyable and sustainable is important at this early stage of physical development if the goals of a healthy and active lifestyle are to be realised. Planning to increase participation in activity might include:Walking or cycling to school, joining a sports club swimming with the family and friends.Creative activities: activities that are Composed or choreographed


- speed, shape, level, direction and pathways • The composition of sequences and choreographed dance motifs from different decades including features such as: - variations in rhythm

PESS activity File

themselvesTake responsibility forcompleting physical activityin the wider communityCreative ActivitiesShow improved coordinationand controlCommunicate ideas clearlyIdentify what makes a skill,action or idea successfulMake judgements aboutperformance using key wordsrelated to the activity5Develop an increasing varietyof imaginative ideasUse compositional principlesto plan a performanceImprove their work byshowing awareness of factorsaffecting quality and bylistening to others

Adventurous ActivitiesDevelop skills of water






Adventurous activities: activities that are underpinned by problem solving,



Orienteering Pack

Swimming Pack

safetyTake more responsibilityfor their own actions andunderstand associated risksApply relevant skills to anactivity with increasingeffectiveness5Individually or in groups,plan and evaluate elementsof their own work, usingappropriate key wordsApply skills learned previouslyin new situationsCompetitive ActivitiesDemonstrate efficiency andeffectiveness in the skills andideas they applyCooperate with others andobserve conventions ofsportsmanshipPlan how to improve theperformance of themselves andothers5

Participation in outdoor activities provides opportunities to increase awareness of the

natural environment and



after school,

Or as part of an out-of-hours residential experience in new and challenging environments away from the local area.Competitive activities: activities that are learned for the purpose of competition between an individual, groups or team and others. The principles underpinning the application of these types of activity are generally strategic and tactical, such as game strategies and athletic tactics and involve competing against others.A variety of activities should be chosen to teach the programme of study, enabling pupils to learn the application of strategies and tactics. During these activities pupils need

FUNS activities

Refine tactics, techniquesand skills in a range ofsituationsImprove the quality of theirwork by listening to others

to understand why there is a need for rules in a competitive situation, and why they should take responsibility for their actions.15 Physical education



ICT Find and analyse information Find information from a variety of

sources for a defined purpose


Produce and use databases to ask and answer questions

Graphical Modelling Discuss the purpose of their tasks,

the intended audiences and the resources needed


Use ICT tools and suitable information sources safely and legally, in accordance with LEA/school guidelines

Use ICT sources of information and non-sources of information




Store and retrieve information they have

Investigate the effect of changing variables in models and/or simulations to ask and answer ‘what if …?’ type questions

Year 6 Skills: Find and analyse information



Select suitable information and

found or created

Evaluate their work and learning Discuss new developments in ICT and the use of ICT in the wider world

Graphical modelling Use a range of ICT resources and

equipment independently and collaboratively






make simple judgements about sources of information



Create an communicate information in the form of text, images and sound, using a range of ICT hardware and software












Art UnderstandingEvaluate and compare the qualities of worksof artMake comparisons between their own worksof art and those of different culturesBegin to understand the different purposesof artwork and methods used5Make comparisons between their own andothers’ methodsEvaluate the results of their own work andthat of othersInvestigatingOrganise and use a range ofreference materials and resources,so that they can prepare anddevelop an idea or theme to their

Understanding Pupils should be stimulated

and inspired, where

appropriate, by:

• other artists, craft workers and designers

• methods and processes

• media, styles, ideas

• local and Welsh art, craft and design

• Images and artefacts from a variety of historical and contemporary cultures and contexts.

They should develop, where appropriate, their

understanding through:

• Books, videos, digital-based

• Blitz pictures • Research how jewellery has changed and make a 3D model • Twentieth Century artists • Prints: Laura Ashley, William Morris • Pop Art: Andy Warhol • Picasso

work5Explore themes, developing ideasand feelings, through experimentingselectively with various methods,materials, tools and techniquesMakingControl a range of materials, toolsand techniquesApply their understanding to reviewand modify the qualities of theirwork5Experiment practically andimaginatively with a variety ofmaterials, tools and techniquesReview and modify their work tofulfil their intentions

resources, internet, galleries, practising artist, craft workers and designers, other resources.

InvestigatingPupils should investigate: • the properties of materials

and processes

• natural objects and environments

• made objects and environments

• imagined objects and environments.

They should, where appropriate, apply to their

own work findings collected from:

and from a variety of contexts including:

• Books, videos, digital-based

resources, internet, galleries, practising artist, craft workers and designers, other resources local and Welsh examples, different cultures and periods.

Making

Pupils should design and make both imaginatively and expressively:

• Objects, artefacts, Images.

They should use a variety of:

• tools and equipment, Materials, e.g. paints, pencils, crayons, pastels, charcoal, inks, resistant materials, clays, sustainable materials, textiles, digital-based media, etc.

• Processes, e.g. drawing, painting, printing, multimedia, craft processes, three-

dimensional processes, digital-based processes, etc.

They should have opportunities to work as: Individuals and Group members.

They should work in different contexts such as: Galleries, art room, outdoors, The home.

Pupils should be taught to consider the hazards and the risks in their art and design activities. They should be able to follow instructions to minimise risks to themselves and others.



Welsh 2nd Oracy 5. use a variety of methods to present ideas, including ICT, e.g.

Language Show an understanding of the mainpoints of matters introduced tothem in familiar contextsPresent information and talk aboutexperiences, asking and respondingand volunteering commentsPronunciation and intonation isunderstandable. Use an increasingvariety of phrases and sentencepatterns with accuracy5Show understanding in familiarsituations and respond accordinglyExpress opinions and give reasonsto explain their ideasSpeech is understandable andquite fluent using a variety

drama techniques, simulations, holding a discussion6. converse with a variety of audiences including teachers, peers and familiar adults


3. write in a variety of forms, e.g. stories, poems, scripts, leaflets, posters, advertisements, reports, diaries, notes, electronic texts, portrayals, instructions,

ofphrases, sentence patterns andverb forms fairly accurately

ReadingShow an understanding of themain flow of short paragraphs ordialogues in familiar contexts byrecognising an increasing range ofwords and key factsRespond to text read by referring tosignificant details in the textDevelop as independent readers5 Respond to a variety of suitabletexts showing an understandingof the main ideas, events andcharactersSelect relevant information from

questionnaires, reviews, articles, speeches4. write in response to a variety of audio, visual and audio-visual stimuli,E.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, television programmes, a statue.

texts and express simple opinionsRead independently

WritingUse suitable vocabulary andphrases, varying patterns andproducing basic sentencesshowing some grasp of form andprogressionSpell most structured words andother words within their experienceaccuratelyWritten work is punctuatedcorrectly - capital letters, questionmarks, full stops, apostrophes andquotation marks5 Communicate simple factual andpersonal information within theirexperience fairly accurately

showingsome awareness of the reader andformSentences are demarcatedaccurately including punctuationwithin the sentenceSpell familiar words accuratelyHandwriting is legible andappropriately presented




ESDGC- choices and decisions

Choices and Decisions • Role-play, decision making activities and why certain events took place in the twentieth Century e.g. the outbreak of The World Wars, formation of Greenpeace, the move toward renewable energy / citizenship. Explore our rights and responsibilities as well as

those of others.



Cwriculwm Cymreig

• The twentieth Century in Wales • Significant dates in twentieth Century Wales • Significant Welsh people within the twentieth Century • Artists / Designers • Welsh Musicians e.g. Stereophonics, Manic Street Preachers, Tom Jones, Shirley Bassey • Welsh Music Scene e.g. Dafydd Iwan, Cerys Mathews, Bryn Terfel, Super Furry Animals, Duffy etc. • Welsh Sporting heroes / events in the twentieth Century • Welsh Actors • Welsh Media



P.S.E • Developing Thinking • Developing Communication • Developing ICT • Developing Number • Working with Others • Improving Own Learning

SEALS


White Rose Primary School Curriculum MapNational Curriculum Year: 5&6 Cycle Year: Autumn 2 Key Stage: Upper KS2 Topic: Tomorrow’s World


English Oracy 4Pupils can talk and listenconfidently in an increasingrange of contextsPupils listen carefully,

Recount (Autobiography & Biography) Rosa Parks, Martin

Luther KingNarrative (Historical – incl. Stories with a Welsh context) Persuasive (Argument & letter of

) Fiction• Story writing: Blast off• Aliens: descriptivewriting, appearancepowers, etc• Play scripts: News room

contribute ideas and askquestionsTalk is adapted to the purposeand ideas are organised anddeveloped thoughtfullyPupils can describe eventsand convey their opinionsgiving some reasonsThey are responsive to theviews of othersThey are able to suggestways to improve talk throughchanges to vocabulary andstyleSome features of standardEnglish are used5 Pupils talk and listenconfidently in a wide rangeof contexts, including someformal occasionsPay close attention to othersasking questions to clarifyunderstandingTalk is purposefulThey begin to vary expression

complaint)





script for shuttle launch• Drama: Role play, actingout circuits• Poetry: Space poems

Non Fiction• Report writing: fact fileson planets• Presentation for youngeraudience• Newspaper report• Presentation skills• Time capsule: whatwould you leave forfuture generations?• Possible theme booksIron Man, War of the World

and vocabulary appropriatelyThey express opinionsproviding suitable reasons tosupport their viewsThey make contributions thattake into account the views ofothersThey can evaluate talk andunderstand how its quality canbe improvedStandard English issometimes used in formalsituationsReading4Pupils respond to a range oftexts showing understandingof significant ideas, themes,events and charactersThey are beginning to useinference and deductionThey refer to the text when

explaining their viewsThey can use several sourceswhen locating information andutilise effectively5Pupils show understanding ofa wide range of textsThey select essential pointsand use inference anddeduction where appropriateTo support their views, theyidentify key features, themesand charactersThey also select relevantwords, phrases, sentences,images and other informationto support their viewsThey retrieve and collateinformation from a range ofsourcesWriting4

Writing in a range of forms islivelyIdeas are sustained anddeveloped in interesting andappropriate waysAdventurous and effectivevocabulary choicesSome punctuation within thesentenceGenerally accurate spellingOpinions stated and somereasons givenBegin to use differentsentence structures andparagraphs5

Writing is varied andinteresting in a range of formsand meaning is clearImaginative and precisevocabularyA wide range of punctuation isgenerally usedFrequent use of complex

spelling patternsA more formal style is usedwhen appropriateOpinions are expressed,consistently supported byreasonsUse of simple and complexsentences within paragraphs


Plan • Asking questions (to understand the problem) • Activating prior knowledge, skills and understanding • Gathering information • Determining the process / method and strategy • Determining success criteria Develop • Generating and developing ideas • Valuing errors




and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making inferences • Thinking logically and seeking patterns • Considering evidence, information and ideas • Forming opinions and making decisions • Monitoring progress Reflect • Reviewing outcomes and success criteria • Reviewing the process / method • Evaluating own learning and thinking • Linking and lateral


thinking



Communicate MathematicallyExplain clearly and concisely mathematicalresults and present information systematicallyusing mathematical symbols and diagrams5 Make general statements of their own based onavailable evidence and explain reasoning

NumberUse understanding of place value to multiplyand divide whole numbers by 10 and 100Use a variety of mental and written methods forcomputation, including recall of multiplicationfacts up to 10x10Add and subtract decimals to two placesCheck their results are reasonable byconsidering the context or the size of thenumbersUse simple fractions and percentages todescribe approximate parts of a wholeRecognise and describe number patternsand relationships and use simple formulae

Measure• Trundle wheel, m, cm, mm• Scale, ratio• Angle- light reflection offmirrorshttp://laser.narr.as/• Mirrors and lenses todirect a laser to itstargetwww.bbc.co.uk/schools/ks2bitesize/science/activities/see_things.shtml• Use mirrors to light upobjects

Reason MathematicallyDescribe patterns and relationshipsCheck whether their results are sensibleInterpret simple line graphsInterpret solutions to calculations on calculatorDisplays5Explain and predict subsequent terms inpatterns and relationshipsInterpret a wide range of graphs, diagrams andpie chartsRecognise that some conclusions can beuncertain or misleadingMake and investigate mathematicalhypotheses, predictions and conjectures

expressed as wordsChoose and use suitable units and instruments,reading, with appropriate accuracy, numbers ona range of measuring instrumentsFind perimeters of shapesFind areas by counting squaresFind volumes by counting cubes5Use understanding of place value to multiplyand divide whole numbers and decimalsOrder, add and subtract negative numbersCheck solutions by applying inverse operationsor estimating using approximationsCalculate fractional or percentage parts ofquantities and measurementsConstruct and use simple formulae using one or

two operationsMeasure and draw angles to the nearest degreeConvert one metric unit to anotherKnow the rough metric equivalents of imperialunits still in daily useMake sensible estimates of a range of everydaymeasuresFind areas of rectangles and trianglesFind volumes of cuboidsRead scales on maps, plans and graphs

Shape, Position + MovementUse knowledge of shape to make 3-Dmathematical modelsDraw common 2-D shapes in differentorientations on gridsReflect simple shapes in a mirror lineUse and interpret co-ordinates in the firstQuadrant

5 Use co-ordinates in all four quadrantsRecognise, identify and describe all thesymmetries of 2-D shapesHandling DataCollect discrete data and group data whereappropriateUse the mode and median as characteristics ofa set of dataDraw and interpret frequency diagramsConstruct and interpret simple line graphsUnderstand and use simple vocabularyassociated with probability5 Use the mean of discrete data and comparetwo simple distributionsInterpret graphs, diagrams and pie chartsUse the probability scale from 0 to 1Appreciate that different outcomes may result

from repeating an experimentThinking Communicating ICT Number

Asking questions (to understand the problem) • Activating prior knowledge, skills and understanding • Gathering information • Determining the process / method and strategy • Determining success criteria Develop • Generating and developing ideas • Valuing errors and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making inferences




• Thinking logically and seeking patterns • Considering evidence, information and ideas • Forming opinions and making decisions • Monitoring progress Reflect • Reviewing outcomes and success criteria • Reviewing the process / method • Evaluating own learning and thinking • Linking and lateral thinking


Science Planning1. The choice of successcriteria2. Predictions using someprevious knowledge and

The SustainableEarth• The daily and annualmovements of the Earth

• Pupils create drawn or builtscale models of Earth moonand sun• Use a trundle wheel onyard to measure scaled

understanding3. Where and how to findrelevant information and ideas4. When carrying out a fairtest, the key variables thatneed to be controlled and howto change the independentvariable whilst keeping otherkey variables the same5. The observations ormeasurements that needto be made6. The equipment andtechniques required forthe enquiry7. Any hazards and risks tothemselves and othersDeveloping1. Use apparatus andequipment correctly andsafely2. Make careful observationsand accurate measurements,using digital and ICTequipment at times3. Check observations andmeasurements by repeatingthem in order to collectreliable data4. Make comparisons andidentify and describe trendsor patterns in data andinformation5. Use some prior knowledge

and their effect on day andyear length• The relative positions andkey features of the Sun andplanets in the solar systemHow Things Work• The uses of electricity andits control in simple circuits• How light travels and howthis can be used

distances between them• Discuss how day and nightis created on Earth• Link Maths work onInternational time zones• Discuss why length ofday and night changesthroughout the year• Graph annual sunshine hoursdata for school locality• Investigate the sun’ssurface using upside downbinoculars to project imageof sun onto card. Discuss/ research sun spots• Identify sources of lightand find out why the Moonisn’t one of them• Groups create miniexperiments to answerquestions on shadows e.g.is the shadow bigger whenthe object is further fromthe source? Report theirfindings to the class• Investigate shiny, polished,reflective surfaces• Pupils to use mirrors tobounce torch beams orredirect the suns light /laser pointer to hit a targetin class• Groups research via books,internet, talking to experts

to explain links betweencause and effect 6. Consider differentinterpretations and distinguishbetween facts, beliefs andopinions, giving reasons andbegin to recognise bias7. Form considered opinionsand make informed decisionsReflecting1. Beginning to evaluateoutcomes against successcriteria2. Deciding whether theapproach / method wassuccessful3. Describing anyamendments made to theplanned approach / method4. Suggesting how theapproach / method couldhave been improved5. Describing how they havelearned and identifying theways that worked the best6. Linking the learning tosimilar situations, within andoutside school whenconcluding

etc before presenting andtaking the lesson back tothe class on:- How eclipses are created- How the Earth’s tilt on itsaxis creates seasons- Why the moon appearsto change shape in the night sky.• Learn through appropriateactivities, photographs, andnight homework, etc waysto identify commonconstellations and discoverhow they are linked tohoroscopes• How much like their starsign characteristics arethey?• Find out more about theplanets that make up oursolar system by collectingdata in the form of a factfile to report back to therest of the class• (Electricity) Link withDesign & technology –moon buggy project• Give pupils hands-onexperience and reviseprevious knowledge throughvarious circuit activities.e.g. complete and repairingcircuits what dangers doeselectricity pose? etc.

• Use symbols to createcircuit diagrams. Can theycreate working circuitsfrom a diagram?• Use Drama / PE to act outelectrical circuits• Investigate whether thelength of the wires make adifference to how brightly abulb glows. What aboutthe thickness of the wire?Pupils plan and carry outtheir own shortexperiments to findanswers• Identify through practicalwork the differencesbetween series and parallelcircuits.


Plan• Asking questions (tounderstand the problem)• Activating priorknowledge, skills andunderstanding• Gathering information• Determining the

Oracy• Developing informationand ideas• Presenting informationand ideasReading• Locating, selecting andusing information usingreading strategies• Responding to what hasbeen readWriting


Use MathematicalInformation• Using numbers• Measuring• Gathering informationCalculate• Using the numbersystem• Using a variety ofmethodsInterpret and PresentFindings

process/ method and strategy• Determining successcriteriaDevelop• Generating anddeveloping ideas• Valuing errors andunexpected outcomes• Entrepreneurial thinking• Thinking about causeand effect and makinginferences• Thinking logically andseeking patterns• Considering evidence,information and ideas• Forming opinions andmaking decisions• Monitoring progressReflect• Reviewing

• Organising ideas andinformation• Writing accuratelyWider CommunicationSkills• Communicating ideasand emotions• Communicatinginformation

• Talking about andexplaining work• Comparing data• Recording andinterpreting data andpresenting findings

outcomes andsuccess criteria• Reviewing the process /method• Evaluating own learningand thinking• Linking and lateralthinking

• Communicatinginformation


History • Timeline of lunarexploration past intofuture



Geography



Music Composing

Work with others to devise andundertake simple developmentof musical ideasProduce compositionsdemonstrating understandingand appropriate use of themusical elements5 Work with others to developand organise materialwithin appropriate musicalstructuresEvaluate and refinecompositions

• Appraisal of Planets Suite- Gustav Holst’s originalor Tomita’s electronicversion or Jeff Wayne’sWar of the Worlds.• Compose space music(Rocket take off,weightlessness, alienattack etc)



Design technology Designing 1. Use a range of information

• Tasks in which they learnabout the responsible useof materials, considering

• Building a controllablemoon buggy to carry a

sources to generate ideas forproducts3. Develop a simplespecification / recipe fortheir products indicating theirintentions and approach4. Demonstrate their creativethinking when consideringand recording solutions toproblems that arise duringtheir designing and making5. Develop and communicatetheir design ideas in a varietyof ways, using ICT and modelswhere appropriateMaking1. Work to their specification/ recipe to make products2. Choose appropriatematerials, ingredients,equipment, tools / utensilsand techniques, from a rangemade available to them3. Measure, mark out, cut,shape, join, weigh and mixa range of materials andingredients, using appropriatetools / utensils, equipmentand techniques4. Find alternative ways ofmaking if the first attemptfails5. Apply appropriate finishesto their products

issues of sustainability• Tasks in which they developand practice particularskills and techniques thatcan be applied in designingand making• Tasks in which they designand make products,focusing on differentcontexts and materials• They should be givenopportunities to:- be creative- be innovative- work independentlyand in groups• Taken together, these tasksshould cover a range ofmaterials and components,including food, rigid andflexible materials andsystems and controlHealth and Safety• Pupils should be taughthow to use tools / utensilsand equipment safely andto consider the hazardsand risks in their activities,behaviour and lifestyle.They should be able tofollow instructions tocontrol risk to themselvesand others

small load• Develop understanding ofhow products can be drivenby electricity• Learn how to use motorswithin their models andhow to control the speedand direction of movement• Link to work on circuits inscience• Develop designing skills byusing their own ideas andexperiences to produceclearly labelled drawings• Use construction kits anda range of materials andcomponents to developtheir skills, knowledge andunderstanding• Produce a frameworkstructure that will becontrolled by an electricalcircuit• Develop this structure withcladding and appropriatefinishing techniques tocreate a quality product• The vehicles made couldbe linked to the computerusing appropriateequipment (e.g. Legomind storms) andsoftware to enable pupilsto experience writing

6. Discuss their products, andevaluate their workRigid and FlexibleMaterials10. Use a range of materialsand components, makingchoices based on theirdeveloping knowledge of howthey should be used 11. Learn about the efficientuse of materials12. Use techniques forreinforcing and strengtheningstructures in their productsSystems and Control13. Construct simplemechanisms to producedifferent types of movement14. Build simple low-voltageelectrical circuits withinproducts15. Use programmable /computer control systemsthat can create, test, modifyand store instructions tocontrol events

- procedures to control themovement and directionof their vehicles. http://mindstorms.lego.com/NXTLog/ProjectDisplay.aspx?id=b3daf87a-e5a6-4f0b-8066-7a8d5cdedd22• Sample process diaryfor project load. http://www.kented.org.uk/ngfl/subjects/dt/qca/6dvehicles.doc


Plan • Asking questions (to understand the problem) • Activating prior knowledge, skills and understanding • Gathering information • Determining the process / method and strategy • Determining success criteria Develop • Generating and developing ideas • Valuing errors and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making inferences • Thinking logically and seeking patterns • Considering evidence,




information and ideas • Forming opinions and making decisions • Monitoring progress Reflect • Reviewing outcomes and success criteria • Reviewing the process / method • Evaluating own learning and thinking • Linking and lateral thinking


Physical Education Competitive ActivitiesDemonstrate efficiency andeffectiveness in the skillsand ideas they applyCooperate with others andobserve conventions ofsportsmanshipPlan how to improve theperformance of themselves

Competitive activities: activities that are learned for the purpose of competition between an individual, groups or team and others. The principles underpinning the application of these types of activity are generally strategic and tactical, such as game strategies and athletic tactics and involve competing against others.

PESS activitiesOutdoor adventure activitiesCreative dance to spacemusic - planets spinning,rockets exploring, etc

and others5Refine tactics, techniquesand skills in a range ofsituationsImprove the quality of theirwork by listening to others

Health Fitness and WellbeingThey describe how they feelduring different activities andshow some understanding ofthe importance of physicalactivity to health, fitness andwell-beingPerformance shows greateraccuracy and can be sustainedover appropriate periods of

A variety of activities should be chosen to teach the programme of study, enabling pupils to learn the application of strategies and tactics. During these activities pupils need to understand why there is a need for rules in a competitive situation, and why they should take responsibility for their actions activities that arenon-competitive forms of exerciseChosen for what they contribute to general health, fitness goals and feelings of well-being.

Daily physical activity is an important goal for young people and opportunities for this to be achieved may be found not only in lessons before and after school and during

timePlan daily physical activity5Engage in a variety of



ICT



Art 2. Experiment with and examine • Pupils should investigate: • Link to country of choice

the methods used by other artists, craft workers and designers from different periods, places and cultures e.g. consider how work from unfamiliar cultures may influence

Making 1. Explore, experiment with and apply the elements of the visual, tactile and sensory language of art, craft and design which include: - line, e.g. long lines, short lines, wavy lines, heavy lines - tone, e.g. light, medium and dark tones - colour, e.g. primary and tertiary, matching colours - pattern, e.g. natural, made patterns, patterns from other cultures, repetitive patterns - texture, e.g. rough and smooth textures in a range of materials - shape, e.g. shapes from nature, from the made world - form, e.g. various three-dimensional shapes

- the properties of materials and processes - natural objects and environments - made objects and environments - imagined objects and environments • They should, where appropriate, apply to their own work findings collected from a variety of contexts including books, videos, digital-based resources, internet, galleries, practising artists, craft workers and designers, other resources local and Welsh examples, different cultures and periods

• Compare and contrast art from various cultures e.g. African, European, Asian, Latin-American, Aboriginal • Make collages / masks / mosaics etc using styles, themes, methods, techniques and natural materials from the chosen country of origin








Welsh 2nd Language

OracyShow an understanding of the mainpoints of matters introduced tothem in familiar contextsPresent information and talk aboutexperiences, asking and


respondingand volunteering commentsPronunciation and intonation isunderstandable. Use an increasingvariety of phrases and sentencepatterns with accuracy5Show understanding in familiarsituations and respond accordinglyExpress opinions and give reasonsto explain their ideasSpeech is understandable andquite fluent using a variety ofphrases, sentence patterns andverb forms fairly accurately

ReadingShow an understanding of themain flow of short


3. write in a variety of forms, e.g. stories, poems, scripts, leaflets, posters, advertisements, reports, diaries, notes, electronic texts, portrayals, instructions, questionnaires, reviews, articles, speeches4. write in response to a variety of audio, visual and audio-visual stimuli,E.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, television programmes, a statue.

paragraphs ordialogues in familiar contexts byrecognising an increasing range ofwords and key factsRespond to text read by referring tosignificant details in the textDevelop as independent readers5 Respond to a variety of suitabletexts showing an understandingof the main ideas, events andcharactersSelect relevant information fromtexts and express simple opinionsRead independently

WritingUse suitable vocabulary andphrases, varying patterns and

producing basic sentencesshowing some grasp of form andprogressionSpell most structured words andother words within their experienceaccuratelyWritten work is punctuatedcorrectly - capital letters, questionmarks, full stops, apostrophes andquotation marks5 Communicate simple factual andpersonal information within theirexperience fairly accurately showingsome awareness of the reader andformSentences are demarcatedaccurately including punctuationwithin the sentence

Spell familiar words accuratelyHandwriting is legible andappropriately presented




ESDGC ESDGCClimate Change• Use IT and newspapersto investigate weatherand climate around theworld• Measure weather inschool and compare withpartner schools• Survey modes oftransport to school• Investigate solar panels/ wind farms / otherrenewable energysources



Cwriculwreig • Visit to Techniquestwww.techniquest.org• Visit to Universityof Wales, CardiffPhysics and astronomydepartment www.astro.cf.ac.uk• Welsh research books• Welsh Medium websites• www.bbc.co.uk/cymru/tacteg/gwyddoniaeth/ca2/prosesauffisegol



P.H.S.E (as appropriate)• Developing Thinking• DevelopingCommunication• Developing ICT• Developing Number• Working with Others• Improving Own Learning

White Rose Primary School Curriculum MapNational Curr.Year: 5&6 Cycle Year: Summer 2 Key Stage: Upper KS2 Topic: Bringing Down the Borders.


English Oracy 4Pupils can talk and listenconfidently in an increasingrange of contextsPupils listen carefully,contribute ideas and askquestionsTalk is adapted to the purposeand ideas are organised anddeveloped thoughtfullyPupils can describe eventsand convey their opinionsgiving some reasonsThey are responsive to theviews of othersThey are able to suggestways to improve talk throughchanges to vocabulary andstyleSome features of standardEnglish are used5 Pupils talk and listenconfidently in a wide rangeof contexts, including some

Recount (Autobiography & Biography) Rosa Parks, Martin Luther King

Narrative (Historical – incl. Stories with a Welsh context) Persuasive (Argument & letter of

complaint)





) Reading • Research. Oracy • Debate • Presentation of work Writing • Report on geographical issue • Postcards from around the World • Written speech on geographical issue • Languages of different countries translation work

formal occasionsPay close attention to othersasking questions to clarifyunderstandingTalk is purposefulThey begin to vary expressionand vocabulary appropriatelyThey express opinionsproviding suitable reasons tosupport their viewsThey make contributions thattake into account the views ofothersThey can evaluate talk andunderstand how its quality canbe improvedStandard English issometimes used in formalsituationsReading4Pupils respond to a range oftexts showing understandingof significant ideas, themes,events and charactersThey are beginning to useinference and deductionThey refer to the text whenexplaining their viewsThey can use several sourceswhen locating information andutilise effectively5Pupils show understanding of

a wide range of textsThey select essential pointsand use inference anddeduction where appropriateTo support their views, theyidentify key features, themesand charactersThey also select relevantwords, phrases, sentences,images and other informationto support their viewsThey retrieve and collateinformation from a range ofsourcesWriting4Writing in a range of forms islivelyIdeas are sustained anddeveloped in interesting andappropriate waysAdventurous and effectivevocabulary choicesSome punctuation within thesentenceGenerally accurate spellingOpinions stated and somereasons givenBegin to use differentsentence structures andparagraphs5

Writing is varied and

interesting in a range of formsand meaning is clearImaginative and precisevocabularyA wide range of punctuation isgenerally usedFrequent use of complexspelling patternsA more formal style is usedwhen appropriateOpinions are expressed,consistently supported byreasonsUse of simple and complexsentences within paragraphs


Plan • Asking questions (to understand the problem) • Activating prior knowledge, skills and understanding • Gathering information • Determining the process / method and strategy • Determining success criteria

Oracy • Developing information and ideas • Presenting information and ideas Reading • Locating, selecting and using information using reading strategies • Responding to what has been read Writing • Organising ideas and


Use Mathematical Information • Using numbers • Measuring • Gathering information Calculate • Using the number system • Using a variety of methods Interpret and Present Findings • Talking about and explaining work • Comparing data • Recording and interpreting data and

Develop • Generating and developing ideas • Valuing errors and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making inferences • Thinking logically and seeking patterns • Considering evidence, information and ideas • Forming opinions and making decisions • Monitoring progress Reflect • Reviewing outcomes and success criteria • Reviewing the process / method • Evaluating own

information • Writing accurately Wider Communication Skills • Communicating ideas and emotions • Communicating information

presenting findings

learning and thinking • Linking and lateral thinking


Mathematics Solve Mathematical ProblemsDevelop own strategies for solving problems bytrying out ideas of their ownContinue to organise work, check results and trydifferent approaches5 Draw conclusions from ideas of their own andexplain reasoningMake general statements based on available evidence

Communicate MathematicallyExplain clearly and concisely mathematicalresults and present information systematicallyusing mathematical symbols and diagrams5 Make general statements of their own based onavailable evidence and explain reasoning

Reason MathematicallyDescribe patterns and

NumberUse understanding of place value to multiplyand divide whole numbers by 10 and 100Use a variety of mental and written methods forcomputation, including recall of multiplicationfacts up to 10x10Add and subtract decimals to two placesCheck their results are reasonable byconsidering the context or the size of thenumbersUse simple fractions and percentages todescribe approximate parts of a wholeRecognise and describe number patternsand relationships and use simple formulaeexpressed as words

Number • Determine percentage of an amount based on flight prices to various locations Measures and Money • Calculate distances from A to B. Understand and use scale in simple maps and drawings • Calculate time differences between different countries • Convert currencies of various countries Shape, Position and Movement • Use positive coordinates to specify locations around the world Handling Data • Interpret data and present findings of traffic survey

relationshipsCheck whether their results are sensibleInterpret simple line graphsInterpret solutions to calculations on calculatorDisplays5Explain and predict subsequent terms inpatterns and relationshipsInterpret a wide range of graphs, diagrams andpie chartsRecognise that some conclusions can beuncertain or misleadingMake and investigate mathematicalhypotheses, predictions and conjectures

Choose and use suitable units and instruments,reading, with appropriate accuracy, numbers ona range of measuring instrumentsFind perimeters of shapesFind areas by counting squaresFind volumes by counting cubes5Use understanding of place value to multiplyand divide whole numbers and decimalsOrder, add and subtract negative numbersCheck solutions by applying inverse operationsor estimating using approximationsCalculate fractional or percentage parts ofquantities and measurementsConstruct and use simple formulae using one ortwo operationsMeasure and draw angles to the nearest degreeConvert one metric unit to anotherKnow the rough metric equivalents of imperialunits still in daily useMake sensible estimates of a range of everydaymeasuresFind areas of rectangles and

trianglesFind volumes of cuboidsRead scales on maps, plans and graphs

Shape, Position + MovementUse knowledge of shape to make 3-Dmathematical modelsDraw common 2-D shapes in differentorientations on gridsReflect simple shapes in a mirror lineUse and interpret co-ordinates in the firstQuadrant5 Use co-ordinates in all four quadrantsRecognise, identify and describe all thesymmetries of 2-D shapesHandling DataCollect discrete data and group data whereappropriateUse the mode and median as characteristics ofa set of dataDraw and interpret frequency diagramsConstruct and interpret simple line graphsUnderstand and use simple vocabulary

associated with probability5 Use the mean of discrete data and comparetwo simple distributionsInterpret graphs, diagrams and pie chartsUse the probability scale from 0 to 1Appreciate that different outcomes may resultfrom repeating an experiment


Asking questions (to understand the problem) • Activating prior knowledge, skills and understanding • Gathering information • Determining the process / method and strategy • Determining success criteria Develop • Generating and developing ideas




• Valuing errors and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making inferences • Thinking logically and seeking patterns • Considering evidence, information and ideas • Forming opinions and making decisions • Monitoring progress Reflect • Reviewing outcomes and success criteria • Reviewing the process / method • Evaluating own learning and thinking • Linking and lateral


thinking


Science Planning 1. The choice of success criteria 2. Predictions using some previous knowledge and understanding 3. Where and how to find relevant information and ideas 4. When carrying out a fair test, the key variables that need to be controlled and how to change the independent variable whilst keeping other key variables the same 5. The observations or measurements that need to be made 6. The equipment and techniques required for the enquiry 7. Any hazards and risks to themselves and others

Developing 1. Use apparatus and equipment correctly and safely 2. Make careful observations and accurate measurements, using

Interdependence of Organisms • The effect on the human body of some drugs, e.g. alcohol, solvents, tobacco • Through fieldwork, the plants and animals found in two contrasting local environments, e.g. identification, nutrition, life cycles, place in environment • The interdependence of living organisms in those two environments and their representation as food chains • The environmental factors that affect what grows and lives in those two environments, e.g. sunlight, water • How humans affect the local environment, e.g. litter, water pollution, noise pollution

Sustainable Earth • A consideration of what waste is and what happens to local waste that can be recycled and that which cannot

• Study the interdependence of organisms • Research animals from different countries examining habitat, food chains, environment • Investigate through fieldwork local environment in terms of litter, etc Display findings graphically. Examine how pollution transgresses borders.

digital and ICT equipment at times 3. Check observations and measurements by repeating them in order to collect reliable data 4. Make comparisons and identify and describe trends or patterns in data and information 5. Use some prior knowledge to explain links between cause and effect when concluding

be recycled.



History



Geography Locating Places, Environment and Patterns 1. Identify and locate places and environments using globes, atlases and maps

• Living in other countries (contrasting localities in countries of economic development outside the United Kingdom) • Geography in the news

• Examine Google Earth looking at borders, natural barriers e.g. sea, mountain ranges, rainforests, deserts • Observe maps, atlases and globes to locate political borders of continents

2. Follow directions, estimate and calculate distances 3. Use maps, imagery and ICT to find and present locational information, e.g. Interpret maps, and photographs including oblique, aerial and satellite images Understanding Places, Environments and Processes 1. Identify and describe natural and human features, e.g. weather conditions, types of buildings

Communicating

1. Express their own opinions 2. Make decisions about geographical issues by distinguishing between fact and opinion and considering different arguments, e.g. a traffic problem 3. Communicate findings in a variety of ways, e.g. using geographical terms, annotated photographs, maps, diagrams or ICT and be aware that people have different points of view about places, environments and geographical issues, e.g. about wind farms, Fairtrade

• Living in Wales: their local area and countries • View films, internet websites and pictures of physical barriers and border control that separate continents and countries. GIS could be applied here • Pupils will be given an outline map of the world. They must locate borders of their choice. They must examine physical and political borders. They will create a key using their own symbols or Ordnance Survey symbols to represent the above features e.g. seas, mountains, rivers, rainforests, etc • Pupils must choose one of the features in the previous task and determine direction i.e. SW, N, E etc from their own locality. • Pupils can calculate distance from their locality to the physical or human feature they have chosen. They can use map scales or use a ruler e.g. in centimetres to determine the distance • Research routes or journeys to calculate the carbon footprint of their journey or the cost using a website • Using their World map the pupils can locate features by making a coordinate overlay grid. They can determine position via four or six

Investigating

2. Measure, collect and record data through carrying out practical investigations and fieldwork, and using secondary sources, e.g. use instruments to measure rainfall, use GIS, design questionnaires

figure coordinates• The pupils will be split into groups. They will research a specific type of physical features that act as border / barriers e.g. seas, mountains, rivers. They will use a quad grid as a starting point. This information will be transferred into an information bank. The pupils will present their findings to each other • After researching their carbon footprints in previous lessons the pupils will enter into an environmental debate regarding air travel between borders. Aspects such as acquiring fuel, noise pollution, damage to the environment i.e. building of airports, etc. will be researched • After examining a global issue the pupils will focus on how individuals travel between borders at a local level. They will carry out fieldwork via a traffic survey • Organise a visit by a charity to discuss sustainable transport and the effects on the environment

N.B. Schools will need to also focus on a contrasting locality of their own choice.





Use Mathematical Information • Using numbers • Measuring • Gathering information

Calculate • Using the number system • Using a variety of methods Interpret and Present Findings • Talking about and explaining work • Comparing data • Recording and interpreting data and presenting findings



Music Performing

the musical elementsMaintain a part as a member of agroup in a simple part song or aninstrumental part in a group piece

PerformingThe repertoire for performing should: Be taken from the past and

present. Include music from the

European ‘classical’ tradition, folk and popular music, the music of Wales and other musical traditions and cultures.

• Listen to music from various cultures around the world • Compose own work based on cultures from around the world

5Demonstrate fluency in singing andplaying a broad repertoireMaintain a part as a member of agroup in a part song and maintain

an individual part in a group piece

Composing

4




Composing

Composing activities should involve the exploration and use of a wide range of sound sources, e.g. pupils’ voices and bodies, sounds from the environment, instruments and music technology. The stimuli for composing should be musical, e.g. a five-note scale or sampled sound, and extra-musical, e.g. a picture, sculpture or poem

Appraising

Work with others to devise and undertake simple development of musical ideas Produce compositions demonstrating understanding and appropriate use of the musical elements5 Work with others to develop andorganise material within appropriatemusical structuresEvaluate and refine compositions

Appraising4 Make distinctions within themusical elements in describing,comparing and making judgementsabout different kinds of music5 Discriminate within the

The repertoire for listening should Include pupils’ own compositions

and performances and the music of others, of varied genres and styles, from different times and cultures.


musicalelements and recognise the maincharacteristics of, and evaluate, avariety of music



Design technology Designing 1. Use a range of information sources to generate ideas for products 2. Investigate how existing products look and function as a source of ideas for their own products, e.g. examine a range of products related to their task, toys, healthy eating 3. Develop a simple specification / recipe for their products indicating their intentions and approach

Making Food

• Pupils should be given opportunities to develop their design and technology capability through: - Tasks in which they explore and investigate simple products in order to acquire technological knowledge and understanding that can be applied in their designing and making - Tasks in which they learn about the responsible use of materials, considering issues of sustainability - Tasks in which they develop and practice particular skills and techniques that can be applied in designing and making

Food tasting

Research local products and recipes

• Choose a food product to make from the contrasting locality

7. Plan and carry out a broad range of practical food preparation tasks safely and hygienically 8. Apply current healthy eating messages and consider nutritional needs when undertaking food preparation tasks 9. Classify food by commodity / group and understand the characteristics of a broad range of ingredients, including their nutritional, functional and sensory properties, e.g. meat, fish, fruit, vegetables

- Tasks in which they design and make products, focusing on different contexts and materials. • They should be given opportunities to: - be creative - be innovative - work independently and in groups. • Taken together, these tasks should cover a range of materials and components, including food, rigid and flexible materials and systems and control Health and Safety • Pupils should be taught how to use tools / utensils and equipment safely and to consider the hazards and risks in their activities, behaviour and lifestyle • Pupils should be able to follow instructions to control risk to themselves and others, impact on their health and safety of certain behaviour


Plan • Asking questions (to understand the

Oracy • Developing information and ideas

Finding and developing information and ideas Creating and presenting information

Use Mathematical Information • Using numbers • Measuring

problem) • Activating prior knowledge, skills and understanding • Gathering information • Determining the process / method and strategy • Determining success criteria Develop • Generating and developing ideas • Valuing errors and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making inferences • Thinking logically and seeking patterns • Considering evidence, information and ideas • Forming opinions

• Presenting information and ideas Reading • Locating, selecting and using information using reading strategies • Responding to what has been read Writing • Organising ideas and information • Writing accurately Wider Communication Skills • Communicating ideas and emotions • Communicating information

and ideas • Gathering information Calculate • Using the number system • Using a variety of methods Interpret and Present Findings • Talking about and explaining work • Comparing data • Recording and interpreting data and presenting findings

and making decisions • Monitoring progress Reflect • Reviewing outcomes and success criteria • Reviewing the process / method • Evaluating own learning and thinking • Linking and lateral thinking


Physical Education Health Fitness and WellbeingThey describe how they feelduring different activities andshow some understanding ofthe importance of physicalactivity to health, fitness andwell-beingPerformance shows greateraccuracy and can be sustainedover appropriate periods oftimePlan daily physical activity5Engage in a variety of

Activities that are non-competitive forms of exerciseChosen for what they contribute to general health, fitness goals and feelings of well-being.


appropriate activities thatpositively affect their health,fitness and feelings aboutthemselvesTake responsibility forcompleting physical activityin the wider community

Creative ActivitiesShow improved coordinationand controlCommunicate ideas clearlyIdentify what makes a skill,action or idea successfulMake judgements aboutperformance using key wordsrelated to the activity5Develop an increasing varietyof imaginative ideasUse compositional principlesto plan a performanceImprove their work byshowing awareness of factorsaffecting quality and bylistening to others

Adventurous ActivitiesDevelop skills of water safetyTake more responsibilityfor their own actions and

Walking or cycling to school, joining a sports club swimming with the family and friends.Creative activities: activities that are Composed or choreographed







Adventurous activities: activities

PESS activity File

Orienteering Pack

understand associated risksApply relevant skills to anactivity with increasingeffectiveness5Individually or in groups,plan and evaluate elementsof their own work, usingappropriate key wordsApply skills learned previouslyin new situationsCompetitive ActivitiesDemonstrate efficiency andeffectiveness in the skills andideas they applyCooperate with others andobserve conventions ofsportsmanshipPlan how to improve theperformance of themselves andothers5Refine tactics, techniquesand skills in a range ofsituationsImprove the quality of theirwork by listening to others

that are underpinned by problem solving,



Participation in outdoor activities

Swimming Pack

FUNS activities



ICT Skills: Find and analyse information




Skills: Find and analyse information


Discuss the purpose of their tasks, the intended audiences and the resources needed.

Produce and use models to … answer questions e.g. use logo to answer questions that have been posed to them.

Investigate the effect of changing variables in models and to ask and answer ‘what if …? type questions








Use a range of ICT resources and equipment independently and collaboratively e.g. Roamers and LOGO.


Skills: Create and Communicate Information

Create and communicate information in the form of text, images using a range of ICT hardware and software

Year 6Skills: Find and analyse information







Create an communicate information in the form of text, images and sound, using a range





of ICT hardware and software








Art Understanding

2. Experiment with and examine the methods used by other artists, craft workers and designers from different periods, places and cultures e.g. consider how work from unfamiliar cultures may influence Making 1. Explore, experiment with and apply the elements of the visual, tactile and sensory language of art, craft and design which

• Pupils should investigate: - the properties of materials and processes - natural objects and environments - made objects and environments - imagined objects and environments • They should, where appropriate, apply to their own work findings collected from a variety of contexts including books, videos, digital-based resources, internet, galleries, practising artists, craft workers and

• Link to country of choice • Compare and contrast art from various cultures e.g. African, European, Asian, Latin-American, Aboriginal • Make collages / masks / mosaics etc using styles, themes, methods, techniques and natural materials from the chosen country of origin

include: - line, e.g. long lines, short lines, wavy lines, heavy lines - tone, e.g. light, medium and dark tones - colour, e.g. primary and tertiary, matching colours - pattern, e.g. natural, made patterns, patterns from other cultures, repetitive patterns - texture, e.g. rough and smooth textures in a range of materials - shape, e.g. shapes from nature, from the made world - form, e.g. various three-dimensional shapes

designers, other resources local and Welsh examples, different cultures and periods


Plan • Asking questions (to understand the problem) • Activating prior knowledge, skills and understanding • Gathering information • Determining the process / method and strategy

Oracy • Developing information and ideas • Presenting information and ideas Reading • Locating, selecting and using information using reading strategies • Responding to what has been read


Use Mathematical Information • Using numbers • Measuring • Gathering information Calculate • Using the number system • Using a variety of methods Interpret and Present Findings • Talking about and explaining work • Comparing data

• Determining success criteria Develop • Generating and developing ideas • Valuing errors and unexpected outcomes • Entrepreneurial thinking • Thinking about cause and effect and making inferences • Thinking logically and seeking patterns • Considering evidence, information and ideas • Forming opinions and making decisions • Monitoring progress Reflect • Reviewing outcomes and success criteria

Writing • Organising ideas and information • Writing accurately Wider Communication Skills • Communicating ideas and emotions • Communicating information


• Reviewing the process / method • Evaluating own learning and thinking • Linking and lateral thinking


Welsh 2nd Language

OracyShow an understanding of the mainpoints of matters introduced tothem in familiar contextsPresent information and talk aboutexperiences, asking and respondingand volunteering commentsPronunciation and intonation isunderstandable. Use an increasingvariety of phrases and sentencepatterns with accuracy5Show understanding in familiarsituations and respond accordinglyExpress opinions and give reasonsto explain their ideasSpeech is understandable andquite fluent using a variety of


. experience a variety of texts and forms including:• traditional and contemporary poetry and prose• material which is challenging

phrases, sentence patterns andverb forms fairly accurately

ReadingShow an understanding of themain flow of short paragraphs ordialogues in familiar contexts byrecognising an increasing range ofwords and key factsRespond to text read by referring tosignificant details in the textDevelop as independent readers5 Respond to a variety of suitabletexts showing an understandingof the main ideas, events andcharactersSelect relevant information fromtexts and express simple opinionsRead independentlyWritingUse suitable vocabulary andphrases, varying patterns andproducing basic sentencesshowing some grasp of form andprogressionSpell most structured words andother words within their experienceaccuratelyWritten work is punctuatedcorrectly - capital letters, questionmarks, full stops, apostrophes andquotation marks5 Communicate simple factual

• material that broadens horizons and expands the mind• material that presents information and reference material including media texts and computer material• extracts and complete texts

3. write in a variety of forms, e.g. stories, poems, scripts, leaflets, posters, advertisements, reports, diaries, notes, electronic texts, portrayals, instructions, questionnaires, reviews, articles, speeches4. write in response to a variety of audio, visual and audio-visual stimuli,E.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, television programmes, a statue.

andpersonal information within theirexperience fairly accurately showingsome awareness of the reader andformSentences are demarcatedaccurately including punctuationwithin the sentenceSpell familiar words accuratelyHandwriting is legible andappropriately presented




ESDGC • Wealth and poverty: Discuss what’s fair and unfair in a variety of situations • Discuss basic needs for survival • Find out about refugees in the world today. What are they fleeing from? • Learn about the effects of inequality in the world and how local actions can affect the wider world e.g. Fairtrade, using sustainable wood sources or recycled paper



Cwriculwm Cymreig

• Geographical physical features within Wales e.g. mountains, rivers • County borders within Wales • Political Issues: Visit the Welsh Assembly to investigate topics such as environmental projects, segregation within society, connections within European Parliament, relationships between Wales and other countries • Leaders: Welsh Influential Leaders e.g. Lloyd George, David Davies Llandinam, Rhodri Morgan, The Archbishop of Wales Barry Morgan. See 100 Welsh Heroes book and internet site • Worldwide charities based in Wales e.g. Open Door • Historical segregation in Wales: History of the Welsh Knot.



P.H.S.E • Developing Thinking • Developing Communication • Developing ICT • Developing Number • Working with Others • Improving Own Learning

SEAL activities

Documents

Autumn 1 - whiteroseprimary - homewhiteroseprimary.wikispaces.com/file/view/Curriculum+Map... · Web viewYear Autumn Term Spring Term Summer term 3 Cycle 1 Warriors 2010 Calon Lan