Curriculum to Classroom - Chris Quigley Education · Butterflies Happynose Primary School Key Stage 1 Writing Narrative Write stories set in places pupils have been. Write stories

Curriculum to Classroom

Creativity?

?Visits

TopicsOutdoor learning

Child led

learningThemeweeks

Wowdays

Openended

Drama

TheArts

Curriculum to Classroom © 2016 Chris Quigley Education Ltd. 1

Defining creativity

?A process involving

Purpose

Imagination

Value

Basic

Advancing

Deep

Basic

Advancing

Deep

Basic

Advancing

Deep


A creative curriculum

Imagination

Breadth (purpose)

Basic

Advancing

Deep

Basic

Advancing

Deep

Basic

Advancing

Deep

Depth (value)

Milestone 1 Milestone 2 Milestone 3


Personalise for breadth

ContentSubjects

Pupils

Drivers


Curriculum drivers

Enterprise Possibilities Sports

EnvironmentKnowledge of

the world

Spirituality Diversity Enquiry

Community The Arts Emotionalawareness

Music


Discovering your drivers

Which traits would you like to see in your pupils?

Which challenges do pupils’ backgrounds present?

What are your values?

Where is your school?


Butterflies Happynose Primary School Key Stage 1

Writing

Narrative

Write stories set in places pupils have been.

Write stories with imaginary settings.

Write stories and plays that use the language offairy tales and traditional tales.

Write stories that mimic significant authors.

Reading

Listen to traditional tales.

Communication

Engage in meaningful discussions in all areas ofthe curriculum

Listen to and learn a wide range of subjectspecific vocabulary.

Through reading identify vocabulary thatenriches and enlivens stories.

Speak to small and larger audiences at frequentintervals.

Practise and rehearse sentences and stories,gaining feedback on the overall effect and theuse of standard English

Listen to and tell stories often so as tointernalise the structure

Debate issues and formulate well-constructedpoints.

Mathematics

Count and calculate in a range of practicalcontexts.

Use and apply mathematics in everydayactivities and across the curriculum.

Repeat key concepts in many different practicalways to secure retention.

Explore numbers and place value up to at least100.

Add and subtract using mental and formalwritten methods in practical contexts.

Multiply and divide using mental and formalwritten methods in practical contexts.

Explore the properties of shapes.

Use language to describe position, direction andmovement.

Use and apply in practical contexts a range ofmeasures, including time.

Handle data in practical contexts.

Science

Biology

Plants

Identify, classify and describe their basicstructure.

Physics

Sound

Look at sources.

Working Scientifically

Across all year groups scientific knowledge andskills should be learned by working scientifically.(This is documented in the Essentials forprogress section.)

Art & Design

Use experiences and ideas as the inspiration forartwork.

Computing

Understand what algorithms are, how they areimplemented as programs on digital devices,and that programs execute by following asequence of instructions.

Use logical reasoning to predict the behaviour ofsimple programs.

Communicate safely and respectfully online,keeping personal information private andrecognise common uses of informationtechnology beyond school.

Design & Technology

Design

design purposeful, functional, appealingproducts for themselves and other users basedon design criteria.

generate develop, model and communicatetheir ideas through talking, drawing, templates,mock-ups and, where appropriate, informationand communication technology.

Make

select from and use a range of tools andequipment to perform practical tasks such ascutting, shaping, joining and finishing.

select from and use a wide range of materialsand components, including constructionmaterials, textiles and ingredients, according totheir characteristics.

Evaluate

explore and evaluate a range of existingproducts.

evaluate their ideas and products against designcriteria.

Technical knowledge

build structures, exploring how they can bemade stronger, stiffer and more stable.

explore and use mechanisms, such as levers,sliders, wheels and axles, in their products.

Cooking and nutrition

use the basic principles of a healthy and varieddiet to prepare dishes.

Geography

Investigate the world's continents and oceans.

Use basic geographical vocabulary to refer toand describe key physical and human featuresof locations.

Use fieldwork and observational skills.

History

The lives of significant individuals in Britain'spast who have contributed to our nation'sachievements - scientists such as Isaac Newtonor Michael Faraday, reformers such as ElizabethFry or William Wilberforce, medical pioneerssuch as William Harvey or Florence Nightingale,or creative geniuses such as Isambard KingdomBrunel or Christina Rossetti.

Key events in the past that are significantnationally and globally, particularly those thatcoincide with festivals or other events that arecommemorated throughout the year.

Music

Use their voices expressively by singing songsand speaking chants and rhymes.

Play tuned and untuned instruments musically.

Make and combine sounds using theinter-related dimensions of music.

Personal Development

Discuss and learn techniques to improve in theeight areas of success.

Study role models who have achieved success.

Physical Education

Participate in team games, developing simpletactics for attacking and defending.

Perform dances using simple movementpatterns.

Swimming and water safety: take swimminginstruction either in Key Stage 1 or Key Stage 2.

Religious Education

Study the main stories of Christianity.

1

Mapping breadth


The new National Curriculum

Breadth of study

Programme of study

Purpose of study and aims

POSProgramme

of Study

Curriculum 2000

Curriculum 2014

Level descriptors


Range of opportunities (coverage)Key Stage 1 Key Stage 1

Narrative • Write stories set in places pupils have been.• Write stories with imaginary settings.• Write stories and plays that use the language of fairy tales and traditional tales.• Write stories that mimic significant authors.• Write narrative diaries.

• Write stories set in places pupils have been.• Write stories that contain mythical, legendary or historical characters or events.• Write stories of adventure.• Write stories of mystery and suspense.• Write letters.• Write plays.• Write stories, letters, scripts and fictional biographies inspired by reading across the curriculum.

Non-fiction • Write labels.• Write lists.• Write captions.• Write instructions.• Write recounts.• Write glossaries.• Present information.• Write non-chronological reports.

• Write instructions.• Write recounts.• Write persuasively.• Write explanations.• Write non-chronological reports.• Write biographies.• Write in a journalistic style.• Write arguments.• Write formally.

Poetry • Write poems that use pattern, rhyme and description.• Write nonsense and humorous poems and limericks.

• Learn by heart and perform a significant poem.• Write haiku.• Write cinquain.• Write poems that convey an image (simile, word play, rhyme and metaphor).


‘Essentials’ for writingComposition Transcription Analysis and presentation

To write with purpose

To use imaginative description

To organise writing appropriately

To use paragraphs

To use sentences appropriately

To present neatly

To spell correctly

To punctuate accurately

To analyse writing

To present writing


Essentials for progress - Milestones

Composition Milestone 1 Milestone 2 Milestone 3

To write with purpose • Say first and then write to tell others about ideas.• Write for a variety of purposes.• Plan by talking about ideas and writing notes.• Use some of the characteristic features of the type of writing used.

• Write for a wide range of purposes using the main features identified in reading.• Use techniques used by authors to create characters and settings.• Compose and rehearse sentences orally.

• Identify the audience for writing.• Choose the appropriate form of writing using the main features identified in reading.• Note, develop and research ideas.


• Use adjectives to add detail.• Use names of people, places and things.• Use well-chosen adjectives.• Use nouns and pronouns for variety.• Use adverbs for extra detail.

• Create characters, settings and plots.• Use alliteration effectively.• Use similes effectively.• Use a range of descriptive phrases including some collective nouns.

• Use the techniques that authors use to create characters, settings and plots.• Create vivid images by using alliteration, similes, metaphors and personification.• Interweave descriptions of characters, settings and atmosphere with dialogue.

To organise writing appropriately

• Re-read writing to check it makes sense.• Use the correct tenses.• Organise writing in line with its purpose.

• Use organisational devices such as headings and sub headings.• Use the perfect form of verbs to mark relationships of time and cause.• Use connectives that signal time, shift attention, inject suspense and shift the setting.

• Guide the reader by using a range of organisational devices, including a range of connectives. • Choose effective grammar and punctuation and propose changes to improve clarity.• Ensure correct use of tenses throughout a piece of writing.

To use paragraphs • Write about more than one idea. • Organise paragraphs around a theme.• Sequence paragraphs.

• Write paragraphs that give the reader a sense of clarity.• Write paragraphs that make sense if read alone.

To use sentencesappropriately

• Write so that other people can understand the meaning of sentences.• Sequence sentences to form a short narrative.• Convey ideas sentence by sentence.• Join sentences with conjunctions and connectives.• Vary the way sentences begin.

• Use a mixture of simple, compound and complex sentences.• Write sentences that include: • conjunctions • adverbs • direct speech, punctuated correctly • clauses • adverbial phrases.

• Write sentences that include: • relative clauses • modal verbs • relative pronouns • brackets • parenthesis • a mixture of active and passive voice • a clear subject and object • hyphens, colons and semi colons • bullet points.

Derived from the Programme of Study


Support

P4 P5 P6 P7 P8 Early Years

• Understand that marks and symbols convey meaning.

• Make marks or symbols in preferred mode of communication.

• Produce meaningful marks or symbols associated with own name or familiar spoken words, actions, images or events.

• Trace, overwrite or copy shapes and straight line patterns.

• Produce or write name in letters or symbols.

• Copy letter forms (such as labels and/or captions for pictures or for displays).

• Group letters and leave spaces between them as though to write separate words.

• Show awareness of the sequence of letters, symbols and words (such as selecting and linking symbols together,writing own name and one or two other simple words correctly from memory).

• Show awareness that writing can have a range of purposes.

• Show understanding of how text is arranged on the page (such as writing or producing letter sequences going from left to right).

• Write or use preferred mode of communication to set down names with appropriate use of upper- and lower- case letters or appropriate symbols.

• Attempt to write short, meaningful sentences.

• Give meaning to marks during writing.

• Begin to break the flow of speech into words.

• Attempt to write short sentences.

Generic writing skills


ChallengeYears 7, 8 and 9

Writing opportunities Composition Analysing

• Write for a wide range of purposes and audiences, including: • well-structured formal expository and narrative essays • stories, scripts, poetry and other imaginative writing • notes and scripts for talks and presentations. • a range of other non-narrative texts • personal and formal letters.

• Summarise and organise material.• Support ideas and arguments with appropriate detail.• Use a wide and rich vocabulary.• Apply knowledge of grammar and text structure to organise writing.• Draw upon knowledge of literacy and rhetorical devices to enhance the impact of writing.• Consider how the purpose of writing reflects the audiences and purposes for which it was intended.

• Study the effectiveness and impact of the grammatical features of texts.• Amend the grammar and structure of writing to improve its coherence and overall effect.• Know and understand the different situations for using standard and other varieties of English.• Discuss writing with precise and confident use of linguistic and literacy terminology.


Basic, Advancing and DeepDepth of Learning

Cognitive challenge

Predominant teaching style

Type of success criteria

Nature of progress Support Quantity* Typically, pupils will

Basic

Low level cognitive demand. Involves following instructions.

Modelling Explaining

Instructional (e.g. Steps to Success)

Acquiring High Some

name, describe, follow instructions or methods, complete tasks, recall information, ask basic questions, use, match, report, measure, list, illustrate, label, recognise, tell, repeat, arrange, define, memorise.

Advancing

Higher level of cognitive demand. Involves mental processing beyond recall. Requires some degree of decision making.

RemindingGuiding

Guidance (e.g. Remember to include)

Practising Medium Most

apply skills to solve problems, explain methods, classify, infer, categorise, identify patterns, organise, modify, predict, interpret, summarise, make observations, estimate, compare.

Deep

Cognitive demands are complex and abstract. Involves problems with multi-steps or more than one possible answer. Requires justification of answers.

CoachingCreative mentoring

Learner gener-ated

Deepening understanding

Low All

solve non-routine problems, appraise, explain concepts, hypothesise, investigate, cite evidence, design, create, prove.

* Quantity judgements should be used when a large amount of knowledge needs to be learnt. For example, phonic knowledge and times tables.


Depth of learning

Paddling

Snorkelling

Diving


Reading Milestone 1Learning Objective Key Indicators Basic Advancing Deep

To read words accurately

Apply phonic knowledge and skills as the route to decode words.

Begins to apply phonic knowledge and skills from phases 2, 3 and 4 to decode words.

Generally applies phonic knowledge and skills from phase 2, 3, 4 and 5 to decode words.

Independently applies phonic knowledge and skills to decode words.

Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.

Responds speedily with the correct sound to graphemes (letters or groups of letters) for phase 2 and phase 3 phonemes.

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all phase 2, 3 and 5 phonemes. Begins to include alternative sounds for graphemes.

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all phonemes; including, alternative sounds for graphemes.

Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.

Begins to blend sounds in unfamiliar words (CVC, CVCC, CCVC, CCVCC, CVCe and CCVCe) containing GPCs that have been taught.

Accurately blends sounds in unfamiliar words containing GPCs that have been taught.

Independently blends sounds in unfamiliar words using taught GPCs.

Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

Begins to read common words, noting unusual correspondences between spelling and sound and where these occur in the word.

Generally reads common words; including the first 100 high frequency words; noting the unusual correspondences between spelling and sound and where these occur in a word.

Independently reads common exception words, noting the unusual correspondences between spelling and sound and where these occur in a word.

Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings.

Begins to read words with known GPCs and noticing –s, –es, –ing, –ed, –er and –est endings.

Generally reads words with taught GPCs and –s, –es, –ing, –ed, –er and –est endings.

Independently reads words with taught GPCs and –s, –es, –ing, –ed, –er and –est endings.

Read other words of more than one syllable that contain taught GPCs.

With support reads phonically decodable words of more than one syllable.

Generally reads phonically decodable words of more than one syllable with accuracy and fluency.

Independently reads phonically decodable two and three syllable words with accuracy.

Read words with contractions (for example, I’m, I’ll, we’ll) and understand that the apostrophe represents the omitted letter(s).

Begins to read common contractions, for example, I’ll, I’m, we’ll. Begins to understand that the apostrophe represents the omitted letter.

Generally reads most contractions accurately and understands that the apostrophe represents the omitted letter.

Applies knowledge of the different uses of the apostrophe to maintain understanding.


Writing Milestone 2

Learning Objective Key Indicators Basic Advancing Deep

To write with purpose

Use the main features of a type of writing (identified in reading).

Writing frames or similar support are used.

When reminders (such as success criteria) are provided, the main features of the type of writing are applied.

The main features of a type of writing are generally applied without prompts.

Use techniques used by authors to create characters and settings.

When help is provided, character descriptions are generally focused on appearance rather than character traits. When help is provided, settings are generally described in terms of what can be seen.

When reminders are provided, character descriptions include some character traits. When reminders are provided, descriptions of settings include an attempt to capture or suggest mood.

Character descriptions include a mixtureof appearance and action to convey the nature of the character. Settings are generally conveyed well in terms of appearance, atmosphere and mood.


Create characters, settings and plots.

When help is provided, basic characters, settings and plots are developed.

Characters, settings and plots are generally well developed to create a coherent narrative.

Characters and settings are both described well. Plausible plots are developed and sustained throughout the narrative.

Use alliteration effectively. When encouragement is given, alteration is used.

When reminders are provided, alteration is used effectively.

Well-chosen descriptive phrases, including alteration are used.

Use similes effectively. When encouragement is given, similes are used.

When reminders are provided, similes are used effectively.

Well-chosen descriptive phrases, including sillies are used.

Use a range of descriptive phrases including some collective nouns.

When encouragement is given, some descriptive phrases are used.

When reminders are provided, some descriptive phrases, including the use of collective nouns are included.

Well-chosen descriptive phrases, including the imaginative use of collective nouns, are used.


Mathematics Milestone 3

Learning Objective Key Indicators Basic Advancing Deep

To know and use numbers

Counting Read numbers up to 10 000 000. With the support of a teacher, numbers up to 1 000 000 can be read.

With reminders, numbers up to 10 000 000 can be read.

Numbers up to 10 000 000 can be read independently.

Use negative numbers in context and calculate intervals across zero.

With the support of a teacher and with concrete objects if necessary, intervals across zero are calculated.

Generally, negative numbers in contexts are used and intervals across zero are calculated.

Negative numbers in context are used and intervals across zero are calculated independently.

Representing Write numbers up to 10 000 000. With the support of a teacher, numbers up to 1 000 000 can be written.

Generally, numbers up to 10 000 000 can be written.

Numbers up to 10 000 000 are independently and accurately written.

Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

With reminders, Roman numerals to 100 (I to C) are read and written.

With the support of a teacher Roman numerals to 1000 (M) are recognised.

Generally, Roman numerals are read up to 1000 (M).

With support, years written in Roman form are beginning to be deciphered.

Roman numerals are read beyond 1000 (M) and years written in Roman form are deciphered.

Explanations of methods are provided.

Comparing Order and compare numbers up to 10 000 000.

With the support of a teacher, numbers up to 1 000 000 can be ordered using the first three digits.

Numbers up to 1 000 000 are compared using the first three digits of the number.

With reminders, numbers up to 10 000 000 can be ordered using all digits.

Numbers up to 10 000 000 are generally compared using all digits.

Numbers up to 10 000 000 and beyond can be quickly ordered independently.

Numbers up to 10 000 000 are quickly ordered independently.

Explanations of methods are provided.

Place value Round any whole number to a required degree of accuracy.

With support, any whole number can be rounded to the nearest 10, 100, 1000, 10, 000 and 1 000 000.

Generally, any whole number can be rounded to any degree of accuracy.

Any whole number can be rounded to a required degree of accuracy.

Rounding is used to check, explain and justify answers to calculations.

Determine the value of each digit in any number.

The value of each digit in six-digit whole numbers is identified with support.

With the support of a teacher and pictorial representations, the value of each number in larger whole numbers is identified.

Generally, the value of each digit in any whole number up to seven-digit numbers, is identified.

When reminders are given, the value of each digit in a number with up to three decimal places is identified.

The value of each digit in any whole number is identified independently.

The value of each digit in any number with up to four decimal places is identified.


Shake Things Up


Shake Things UpAs designers we will: As writers we will:

As designers we will learn about structures.We will explore how to strengthen and stabilise our structures.

We will find out about how one of the biggest challenges in earthquake zones, such as California in the USA, is to create buildings that can withstand the shake of an earthquake. We will research shear forces and ways engineers design earthquake proof buildings. Our Shake Things Up Challenge will be to build a shake platform to test our prototypes and modify them until they keep the occupants of our buildings safe.

We will also explore different ways to create buildings from blocks and shapes. To do this we will create our own ‘Angry Birds’ structures out of real materials to see how we can withstand the birds crashing into them!

We will discover how arches are a very strong shape and we will see how architecture throughout the ages has used the arch to create stable structures and openings. We will take the Sugar Cube Arch challenge, where we will have to build our own arches out of sugar cubes.

We will explore how to stiffen and strengthen materials by rolling, folding and combining them. We will take part in the Paper Chair Challenge, where we will need to make a chair that will hold our own weight out of paper!

Our next challenges will be to make a Tin Foil Tower, that is strong and stable and uses only paper and tin foil, a spaghetti structure that turns a brittle material into a strong structure, and a house of cards which will turn flexible and light playing cards into a strong, stable house.

Finally, we will take part in the Great Bridge Challenge, where we will need to use all of our knowledge of structures to build a suspension bridge that is at least half a metre in length. The winner of the challenge will be the team with the best designed and strongest bridge.

• Write explanations about our designs• Write persuasively to seek funding for our designs• Present information about earthquakes and forces• Write stories based on the 1906 earthquake disaster in San Francisco• Write poems to convey the horrors of earthquakes.

As mathematicians we will:

Describe the properties of 3d shapes.

As artists we will:

Create drawings and paintings of earthquake destruction.


Curriculum to classroomKey Stage 1 Key Stage 2

National Curriculum School interpretation National Curriculum School

interpretationThrough a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, such as the home and school, gardens and playgrounds, the local community, industry and the wider environment.When designing and making, pupils should be taught to:DesignDesign purposeful, functional, appealing products for themselves and other users based on design criteria. Generate develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.MakeSelect from and use a range of tools and equipment to perform practical tasks such as cutting, shaping, joining and finishing. Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.EvaluateExplore and evaluate a range of existing products. Evaluate their ideas and products against design criteria.Technical knowledgeBuild structures, exploring how they can be made stronger, stiffer and more stable. Explore and use mechanisms, such as levers, sliders, wheels and axles, in their products.Cooking and nutritionUse basic principles of a healthy and varied diet to prepare dishes. Understand where food comes from.

Structures.

Mechanisms.

Cooking andNutrition.

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment.When designing and making, pupils should be taught to:DesignUse research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.MakeSelect from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately. Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.EvaluateInvestigate and analyse a range of existing products. Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. Understand how key events andindividuals in design and technology have helped shape the world.Technical knowledgeApply their understanding of how to strengthen, stiffen and reinforce more complex structures. Understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages.Understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs, buzzers and motors. Apply their understanding of computing to programme, monitor and control theirproducts.Cooking and nutritionUnderstand and apply the principles of a healthy and varied diet.Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.

Complex structures.

Mechanisms.

Electrics.

Computing.

Cooking and Nutrition.


GeographyKey Stage 1 Key Stage 2

National Curriculum School interpretation National Curriculum School

interpretationLocation knowledgeName and locate the world’s continents and oceans.Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seasPlace knowledgeUnderstand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of acontrasting non-European country Human and physical geographyIdentify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equatorand the North and South Poles. Use basic geographical vocabulary to refer to: key physicalfeatures, including: beach, coast, forest, hill, mountain, ocean, river, soil, valley, vegetation, andweather key human features, including: city, town, village, factory, farm, house, office, and shopGeographical skills and fieldworkUse world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. Use simple compass directions (North, South, East and West) and locational language (e.g. near and far) to describe the location of features and routes on a map. Use aerial photographs and plan perspectives to recognise landmarks and basic physical features; devise a simple map; anduse and construct basic symbols in a key.Use simple fieldwork and observational skills to study the geography of their school and the key human and physical features of its surrounding environment.

The world• continents• oceansThe United Kingdom• countries• capitals• Study a small area in depthWeather and climate• in the UK• around the world A non - European country• compare and contrast a small area of UK with that of a non-European country.

Location knowledgeLocate the world’s countries, using maps to focus on Europe and North and South America and concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. Name and locate counties and cities of the United Kingdom,geographical regions and their identifying human and physicalcharacteristics, including hills, mountains, cities, rivers, keytopographical features and land-use patterns; and understand howsome of these aspects have changed over time Identify the positionand significance of latitude, longitude, Equator, NorthernHemisphere, Southern Hemisphere, the Tropics of Cancer andCapricorn, Arctic and Antarctic Circle, and time zones (including day and night).Place knowledgeUnderstand geographical similarities and differences through thestudy of human and physical geography of a region or area of theUnited Kingdom (different from that taught at Key Stage 1), a region or area in a European country, and a region or area within North orSouth America.Human and physical geographyDescribe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cyclehuman geography, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water suppliesGeographical skills and fieldworkUse maps, atlases, globes and digital/computer mapping to locatecountries and describe features studied. Use the eight points of a compass, four-figure grid references, symbols and key(including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Europe• countries• capitals• physical and human features• similarities and differences between countriesThe United Kingdom• physical and human features • changes over time• similarities and differences with European countries• study an area (different to KS1) in depth North or South America• countries• capitals• physical and human features• similarities and differences between countries and in comparison to UK Geographical patterns Physical: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes, earthquakes, the water cycle

Human: settlements, land use, economic activity, trade links, natural resources(energy, food, minerals and water supplies)


Extreme weather


Extreme weatherAs geographers we will: As scientists we will:

• Observe seasonal changes. We will find out which areas have the same seasons as us and where in the world things are not the same. We will explore how places in the Southern Hemisphere have the opposite seasons to us.

As writers we will:

• Present information• Write reports• Produce glossaries• Write stories• Write letters• Create and recite poetry.

• Learn about some of the amazing weather around the world• Name the continents and oceans• Practise our geography skills in mapping• Learn and practise geographical vocabulary• Identify patterns• Identify some key features of the places we study.

We will watch videos and read about cyclones, tornadoes, snow storms, hot deserts, floods and other incredible weather features.

We will name the continents and oceans and investigate the weather and climate in tropical, temperate and cold places. We will explore the weather and climate in places around the world we have heard of and some new places too.

We will find out about the equator and the tropics, the Arctic Circle and Antarctica.

We will track the weather in some of our favourite places in the world, as well as keeping a chart of the weather at school. We will then use this information to make comparisons.

We will learn about the main cloud types and keep an eye on weather forecasts to see how the weather is affected by the different cloud types.


• Add and subtract by comparing temperatures to find the difference• Collect weather statistics so that we can construct pictograms, tally charts, block diagrams and tables• Take and record daily temperature and rainfall measurements.

As artists we will:

• Use collage to create cloud formations• Draw and paint storms and wreckage• Use digital media to collect and change pictures of our local weather.


Land of the free


Land of the freeAs geographers we will: As writers we will:

• Present information• Write reports• Create stories and other narratives• Learn some classic poems from the United States, and write some new ones of our own.

• Study the continent of North America• Compare and contrast North America with the United Kingdom.

We will find out about some of the countries, capitals, cities, landmarks and wildlife.

We will start by looking at maps of North America so we can see where it is and name some of its countries.

We will then focus our studies on The United States of America (USA), looking at:Physical features• Some of the amazing landscapes, wildlife and plant life of the National Parks• The vast mountain ranges of the Rockies, Appalachians and Sierra-Nevada• Some active volcanoes, such as Mount St. Helens, which has erupted many times, including a major eruption in 1980• The San Andreas fault - The USA’s earthquake zone• The Great Lakes that border the USA and Canada, and Niagara Falls• We will discover some of the incredible weather features such as the violent tornadoes in ‘Tornado Alley’, the summer wild fires of California and the dramatic drops in temperature that some states experience during winter• Some of the great rivers, such as the Colorado and Mississippi• We will compare and contrast some of these features with those in the United Kingdom.

Human features• The states and cites, focusing on the skyscrapers and monuments of New York, The home of Hollywood -Los Angeles, Home of the Golden Gate Bridge- San Francisco, The ‘windy city’ - Chicago and the home of government- Washington DC• The Hoover dam in Arizona• Land use and economic activity in some of the areas we study.We will study some of the diverse culture across the USA, including a study of some Native American people.We will find out about some of the National festivals, such as thanksgiving and the 4th of July. Wewill explore the origins of the National flag: the Stars and Stripes. We will also look at some past historical figures such as John F Kennedy and Martin Luther King.We will compare and contrast some of these features, events and people with those in the United Kingdom.


• Calculate time by exploring journey times from the UK to different parts of the USA and by looking at time differences across the USA• Use statistics by exploring data about cities, populations and other information we discover.

As artists we will:

• Draw and paint images of the landscapes and cities we study• Create Dream Catchers, inspired by our studies of Native American Chippewa• We will take inspiration from some of America’s great artists.


The Arts


The ArtsAs historians we will:

• Write stories that contain mythical, legendary or historical characters or events• Write stories of adventure based on events in history• Write non-chronological reports• Present information in a variety of ways to inform audiences of our findings• Tell stories to an audience.

As writers we will:

• Calculate the passing of time.

• Study the development of the arts throughout British history, looking at:• The Stone Age• The Bronze Age• The Iron Age• The Roman invasion of Britain• The Anglo Saxons• The Vikings• The locality of our school from Viking to the present day.

We will begin by looking at some of the world’s most well recognised art works and artists. We will explore paintings by modern artists such as Banksy, a range of classic British artist such as Turner and European artists such as Salvador Dali, Monet, Van Gogh and Leonardo Da Vinci. We will look at the importance of the arts in society and find out about some artworks from the locality of our school.

We will then look at art in British history, beginning with cave art and carved stones of the Stone Age, Bronze Age rock art, Iron Age Celtic art with its magnificent geometric shapes and the white horses carved into chalk hillsides. We will look at the frescoes and mosaics of Roman times and the wonderful illuminated manuscripts of Anglo-Saxon times, especially the Lindisfarne Gospels. We will explore the intricate wood carvings on Viking ships and then explore some of the big arts movements of Tudor times and modern Britain, such as the Arts and Crafts movement of 1860-1910.

We will look at art in ancient civilisations, such as Ancient Egyptian wall art and jewellery, Ancient Greek plates and vases and some of the fantastic and ornate arabesque repeating patterns of early Islamic civilisations. We will also at the magnificent coloured feather headdresses of the Mayans.

We will also explore the development of music and dance throughout history by studying the types of musical instruments in some of the time periods we study.


• Draw and paint images of some of the amazing artworks we look at, adopting brush strokes and styles inspired by those used by the artists• Create images and artworks inspired by Mayan feather headdresses.

As artists we will:

• Study the arts in some ancient civilisations, looking at• The Sumer• The Indus Valley• The Shang Dynasty• Ancient Egypt• Ancient Greece• Early Baghdad• The Maya• The Benin Empire


Key Stage 2 history taught through themes...

Transport

and Trade

Buildings

The

Arts

Conflict

Rich

and

poor

Achievements

and legacies

Beliefs

Language


Using Art to Inspire Writing

L.S. Lowry (1887-1976), British ‘Coming from the Mill’, 1930 (oil painting)

http://www.thelowry.com/ls-lowry/microsite/art/industrial-scenes/coming-from-the-mill/


Using Art to Inspire WritingThings of interest

Lowry’s paintings record Britain at a time of great change. ‘Coming from the Mill’, 1930, shows the buildings of the Industrial Revolution dominating the skyline and the people. It is a scene made up of various places that Lowry knew well (known as a composite painting). By painting an urban scene in this way Lowry is making a general comment about contemporary life. As a viewer, we need to work out what this is, and our own response to his view. For example, we need to decipher the mood of the painting. How do the people seem? From Lowry’s perspective, who does the Industrial Revolution serve? It might help to pick out a group of individuals in the painting and to ‘listen’ to what they might be saying.

As well as recording pictorially changing patterns of work, Lowry shows us in other paintings how people celebrated and enjoyed life during these years, such as in ‘July, the Seaside’, 1943, and ‘VE Day’, 1945, (both digitally available on the Your Paintings website). You could compare and contrast these images with ‘Coming from the Mill’, 1930.

Lowry’s paintings became hugely popular when a song about him and his work reached the top of the music charts for three weeks in 1978. Together with the St. Winifred’s School Choir and a brass band, Kevin Parrott (‘Brian’) and Michael Coleman sung about Lowry’s ‘Matchstick Men and Matchstick Cats and Dogs’. It is a fitting soundtrack to Lowry’s enormous collection of paintings.

What can we see?

Two dark imposing factories frame both sides of this picture. Sandwiched between them are more buildings; some factories and some houses. These man made structures, with their straight precise lines, dominate the tiny figures below. Windows are squares within rectangles. Roofs are triangular. Spires and chimneys point up. If we search carefully we can see just a few curves - in an arch, a dome, over doorways, in the church clock, and, of course, in the little people themselves.

Factory chimneys choke out smoke, polluting the air. But wait, we are looking with our 21st century eyes, and this is the 1930s. It’s a time before we knew about climate change and few talked about health and safety. This is the Industrial Revolution in Britain. Smoking too are the chimneys on the houses, letting us know that there are people at home. Imagine peeking through the half-drawn curtains to see, perhaps, a mum cooking on a range or a family eating around a table. What might they be eating? Is it breakfast or supper? Does the title of the painting give us a clue? Does the way that the people on the street walk, hunched-over, hint at the time of day? Do they look tired? Is the lingering darkness nighttime coming, or is that a layer of smog, or both?

What does the word ‘mill’ in the title refer too? What kind of mill? Do the factories look like flour mills where bread is made, or are they textile mills? And what does the shop on the far right-hand sell? Is it a post office? There’s a post box outside.

Now, look carefully at the children in the foreground. Is that a park over the fence? How do you get in? I wonder if anyone is going to start a game of football with that ball? Lowry loved football. He was a big Manchester City fan!



This is a transcription (an updated version of a work of art) based on the work of L.S Lowry made by pupils at Barrs Court Primary School, Longwell Green, Bristol.

About the artist

Laurence Stephen Lowry was born in Lancashire, England, in 1887. He is best known for his paintings of industrial cityscapes, showing large numbers of people going to and from their terraced houses to the factories and coalmines where they worked. Most of these depict the areas he knew well around Pendlebury and Salford, near Manchester.

He worked as a clerk all his life, which involved collecting rent. Even when he became a member of the Royal Academy in his 60s, in recognition of his importance as an artist, he continued in his position as Chief cashier at the Pall Mall Property Company, in Manchester.

Because of his day job he needed to fit painting around his hours of work. He only ever attended art classes in the evenings. At the Manchester School of Art he studied under the French Impressionist Adolphe Valette (1876 – 1942), whose influence in style and subject matter is clear to see in Lowry’s artwork. (Valette’s paintings can be found on the Your Paintings website).

Although Lowry’s pictures bought him wealth and fame, he lived a modest life. He died of pneumonia at the age of 89, having received many honours. In 2000 an art centre, called The Lowry, opened on Salford Quays, dedicated to him, containing over 50 of his paintings and hundreds of his drawings. ‘Coming from the Mill’, 1930, is part of the collection and is on permanent display.



Henri Rousseau (1844 – 1910), French ‘Tiger in a Tropical Storm’ (‘Surprised!’),

1891 (oil painting)

http://www.nationalgallery.org.uk/paintings/henri-rousseau-surprised


Using Art to Inspire WritingThings of interest

Rousseau was a master at melding many sources of information with his own vivid imagination. He never travelled to a real rainforest, in fact he never left France in his whole lifetime. Therefore, he would not have seen either wild animals or tropical plants in their natural habitat. Instead, to inform the making of his jungle fantasy pictures (‘Tiger in a Tropical Storm’ is just one of these) he visited the botanical gardens where he lived, in Paris, and took inspiration from books and other artists’ work. We call a picture that is composed from a variety of sources a ‘composite’.

His first-hand observational studies of exotic plants would have focused on the colour and structure of leaves. This accounts for the array of green shades in ‘Tiger in a Tropical Storm’. Contrasting with the mass of green are a few bright red touches (a few plants and the tiger’s lips). Because green and red are opposites in a colour wheel they complement each other (hence the name complementary colours).

Having not encountered a wild animal in a jungle, Rousseau’s tiger is almost cuddly, like a huge domestic cat painted with stripes. Perhaps that’s where the original source came from, together with some sketches he might of made of tigers in a zoo?

What can we see?

Leaping into this painting is a tiger. He’s in mid-flight, ears pricked back, eyes alert staring straight ahead. What prey will those sharp teeth sink into?

But what if the tiger is the prey? What if something (or someone) is chasing him? Instead of being a ferocious predator, perhaps he is afraid and running for his life? Can you hear him panting, his heart pumping fast? The grasses and other plants swish and break, as they are being trampled and pushed aside with his speedy paws.

Or, perhaps he’s not being chased at all. He might instead be frightened of the lightening flashing in the sky, not knowing where it is going to strike next. Maybe he’s desperately trying to seek shelter. The booming thunder could be scaring him. He could be disorientated, trying to find his family. The strong wind is blowing the trees to almost snapping point and the sheeting rain stripes the canvas in the same direction.

The question is, who is ‘Surprised!’ and by what?


Using Art to Inspire WritingAbout the artist

Henri Rousseau was born in 1844 in Laval, a market town in North-West France. He famously worked as a clerk in a toll office in Paris, administrating tax duty on goods coming into the city, giving him the nickname of ‘Le Douanier’ (The Customs Officer).

Rousseau only started painting in his late thirties and was self-taught (meaning that he never attended art school). He gained permission to paint in front of masterpieces at the Louvre in 1884, and by copying these he learnt about painting techniques and composition.

During his lifetime art critics considered the style of his work naive, but some respected artists, including Paul Gauguin, Félix Vallotton, Robert Delaunay and Picasso, championed him. The dream-like atmosphere he evoked in his painting aligned with new ideas being discussed at the time relating to the unconscious mind, outlined in Sigmund Freud’s ‘The Interpretation of Dreams’, published in 1899.

He gained more recognition for his work towards the end of his life. In the year he died (1910) his painting ‘The Dream’ (another of his fantasy jungle scenes) was exhibited at the Salon des Indépendants, Paris, to general acclaim. However, after being in debt for much of his career, he died impoverished.


Maths Missions - Year 1BUILD A

CITY

Fractions challenges

• Find 1/2 of height• Find 1/4 of size • Find 3/4 of quantities

Movement and Positionchallenges

• Describe what is to the left/ right of the (post office)• Build a new tower at the back of the school

Number challenges

• Must have 100 windows• Floors must be labelled 1st, 2nd, etc• Buildings with 1 more/less floors• Buildings with 1 >< any number of rooms• Buildings with 2x as many floors

Measure challenges

• Make a 3cm window• Measure the tallest tower• Measure the shortest tower• Make a building 1/2 the size of the tallest.

Calculation challenges

• Add windows on 2 buildings• ‘Window bonds’ to 10• Add number of people in buildings• Take away people

Data challenges

Shape challenges

• Add a triangular roof• Put in a circular window• Build a cube shape building• Make a rectangular window


Other possible Maths Missions... KS1Run ashop

•Counting

• Adding/Subtracting

• Sorting

• Fractions (1/2 Price)

• Measure (money)

how much

change

Mission

to Mars •3x meals a day - How many?

• 2x toilet breaks - How many? 1/2 way there - How long/for 3/4 way there - How long/for

How far

can you... • bat a ball • kick a ball • hit a golf ball• throw a ball• jump• measuring lengths and heights• estimating• recording in numerals

Chart

the weather

• days of the week• months• temperatures ˚C• higher/lower• add - subtract temperatures


Maths Missions - Year 5

C.S.IFractions challenges

Movement and Positionchallenges

• Coordinates of incidents/ trails around school• Describe route/ locations• Notes found describing way in. It says x y z ... Trace the route on the map

Number challenges

• Analyse and compare theft amounts up to 1,000,000• Find crimes £100 more/less, £1000, more or less and £10,000 more or less from list of crimes.• Round crime figures

Measure challenges

• Calculate how long between events e.g. The witness said he heard a noise at 3:15pm but didn’t raise the alarm until 3:49, why? How long did he wait?

Calculation challenges

• Find total crime figures for a number of burglaries• Subtract amounts from company profits etc• Theft at house no’s 2, 3, 5, 7, 11, 13 17, 19, 23 etc.. Identify why these numbers are significant... prime suspect!...

Data challenges

• Look at crime statistics and calculate increase/decrease (homeoffice.gov)

Shape challenges


Medium-term planning (engagement)

As Historians we will be studying a significant person from the past: Grace Darling who was one of the first people to carry out a seaside rescue off the coast of the Bri=sh Isles. We will start off by looking at modern seaside rescues so that we understand how different things were in the past. We will listen to stories but we will also need to know how to find out more about Grace Darling and her life.

As Geographers we will be describing environments. We will be using geographical vocabulary to describe coastal landscapes . We will use Google Earth to see for ourselves what these landscapes look like from the air and we will have a go at making our own maps. The maps will have grid references, symbols and keys – just like real maps.

As Design Technologists we will be exploring and making a winding mechanism, just like those in helicopter winches.

As Ar4sts we will be studying pictures of storms and sea. We will be pain=ng pictures of stormy seas and adding sand and other materials to our paint to give different textures.

As people concerned with our environment we will:

Find out about coasts both in this country and in other countries. We will find out about how some coasts are crumbling into the sea and what people are doing to try to stop this.

As enterprising people we will:

Explore the work of the Royal Na=onal Lifeboat Ins=tu=on (RNLI). We will be finding out how they help people and we will be crea=ng a persuasive poster that explains their work and asks for people’s support.

In our Spiritual and Moral development we will:

Explore the feelings that we have when we hear stories of bravery and courage. We will learn about different emo=ons that we feel when people help us.

As members of a community we will:

Be exploring people who help us. Lifeboat crews do not get paid for what they do and they give up their own =me to help others. We will think of ideas about how we can be an ac=ve part of our community by helping others. We will try to think of small things we can do every day to help out.

©2009 Chris Quigley Educa=on ltd

Areas of Learning

Enterprise Environment Spiritual & Moral Communi=es

Confident Individuals Responsible Ci=zens

Successful Learners

Seaside Rescue

E2

E1

E23

E2

E1

E5

E2

E7

E5 E6 E21


Principle 1: make it realThe more real the learning experience, the more likely it is that pupils will engage.

Make the content real to pupils – it should notbe abstract or too far removed from their experience. If something is based in the past, forexample, try to think of the legacy it has left andstart with that.

Use a stimulus – a visit, visitors, artefacts,books, videos, situations, plays, etc.

The wider the range of stimuli, the more likely itis that all pupils will engage with the theme.


Principle 2: let pupils steerThis involves going ‘off plan’ as things that interest them appear. The teacher-planned content and activities should provoke them into asking their own questions.


Principle 3: don’t over-planIf you are to provoke lines of enquiry, thenpupils need space and time to follow them.

• Plan your content and then add up tofifty per cent contingency time to allowpupils to steer learning and to allow forpupils who may need extra time tounderstand.

• Allow time for pupils to explore theirchosen lines of enquiry.


Principle 4: build momentum

• Secure enough time to build momentum.

• Like the space shuttle, try a dramatic start.

• Explore the idea of a theme week to build momentum.


Unhiding the hidden curriculum

High academic standards areunderpinned by good attitudes tolearning. When planning forprogression, be sure to think aboutwhich personal skills pupils will develop.


Defining personal development

Don’t give up Try new things Work hard

Improve Imagine Push yourself

Understand others Concentrate


Progression in personal development

Bronze Silver Gold

• Try new things with the help of others.• Talk about some things of personal interest.• Join in with familiar activities.• Concentrate on things of interest.

• Try new things when encouraged.• Enjoy new experiences.• Join clubs or groups.• Talk about new experiences with others.

• Enjoy new things and take opportunities wherever possible.• Find things to do that give energy.• Become fully involved in clubs or groups.• Meet up with others who share interests in a safe environment.

To try new things

Bronze Silver Gold

• Work hard with the help of others.• Enjoy the results of effort in areas of interest.• Take encouragement from others in areas of interest.

• Enjoy working hard in a range of activities.• Reflect on how effort leads to success.• Begin to encourage others to work hard.

• Have fun working hard.• Understand the benefits of effort and commitment.• Continue to practise even when accomplished.• Encourage others by pointing out how their efforts gain results.

To work hard


Documents

Curriculum to Classroom - Chris Quigley Education · Butterflies Happynose Primary School Key Stage 1 Writing Narrative Write stories set in places pupils have been. Write stories