The International School of Oradea | Primary School Curriculum Guide
ISO
Curriculum
Guide
Years
1-6
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The International School of Oradea | Primary School Curriculum Guide
Contents
School Aims and Objectives .......................................................................................................................... 4
Mission Statement and Aims ........................................................................................................................ 4
Philosophy ..................................................................................................................................................... 4
Objectives ..................................................................................................................................................... 4
Primary School Organisation......................................................................................................................... 5
Primary School Year Groups ......................................................................................................................... 6
The Early Years Foundation Stage............................................................................................................. 6
Learning and Development....................................................................................................................... 7
How can I help my child? .......................................................................................................................... 8
Key Stage 1 and 2 .......................................................................................................................................... 8
What Subjects Do the Children Learn? ..................................................................................................... 8
Core Subjects: ........................................................................................................................................... 8
Foundation Subjects: ................................................................................................................................ 9
Co-curricular............................................................................................................................................ 12
How Do Children Learn at ISO? ................................................................................................................... 13
Assessment in the Primary School .............................................................................................................. 16
Early Years Foundation Stage ................................................................................................................. 16
Key Stage 1 .............................................................................................................................................. 16
Key Stage 2 .............................................................................................................................................. 17
Curriculum Objectives ................................................................................................................................. 18
Year 1 .......................................................................................................................................................... 18
Term 1:1 .................................................................................................................................................. 18
Term 1:2 .................................................................................................................................................. 24
Term 2:1 .................................................................................................................................................. 30
Term 2:2 .................................................................................................................................................. 36
Term 3 ..................................................................................................................................................... 41
Year 2 .......................................................................................................................................................... 47
Term 1:1 .................................................................................................................................................. 47
Term 1:2 .................................................................................................................................................. 53
Term 2:2 .................................................................................................................................................. 59
Term 3 ..................................................................................................................................................... 65
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The International School of Oradea | Primary School Curriculum Guide
Year 3 .......................................................................................................................................................... 72
Term 1:1 .................................................................................................................................................. 72
Term 1:2 .................................................................................................................................................. 78
Term 2:1 .................................................................................................................................................. 84
Term 2:2 .................................................................................................................................................. 90
Term 3 ..................................................................................................................................................... 97
Year 4 ........................................................................................................................................................ 104
Term 1:1 ................................................................................................................................................ 104
Term 1:2 ................................................................................................................................................ 111
Term 2:1 ................................................................................................................................................ 118
Term 2:2 ................................................................................................................................................ 124
Term 3 ................................................................................................................................................... 129
Year 5 ........................................................................................................................................................ 135
Term 1:1 ................................................................................................................................................ 135
Term 2:1 ................................................................................................................................................ 141
Term 2:2 ................................................................................................................................................ 148
Term 3 ................................................................................................................................................... 156
Year 6 ........................................................................................................................................................ 163
Term 1:1 ................................................................................................................................................ 163
Term 1:2 ................................................................................................................................................ 169
Term 2:1 ................................................................................................................................................ 175
Term 2:2 ................................................................................................................................................ 181
Term 3 ................................................................................................................................................... 188
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The International School of Oradea | Primary School Curriculum Guide
School Aims and Objectives
The mission statement, philosophy and objectives are fully incorporated within the taught curriculum,
hidden curriculum and co-curricular activities.
Mission Statement and Aims
Our goal is to provide the students of the International School of Oradea with the best possible
programme of academic and personal development in a challenging and supportive environment.
Philosophy
At the International School of Oradea:
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•
•
•
•
•
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We believe that all our pupils and staff are unique human beings, capable of spiritual, moral,
intellectual and physical growth and development.
We value truth, freedom, justice, human rights, the law and collective effort for the common
good.
We believe that pupils need to be taught to learn and build on new skills and develop socially.
We value families as sources of love and support for all their members, and as the basis of a
society in which people care for others. We believe we should respect the people, places and
environment around us.
We also wholly believe that pupils learn to value and treat others with respect, not only for what
they have but also for what we can do for them.
We recognise and celebrate achievement.
We believe relationships are fundamental to the development and fulfilment of others, and
ourselves and for the good of both the local and wider international community.
Objectives
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We aim to foster a love of learning, which will remain with the individual long after the process
of formal education has finished.
We will provide a balanced and broad curriculum, which will include all pupils of different
abilities and needs, from the Early Years Foundation Stage to Secondary.
We offer a range of co-curricular activities and trips to broaden the experience of school for our
pupils and to enrich their learning of academic and social skills.
We will encourage cross –curricular learning, supported by advancements in technology
wherever possible to enhance the learning of our pupils.
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The International School of Oradea | Primary School Curriculum Guide
•
•
•
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We will provide our pupils with a stimulating and caring environment to learn within, where the
development of the whole child is a priority. We also encourage our pupils to develop as
independent learners who can make positive choices for their own learning and development.
We fully encourage parents to take an active role in their child’s education and development.
We aim to reward achievement of all members of our school community for their successes.
Our pupils are members of their local community and of our host country, Romania. We
recognise our students come from a multitude of cultural, religious and ethnic backgrounds. We
therefore seek to provide a secular education that reflects and draws from this diversity by
embracing the ideals of international understanding and responsible citizenship.
Primary School Organisation
The aim of this curriculum Guide is to inform parents about the curriculum we follow at ISO; the subjects
your children will learn at ISO, the teaching and learning strategies we use to deliver lessons in the
classrooms, the methods of assessment we use to measure the progress the children have made. The
details of the topics and learning objectives taught in each year group can be found in the final section.
The International School of Oradea follows the English National Curriculum and the Cambridge
Curriculum. The school is divided into 6 developmental stages. The Early Years Foundation Stage, and
Key Stages 1 and 2 form the Primary School. Key Stages 3, 4 and 5 form the Secondary School and Sixth
Form.
As the children move up through the school they will pass through 6 stages of Education:
Primary
Early Years Foundation Stage (EYFS): consists of Pre –Foundation, Foundation 1 and Foundation 2 classes
Key Stage 1: Years 1 and 2
Key Stage 2: Years 3, 4, 5 and 6
The Early Years Foundation Stage Framework, the English National Curriculum Programmes of Study and
Chris Quigley’s Progression in Skills provide the framework for the skills and Content: we teach at ISO.
The Content of the Programmes of Study are adapted to ensure ISO is cultural inclusive and meets the
needs of all the children we teach in the context in which we live.
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The International School of Oradea | Primary School Curriculum Guide
Primary School Year Groups
The English National Curriculum is carefully devised to match the level of cognitive, personal, social and
emotional development of children. For this purpose children are placed in the class that matches their
chronological age unless there are exceptional circumstances.
Exceptional circumstances may include:
•
•
Children moving from another education system in which school begins post 5 years old.
Additional educational needs.
ISO admits children into the Pre-Foundation 1 class from 2 years and 6 months old. The ‘cut off’ date for
each academic year is 31st August.
Year Group
Pre- Foundation
Age
2-3 The child must be 3 before the 31st August to move to Foundation 1
Foundation 1
3-4 The child must be 4 before the 31st August of the year in Foundation 1
Foundation 2
4-5 The child must be 5 before the 31st August of the year in Foundation 2
Year 1
5-6 The child must be 6 before the 31st August of the year in Year 1
Year 2
6-7 The child must be 7 before the 31st August of the year in Year 2
Year 3
7-8 The child must be 8 before the 31st August of the year in Year 3
Year 4
8-9 The child must be 9 before the 31st August of the year in Year 4
Year 5
9-10 The child must be 10 before the 31st August of the year in Year 5
Year 6
10-11 The child must be 11 before the 31st August of the year in Year 6
The Early Years Foundation Stage
The Foundation Stage establishes patterns and attitudes for the whole of your child’s school life. It is
vital that your child has a positive and fulfilling experience to prepare them for their future learning and
successes. From when your child is born up until the age of 5, their early years’ experience should be
happy, active, exciting, fun and secure and support their development, care and learning needs.
The EYFS framework sets out welfare and developmental goals for children from birth to five years old.
It is a comprehensive programme which includes:
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The International School of Oradea | Primary School Curriculum Guide
•
The requirements recommended to keep your child safe and promote their welfare
•
The 7 areas of learning and development which guide professionals’ engagement with your
child’s play and activities as they learn new skills and knowledge
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Assessments that will tell you about your child’s progress through the EYFS
•
Expected levels that your child should reach at age 5, usually the end of the Skills and
Objectives: year; these expectations are called the ‘Early Learning Goals (ELGs)’
Learning and Development
The Early Years Foundation Stage is a framework for children up to the age of five, setting out 7 key
areas of learning around which activities should be based.
Children should mostly develop the 3 prime areas first. These are:
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Communication and language;
•
Physical development; and
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Personal, social and emotional development.
These prime areas are those most essential for your child’s healthy development and future learning.
As children grow, the prime areas will help them to develop skills in 4 specific areas. These are:
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Literacy;
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Mathematics;
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Understanding the world;
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Expressive arts and design.
These 7 areas are incorporated into the planning of your child’s learning and activities. The professionals
teaching and supporting your child will make sure that the activities are suited to your child’s unique
needs, suitable for very young children, and designed to be really flexible so that staff can follow your
child's individual needs and interests.
Children in the EYFS learn by playing and exploring, being active, and questioning the world around both
indoors and outside.
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How can I help my child?
All the fun activities that you do with your child at home are important in supporting their learning and
development, and have a really long lasting effect on your child’s learning as they progress through
school.
Even when your child is very young and is not yet able to talk, talking to them helps them to learn and
understand new words and ideas. If you make the time every day to do some of the following things
with your child it will make a difference to them as a learner.
Key Stage 1 and 2
Key Stage 1 incorporates Year One and Year Two and Key Stage 2 includes Years 3, 4, 5 and 6.
During this phase of education children make the transition from learning through play to a more formal
style of teaching and learning.
What Subjects Do the Children Learn?
Teachers plan the curriculum based upon the English National Curriculum, the Cambridge Primary
Curriculum and the Progression in Skills.
The English National Curriculum is comprised of twelve subjects and these are classified as core subjects
and foundation subjects. Each subject has a programme of study which sets out the Content, skills and
processes to be taught to all pupils. Integral to all learning in the Primary School is the development of
critical and creative thinking.
Core Subjects:
ISO teaches the core subjects through the Cambridge Curriculum, which is written in accordance with
the National Curriculum. The Cambridge Curriculum Programmes of Study provide a second language
option for second language children. It also provides an opportunity for children to complete a
standardised assessment at the end of each year. For more information on assessment please refer to
the Assessment in Primary section. The curriculum is taught through an enquiry based approach. The
programmes of study provide a comprehensive set of objectives; the objectives are progressive and
describe in detail what the learner should know or be able to do by the end of each year of their primary
education.
English: Children in Key Stages 1 and 2 have one fifty minute session of English per day. In Key Stage 1
children also have a 20 minute phonics lesson per day and a 20 minute guided reading session per day.
In Key Stage 2 children have a 30 minute guided reading session per day; phonics is incorporated into
guided reading activities. Lessons are planned to include a balance of all elements of the English
curriculum. Learning is divided into 5 strands: Phonics, Spelling, Vocabulary, Grammar, and Punctuation.
Grammar and Punctuation is further divided into Reading and Writing to reflect the different ways
grammar and punctuation can be applied. Reading, Writing and Speaking and Listening encourage the
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development of thinking skills and intellectual engagement.
Follow the link to find out more: http://www.cie.org.uk/images/23894-cambridge-primary-englishcurriculum-framework.pdf
Mathematics: Children in Key Stages 1 and 2 have one fifty minute session of Mathematics per day.
They also have one 50 minute session of problem solving per week. Learning is divided into 5 strands:
Number, Geometry, Measure, Handling Data, and Problem Solving. The first four Content strands are
underpinned by problem solving, providing opportunities for children to apply the skills they are
learning to real problems. Mental strategies (calculation) are also a key part of the number strand.
Follow the link to find out more: http://www.cie.org.uk/images/25127-cambridge-primary-mathscurriculum-framework.pdf
Science: Children in Key Stages 1 and 2 have two fifty minute lessons of Science per week. Science is
divided into units of study and throughout every year in Primary children cover units with a Biology,
Chemistry or Physics focus. Scientific Enquiry is integrated into all the units, children are expected to
give ideas and evidence, plan investigative work, obtain and present evidence and evaluate and analyse
evidence.
Follow the link to find out more: http//www.cie.org.uk/images/25128-cambridge-primary-sciencecurriculum-framework.pdf
Foundation Subjects:
Art and Design: Design Technology: Computing: Geography: History: Modern Foreign Languages: Music:
Physical Education
The programmes of study for the Foundation Subjects can be seen in full via this link:
https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum. ISO
also use Chris Quigley’s ‘Progression in Skills’ to supplement our planning and ensure all our subjects are
taught with a skills focus. The skills are sequential and become increasingly complex as children progress
through the school. The curriculum in the Primary School forms the foundation for studies in the
Secondary School. (NB Words in italics are taken directly from the National Curriculum)
Art and Design
Art lessons in the Primary School are taught through the topic. The Teacher provides opportunities for
the children to experiment with a variety of media- pencil, water colour, charcoal, clay, textiles and
collage. Children learn how to use tools correctly and develop their skills through a variety of contexts
and applications. Art lessons aim to provide opportunities for children ‘to produce creative work,
exploring their ideas and recording their experiences. To become proficient in drawing, painting,
sculpture and other design techniques. To analyse and evaluate creative works using the appropriate
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language. To know about great artists, craft makers and designers and understand the historical and
cultural development or their art forms.’
Design Technology
Design Technology at ISO is taught through the topic in a cross curricular way. Design Technology is an
inspiring, rigorous and practical subject. Using creativity and imagination pupils design and make
products that solve real and relevant problems within a variety of contexts. Throughout the year the
Design Technology lessons aim ‘to develop the creative, technical and practical expertise needed to
perform everyday tasks confidently and to participate successfully in an increasingly technological world.
We aim to give the children the experience of building and applying a repertoire of knowledge,
understanding and skills in order to design and make high quality proto-types and products for a wide
range of users. We aim to teach children to be able to evaluate and test their ideas and products and the
works of others. We also aim to give children the opportunity to understand and apply the principals of
nutrition and learn how to cook.’
Computing
Primary students have one 50 minute session of Computing per week. They are taught in the Computer
lab with a specialist. The teacher plans closely with the class teacher to include cross curricular links with
topics where possible. Children learn the skills of word processing, build data bases and design
presentations using PowerPoint. Children in KS2 are also taught how to stay safe on the Internet.
Computing lessons ensure pupils will be able ‘to understand and apply the fundamental principles of
computer science, including algorithms, abstraction, logic and data representation. They will be expected
to analyse problems in computational terms and have repeated practical experience of writing computer
programmes to solve such problems. We aim for the children to be responsible, competent, confident
and creative users of information communication technology’.
Geography
Geography topics may be taught as a main focus for the term or as a supplementary subject in a Science
or History based topic. In all our Geography teaching our goal is to inspire in pupils a curiosity and
fascination about the world. We aim to achieve this by developing knowledge of their location, eg
Bucharest, but also to compare and contrast with other locations, where possible including the students’
native countries and other globally significant places on the planet and in the sea. We aim to foster a
respect for the environment and encourage a sense of responsibility in safeguarding the planet for
future generations. We aim to develop an understanding of the processes that give rise to key physical
and human geographical features of the world and how these are interdependent and change over time.
We will also give children the opportunity to develop the geographical skills needed to collect, analyse
and communicate with a range of data gathered through fieldwork. Children will be taught the skills to
interpret a range of sources of geographical information including maps, globes and photographs and
communicate geographical information in a variety of ways including maps, charts and written reports.
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History
At ISO History topics may be taught as a main focus for the term or as a supplementary subject in a
Science or Geography based topic. Our goal is to inspire children’s curiosity to know more about the
past and understand the complexity of people’s lives and the process of change. We aim to equip
children with the skills to evaluate sources of evidence, ask perceptive questions, think critically, weigh
evidence, sift evidence and develop perspective and judgement.
Modern Foreign Languages:
The importance and value of learning languages is heightened in the international school setting and at
ISO the teaching of languages is given a high priority. We feel it is important that children learn the
language of the host country. Children in Years 1-6 have two lessons of Romanian per week. Children are
divided into 3 groups according to their level of understanding. Lessons are prepared for First language
students and Second language students. Turkish is offered for children from Years 1-6 whose first
language is Turkish. In Year 6 children also have the opportunity to study an additional language,
Spanish, Turkish or French for one session a week. These lessons are taught by specialist language
teachers and follow the programmes of study of the National Curriculum of England and Wales. The
aims of which are; ‘to ensure children understand and respond to spoken and written language from a
variety of authentic sources. To enable children to speak with increasing confidence, fluency and
spontaneity and to continually improve their pronunciation and intonation. We will give children
opportunities to write at length for different purposes and audience.’
Music
Music is taught by specialists at ISO. Early Years children have two sessions of Music a week. Children
from Year 1 to Year 6 have one session of Music a week. Children have the opportunity to sing, compose
music and appreciate music from different cultures around the world. Children may also benefit from
peripatetic music tuition. Instrumentalists visit the school every week to offer private tuition for the
piano, guitar, drums, voice and violin. Children may opt for an hour’s lesson or 30 minute lesson per
week. Throughout the year activities are planned to meet the following National Curriculum aims; ‘to
perform, listen to, review and evaluate music across a range of historical periods, genres, styles and
traditions, including the works of the great composers and musicians. Children will learn to sing and use
their voices and to create and compose music independently and in groups. They will also have the
opportunity to learn a music instrument; to use technology appropriately and have the opportunity to
progress to the next level of excellence. Children will understand and explore how music is created,
produced and communicated through pitch, dynamics, temp, timbre, texture, structure and appropriate
musical notations.’
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Physical Education
Children from Foundation 1 to Year 6 have two sessions of PE per week. These lessons are taken with
specialist PE teachers. The lessons aim ‘to develop competence to excel in a broad range of physical
activities, provide the opportunity for children to be physically active for sustained periods of time,
enable engagement in competitive sports and activities, to encourage children to live healthy, active
lives. Teachers plan to fulfil these aims, planning a different focus for each term: games, dance,
gymnastics, swimming, athletics and outdoor adventurous activities.’
Citizenship and PSHE (personal, social and health education)
The personal and social wellbeing of our children is paramount in all our actions at ISO. To supplement
this implicit curriculum we also follow the English National Curriculum programme of study for PSHE.
Children are taught PSHE for one session a week. The lessons provide opportunities for children to
discuss issues that concern them with their peer group in a safe and secure environment. Each term has
a theme. The theme is introduced as a whole school assembly, teachers plan activities in the classroom
which may involve a circle time. The PSHE curriculum is available to discuss with your child’s teacher. In
Year 6 there will be an opportunity for parents to view materials and discuss the Personal Wellbeing
scheme of work with the teacher; if there is any content you would prefer your child not participate in
due to cultural sensitivity we do operate an opt out clause for pupils during these sessions.
Term 1: New Beginnings
Term 2: Dealing with Difficult Situations
Term 3 Friendship and Bullying
Term 4 Active member of Society
Term 5 Personal Wellbeing
Co-curricular
We recognise the importance of co-curricular activities. They are an integral part of our students’
holistic education. Through participating in co-curricular activities students discover their interests and
talents while developing values and skills that will prepare them for a rapidly changing world. Cocurricular activities also promote friendships with children outside their normal peer group, but with
children who have similar interests and aptitudes. Participation in such activities fosters social
integration and deepens students’ sense of belonging, commitment and sense of responsibility to school
and community. Co-curricular activities take place after school every day from 3:15 pm until 4:15 pm.
Children can sign up for the activities on the Website at the beginning of the session. The sessions run
from September to December, January to April, and April to June.
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Primary children also participate in a year group production during each academic year. We aim to
provide children with the opportunity to perform in front of an audience, singing, acting, narrating or
playing an instrument.
Themed Weeks
Throughout the year the Primary School incorporates themed weeks to add an extra dimension to
learning. Health and Fitness Week, Book week, International week, Arts and Humanities and Maths all
have specific weeks allocated. During these weeks teachers raise the focus of the subject. Children
across the school, participate in competitions and activities and events related to a specific subject area.
How Do Children Learn at ISO?
The Primary pupils at ISO learn through a thematic approach. Cross curricular links are made across the
subject areas. Topics are planned to incorporate all the subjects across the year. Some topics have a
strong History focus and others will be Geography focused. Children will not have all subjects every
week. It may occur that one term the topic will be heavily focused on History and the next term may
have a Geography focus. (Repeated sentence) All subjects are balanced throughout the year to ensure
all the objectives and skills are covered from the National Curriculum for the year group.
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Here is an overview of the topics taught in Primary:
Term 1
Who Am I?
Term 2
Toys
Term 3
Houses and
Homes
Term 4
Dinosaurs
Term 5
Let’s Go on
Holiday
Year 2
The Middle
Ages
Celebrations
Materials
The Natural
World
Our Place
Year 3
Airports
The Active
Planet
Chocolate
Rainforests
Year 4
Around the
World
Ancient
Egyptians
Insulators and
Conductors
Painting,
Pictures and
Photos
Invaders and
Settlers
Year 5
Fit for Life
Myths ,Legends
and Beliefs
Shipwrecked
Astronomy
and Space
Coastlines
Year 6
Investigating
Rivers and
Mountains
Famous People
What a
Performance
Factories
16th Century
Explorers
Year 1
Habitats
Teachers plan each subject focusing on the skills specific to each subject; skills are taught in the context
of the topic. The integrated learning themes provide children with multiple perspectives on the subject.
Research has taught us this not only broadens children’s understanding but helps children learn in
greater depth. Topics may also provide the context to apply skills children are learning in English.
In Term 1 Year 3 will be covering the topic ‘Airports’, here are some examples of the objectives children
cover across the subject areas:
Computing
PC Components
Combining text and graphics to label the parts of a helicopter/airplane and complete the gaps using
copy/paste in a text about hot air balloon.
I can use a variety of software to accomplish given goals
I can design and create Content:
I can present information
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Art and Design
Design own plane and logo
Use a number of sketches to base my work on
Annotate my sketches in my art sketchbook to explain my ideas
Sketch lightly (so I do not need to use a rubber)
Cut precisely
Comment on similarities and differences between my own and others’ work
Adapt and improve my own work
Geography
Plan a trip from Romania abroad
Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and
South America, concentrating on their environmental regions, key physical and human characteristics,
countries, and major cities
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
History
History of Flight and man’s desire to fly
Understand and use the words past and present when telling others about an event
Use information to describe the past
Use information I have found out about the past to describe the differences between then and now
Look at books and pictures (And: listened to stories, pictures, photographs, historic buildings, visit to a
museum, used the internet.)
Tell stories about the past using my story writing skills
Design Technology
Make a Hot Air Balloon
Use research and develop design criteria to inform the design of innovative, functional, appealing products
that are fit for purpose, aimed at particular individuals or groups
Generate, develop, model and communicate their ideas through discussion, annotated sketches
Select 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
Evaluate ideas and products against their own design criteria and to consider the views of others to improve
Educational
their designsVisits
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Primary students participate in Educational visits in all year groups. Educational visits are integral to
their learning in school and they are compulsory. Educational visits provide the real life context for the
programmes of study we are teaching in the classroom. Children have the opportunity to participate in a
visit to a local area of interest at least once per term. There are five terms per academic year.
Residential visits also form a valuable part of the school curriculum. Children from Years 3-6 are offered
the opportunity to participate in residential visits. Year 3 students currently visit Bran for a one night
stay. Year 4 students visit Cheile Gradistei for two nights, Year 5 visits Constanta for three nights and
Year 6 visit Brasov for three nights. Years 3, 4 and 5 residential visits take place in Term Five. The Year 6
residential takes place in Term One. We strongly encourage ALL students to participate in the residential
visits. For many children this is their first experience away from home without parents. This is a valuable
experience to increase independence and develop their social skills. Every effort is made to ensure the
children are safe and enjoy the visit. Risk assessments are completed before the visit and all
preparations are monitored carefully by the Deputy Principals. Heads of Year organise parent meetings
to discuss the visits and allay any concerns you may have.
Assessment in the Primary School
Early Years Foundation Stage
In the Early Years Foundation Stage teachers use on-going formative assessment; children are assessed
continuously throughout the school year according to their age in months. The curriculum is split into 7
age bands, these age bands overlap as children’s development is individual and each child develops at
their own rate. Assessment of children is made through observations of the children during teacher led
and self-chosen activities. This information is then used to inform the planning for each class to ensure
all the needs of the children are met. As children progress through the Foundation Stage teachers will be
assessing if they are meeting the criteria in each area of the curriculum and if children are working in the
appropriate age band. At the end of the Foundation Stage each child in Foundation 2 will be assessed as
to whether they are ‘Emerging, Expected or Exceeding’ expectations for their age. During each year
children spend in Early Years class teachers will be keeping an ‘individual pupil profile’ this will contain
photographic observations as evidence of learning.
Key Stage 1
Research has shown that there is little benefit derived from administering summative (end of term and
end of year assessments) with students in Key Stage One. In fact it has been found to have a negative
impact on students’ learning at this young age. In accordance with the Cambridge Framework teachers
continuously assess the learning of the students in their classes on a daily basis. At The International
School of Oradea our teachers employ a range of formative assessment techniques to assess the
learning and progress of each child. We believe that formative assessment helps to create a positive
learning environment in the classroom. It enables teachers to set appropriate work at the level
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necessary for the children’s continuing progress. It is also the means by which pupils understand what
they have achieved and what they need to work on.
Key Stage 2
Assessment for Learning (Formative Assessment)
The Teacher assesses your children every lesson. Teachers ask challenging questions, they discuss ideas
and the concepts they are learning about to check the depth and breadth of understanding. Teachers
mark books and give feedback that indicates the next steps to learning. Teachers use assessment
information and adjust their planning taking into account the children’s learning; additional work may
be given to support learning or challenge learners as necessary. Self-assessment is a valuable part of
learning and teachers often incorporate this into their plenary sessions. Self-assessment encourages
children to identify what they need to improve and set realistic targets for themselves.
Assessment of Learning (Summative)
Assessment of Learning takes place when children have completed a unit or units of work and the
teachers wish to see how much progress has been made. Each Unit of work may last 3-4 weeks.
Teachers in Key Stage 2 will assess all children in reading, writing, maths and science at regular intervals
throughout the year. All test results will be sent to parents on Educare. Parents are welcome to view
the test papers but these must remain in school for the teachers to analyse for planning purposes.
Cambridge Progression Tests
Cambridge Progression Tests will take place in Years 3, 4, 5 and 6 at the end of the Spring Term or the
beginning of the Summer Term depending on when the school holidays are set. The dates will be
confirmed on the school calendar during the Autumn term. These tests will cover units of work the
children have completed during the year. Children will take Progression tests in English, Maths and
Science. The tests are marked by the teachers in school. The marking schemes are rigorously applied and
papers are moderated; the results are then uploaded onto the Cambridge website for analysis.
Children are placed into three bands; Bronze: working below expected level; Silver: working at the
expected level for age group and Gold: working above the expected level.
The children take these tests as an indicator of the progress they have made in one academic year. The
results of the tests help teachers to understand strengths and weaknesses and help them plan to
improve children’s performance. The results will not be used to decide the classes children will be
placed in. The results of the tests will be shared with parents in the end of year reports; there will be an
opportunity for you to discuss the results with the teachers. These tests are standardised and give us the
opportunity to compare how our students are performing with schools in the UK and Internationally.
There will be a parents’ meeting in the Spring Term to provide more information about the Cambridge
Progression tests.
Records of Assessment in the Primary School
At ISO we maintain records of children’s assessment to be able to provide evidence of the progress the
children have made. We also maintain records of assessment to enable us to pass on accurate
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information to other teachers and other schools when children move on from ISO, and to be able to
provide evidence of your child’s achievement during parent consultation evenings. Records can be kept
in a variety of ways.
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Parents are continuously updated with regards to the progress of their child through Educare,
parent teacher consultations and through other meetings where necessary.
Teachers use a tracking system to record progress and to identify next steps for learning in reading,
writing and Maths.
Annotated plans and planning notes made by class teachers and other adults involved with each
child record other important information about the progress of children in the class.
Profile Folders contain a record of the progress made by children throughout their time at
International School of Oradea (Primary).
The SSS Register (Student Support Services - formally known as SEN) and Intervention Trackers
ensure that children with identified special educational needs, those children who are not making
the expected progress or are excelling are supported appropriately and their needs assessed
regularly.
Pupil Progress Profiles and the tracking information for reading, writing and maths are kept by each
class teacher, which is passed on to the receiving teacher at the end of each academic year.
Curriculum Objectives
Year 1
Term 1:1
Who Am I?
English
Content:
Signs, labels, instructions
Stories with familiar settings
Skills
Writing
To hold a pencil comfortably and write with good letter formation (on-going)
To recognise different kinds of instructions
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Allow children time to read aloud and reflect upon what they have written in groups
To write simple texts based on those you have read together
To value children as writers
Reading
To develop a sense of themselves as readers of instruction texts
To develop awareness of analogy as a useful strategy for reading and writing
To know how to predict the Contents of a book
To develop a sense of themselves as readers
To increase familiarity with favourite books
To know about technical aspects of reading
Speaking and Listening
To give instructions
To retell stories
Phonics and Spelling
To be able to hear, read and write all three sounds in single syllable words
Maths
Content:
Number
Geometry
Measure
Handling data and measures
Problem Solving
Skills and Objectives:
Number
To recite numbers in order
To practice mental strategies for calculations
To know all number pairs to 10 and record related addition/subtraction facts
To read and write numerals from 0 to 20
Use knowledge of place value to position these numbers on a number track and number line
Say the number that is 1 more or less than any given number and 10 more or less for multiples of 10
To use more or less to compare two numbers, and give a number that lies between them
Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work
out the corresponding subtraction facts
Geometry
To name and sort common 2D shapes using features such as number of sides, curved or straight edges
To use shapes to make patterns and models
Describe simple patterns and relationships involving numbers or shapes; decide whether examples
satisfy given conditions
Visualise and name common 2-D shapes and 3-D solids and describe their features
Use them to make patterns and pictures
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Handling data and Measures
Learn mathematical vocabulary related to measures of liquid
Identify less than more than
Create a bar chart, collect data, make the chart and read information from the chart
Problem Solving
Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers,
measures or money, for example to 'pay' and 'give change'
Recognise all coins and work out how to pay an exact sum using smaller coins
Science
Content:
Ourselves
Skills and Objectives:
To answer questions by collecting evidence through observations
Ask questions and contribute to discussions about how to seek answers
Make predictions
Decide what to do to try to answer a science question
Explore and observe to collect evidence (measurements and observations) to answer questions
Suggest ideas and follow instructions
Record stages in work
Make comparisons
Compare what happened with predictions
Model and communicate ideas in order to share, explain and develop them
Humans
Recognise the similarities and differences between one another
Recognise and name the main external parts of the body
Explore how human senses enable humans and other animals to be aware of the world around them
Geography
Content:
My Locality
Field work Skills
Use maps and plans
Skills and Objectives:
Take digital photographs of my locality and use them back in the classroom to help describe a place
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Take photos of places in school - why/ when do we go there?
Tell others the things I like and dislike about a place
Mark on a map of Europe where I live and any other location I know about
Express my own views about peoples, places and environments
History
Content:
Know about things that happened to me in the past
Skills and Objectives:
Use words and phrases such as: last year, when I was younger, when I was a baby, a long time ago
Understand how to put a few events or objects in order of when they happened
I use words and phrases such as: now, yesterday, last week, when I was younger, a long time ago, a very
long time ago, before I was born, when my parents/carers were young
Art and Design
Content:
Investigate the possibilities of a range of materials and processes
Try out tools and techniques, including drawing
Investigate the possibilities of a range of materials and processes
Skills and Objectives:
Use: Clay, play dough, plasticine
Explore and experimented with lots of collage materials
Use ready mixed or powder paints to show my ideas
Paint pictures of what I see
Print by pressing, rolling, rubbing and stamping
Use printing tools like fruits and sponges
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Design Technology
Content:
Make a collage
Skills and Objectives:
Cut materials using scissors
Use pictures and words to describe what I want to do
Think of ideas and with help, can put them into practice
Talk about my ideas
Assemble, join and combine materials
Computing
Content:
To create a Collage/presentation or album of their work
Skills and Objectives:
Name the main computer components
Paint a picture using ICT create a picture using drawing tools type and design a printable document
Present text using a word/photo collage Create a multimedia album/ presentation
Physical Education
Content:
Games
Skills and Objectives:
I copy actions
I repeat and explore skills
I move with some control and care. I can throw a ball underarm
I can roll a ball or a hoop. I can hit a ball with a bat. I can move and stop
I can move to catch or collect. I can throw and kick a ball in different ways
I can talk about what I have done
I can describe what others’ have done
I can decide where to stand to make a game difficult for the other
I can describe how my body feels during an activity
I know how to exercise safely by looking for space
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Music
Content:
Exploring Sounds
Skills and Objectives:
Use voices to sing songs, chants and rhymes
Rehearse and perform with others
Control pulse, rhythm and pitch
Listen carefully and develop their aural memory
Develop physical response
Recognize different sound sources
Explore different sound sources
Focus their listening
Explore and control musical instruments (tuned and untuned)
Explore expressive use of sounds and use them to illustrate a story
Learn about timbre, dynamics and tempo
Learn Quarter notes and the musical note DO
PSHE (personal, social and Health Education)
Content:
New Beginnings
Skills and Objectives:
Listen to people and play nicely
Make a class charter
Say what I like and dislike, what is fair and unfair, and what is right and wrong. (class/ school rules)
Share my opinions on things that matter to them and explain their views
Recognise, name and deal with my feelings in a positive way
Agree and follow rules for my group and classroom, and understand how rules help me
Think about myself, learn from my experiences and recognise what I am good at
Set simple goals
Know how to help someone who is sad or scared
Discuss what we like about ISO
Begin to understand why changes happen
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Term 1:2
Toys
English
Content:
Signs, labels, instructions
Simple rhymes
Non-chronological reports and dictionaries
Skills and Ojectives:
Writing
Write simple texts based on those you have read together
Value children as writers
Write simple texts based on those that have been read together
Reading
Join in with the reading of simple repetitive rhymes and poems
Know about technical aspects of reading
Share and enjoy rhymes
Predict the Contents of a book
Develop a sense of themselves as readers
Value children as readers
Speaking and Listening
Become familiar with different ways of retelling a familiar tale
Tell stories
Phonics and Spelling
To be able to hear, read and write all three sounds in single syllable words
To develop awareness of analogy as a useful strategy for reading and writing
To begin to learn consonant clusters in initial and final position in CCVC words
Maths
Content:
Number and Problem Solving
Measure and Problem Solving
Geometry and Problem Solving
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Skills and Objectives:
Number
Recite numbers in order
Read and write numerals from 0 to 20
Count objects up to 20, reocognising conservation of numbers
Begin partitioning two digit numbers into tens and ones and reverse
Use more or less to compare two numbers, and give a number which lies between them
Order numbers to at least 20, positioning on a number track; using ordinal numbers
Calculation (Mental strategies)
Know all number pairs to 10 and record the related addition/subtraction facts
Begin to know number pairs to 6,7,8,9,10
Calculations (addition and subtraction)
Understand addition as counting on and combing two sets; record related addition sentences
Understand subtraction as counting back and ‘take away’; record related subtraction sentences
Add/subtract a single digit number by counting on/back
Count on in twos, beginning to recognise odd/even numbers to 20 as every other number
Begin to recognise multiples of 2 ( and 10)
Identify simple relationships between numbers and shapes, eg this number is 10 bigger than that
number
Geometry
Name and sort common 3D shapes (e.g. Cube, cuboid, cylinder, cone and sphere) using features such as
number of faces, flat and curved faces. Use them to make patterns and models
Use everyday language of direction and distance to describe movement of objects
Identify simple relationships between numbers and shapes, e.g. this number is 10 bigger than that
number
Recognise basic line symmetry
Handling data and Measures
Measure (money)
Recognise all coins and work out how to pay an exact sum using smaller coins
Make a sensible estimate of a calculation and consider whether an answer is reasonable
Measure (Time)
Read the time to the hour (o’clock) and know key times of the day to the nearest hour
Measures (length, Mass and Capacity)
Estimate and compare capacities by direct comparison, then by using non-standard units
Compare weights by direct comparison, then by using uniform non-standard units
Use comparative language, e.g. heavier, lighter
Problem Solving
Solve simple word problems and represent it with objects
Choose appropriate strategies to carry out calculations, explaining working out
Explore number problems and puzzles
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Science
Content:
Forces -pushing and pulling
Skills and Objectives:
Answer questions by collecting evidence through observation
Ask questions and contribute to discussions about how to seek answers
Make predictions
Decide what to do to try to answer a science question
Obtain and present evidence : Explore and observe in order to collect evidence (measurements and
observations) to answer questions
Suggest ideas and follow instructions
Record stages in work
Consider evidence and approach: Make comparisons
Compare what happened with predictions
Model and communicate ideas in order to share, explain and develop them
Explore, talk about and describe the movement of familiar things
Recognise that both pushes and pulls are forces
Recognise that when things speed up, slow down or change direction there is a cause
Geography
Content:
To make a Map
Skills and Objectives:
Use different techniques to describe different places
Ask my toy to describe a place, what he likes and dislikes about it
Use words and pictures to describe my environment
List things that I like or dislike about a place
Describe my school
Ask geographical questions
Talk about my country
Express my own views about other people places and environments
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History
Content:
To Begin to understand the concept of past and present.
To compare my toys with toys my parents and grandparents played with
Skills and Objectives:
Understand the difference about things that happened in the past and the present
Know about things that happened to me in the past
Put a few events in order of when they happened
Use words such as: now and yesterday, when I was a baby…. ,long time ago
Art and Design
Content:
To design and draw toys from the past, present and future
Skills and Objectives:
Use thick and thin brushes
Use ready mixed or powder paints to show my ideas
Paint pictures of what I see
Explore materials and processes used in making art, craft and design
Colour in neatly, following the lines very carefully
Use: paste, glue and other adhesives
Cut materials
Follow safe procedures for food safety and hygiene
Describe what I think about my own and others’ work
Use play dough and plasticine
Describe and draw the shapes I see
Design Technology
Content:
To design and make a toy
Skills and Objectives:
Design and make images and artefacts that communicate observations, ideas and feelings by using a
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variety of methods
Think of ideas and with help, can put them into practice
Know the features of familiar products
Use pictures and words to describe what I want to do
Draw lines of different shape
Sort and arrange collage materials for a purpose
Use pictures and words to describe what I want to do
Think ahead of the order of my work
Clarify my ideas using labels
Measure cut out and mark different materials
Use scissors, pencils and brushes
Computing
Content:
Programmable Toys – Bee Bot
Skills and Objectives:
Control and program toys to follow a route by giving instructions
Control and explore computer simulations
Information Technology
Paint a picture using ICT
Create a picture using drawing tools
Physical Education
Content:
Travelling/stretching/gymnastics
Acquiring and developing Skills
Selecting and applying skills, tactics and compositional ideas
Evaluating performance
Skills and Objectives:
Show control and co-ordination when travelling or balancing
Choose which actions to make
Copy sequences and repeat them
Perform a forward and log roll
Travel in different ways
Balance
Climb safely
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Stretch my body
Curl my body
Describe what they have done
Observe, describe and copy what others’ have done
Use what they have learnt to improve the quality and control of my work
Handle objects such as hoops& ribbons
Music
Content:
Exploring Duration
Skills and Objectives:
To make sounds of different durations on pitched/ unpitched percussion
Explore long and short sounds on classroom instruments
Perform long/short sounds in response to symbols
Recognise long/ short sounds in music
Identify the long and short sounds while listening to music
Quarter notes, eight notes and DO
How to combine long and short sounds to fit in with a steady pulse
Create long and short sounds on instruments
How to use instruments to make sequences of long and short sounds
Create a sequence of long and short sounds
PSHE (personal, social and Health Education)
Content:
Dealing with difficult situations including change
Skills and Objectives:
Take part in a discussion with one person or the whole class
Take part in simple debate
Agree and follow rules within my class
Recognise the difference between right and wrong
Recognise choices I can make
Know that I belong to a community of people
Realise that people have different needs
Changes in nature
Changes in my appearance
Things that make us sad
Feelings if you have been through changes
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How to change behaviour for the better
Things in school we find difficult
What I want to be when I grow up
Term 2:1
Houses and Homes
English
Content:
Non-chronological reports and dictionaries
Simple rhymes
Skills and Objectives:
Writing
Write for a purpose using some basic features of text type
Write simple information texts with labels, captions, lists, questions and instructions for a purpose
Know that a capital letter is used for I, for proper nouns and for the start of a sentence
Mark some sentence endings with a full stop
Record answers to questions, e.g. as lists, charts
Develop a comfortable and efficient pencil grip
Form letters correctly
Write sentence-like structures which may be joined by and and next
Write sentence-like structures which may be joined by ‘and’
Write simple texts based on those you have read together
Value children as writers
Compose and write a simple sentence with a capital letter and a full stop
Use relevant vocabulary
Reading
Pause at full stops when reading
Identify sentences in a text
Develop awareness of analogy as a useful strategy for reading and writing
Use phonic knowledge to read decodable words and to attempt to sound out some elements of
unfamiliar words
Join in with the reading of simple repetitive rhymes and poems
Learn and recite simple poems
Join in and extend rhymes and refrains, playing with language patterns
Know about technical aspects of reading
Identify sentences in a text
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Share and join in rhymes
Know that in English, print is read from left to right and top to bottom
Speaking and Listening
Speak clearly and choose words carefully to express feelings and ideas when speaking of matters of
immediate interest
Converse audibly with friends, teachers and other adults
Show some awareness of the listener through non-verbal communication
Answer questions and explain further when asked
Speak confidently to a group to share an experience
Take turns in speaking
Listen to others and respond appropriately
Listen carefully to questions and instructions
Phonics, Spellings and Vocabulary
Begin to learn common spellings of long vowel phonemes, e.g. ‘ee’, ‘ai’, ‘oo’.
Use knowledge of sounds to write simple regular words, and to attempt other words
Spell familiar common words accurately, drawing on sight vocabulary
To hear, read and write all three sounds in single syllable words
Read a range of common words on sight
Know that a capital letter is used for I, for proper nouns and for the start of a sentence
Maths
Content:
Number and Problem Solving
Handling Data and Problem Solving
Measure and Problem Solving
Skills and Objectives:
Number and Number System
Find two more or less than a number to 20, recording the jumps on a number line
Understand addition as counting on and combining two sets; record related addition sentences
Understand subtraction as counting back and ‘take away’; record related subtraction sentences
Begin to use the +, – and = signs to record calculations in number sentences
Within the range 0 to 30, say the number that is 1 or 10 more or less than any given number
Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Relate counting on and back in tens to finding 10 more/less than a number (< 100)
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
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Measure (Time)
Begin to understand and use some units of time, e.g. minutes, hours, days
Read the time to the hour (o’clock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Organising, categorising and representing data
Answer a question by sorting and organising data or objects in a variety of ways, e.g. using block graphs
and pictograms with practical resources
Discuss the results in lists and tables with practical resources
Discuss the results in Venn or Carroll diagrams giving different criteria for grouping the same objects
Problem Solving
Explore number problems and puzzles
Solve simple word problems and represent it with objects
Decide to add or subtract to solve a simple word problem (oral), and represent it with objects
Choose appropriate strategies to carry out calculations, explaining working out
Science
Content:
Materials and their properties
Skills and Objectives:
To investigate materials and their properties
Answer questions by collecting evidence through observation
Ask questions and contribute to discussions about how to seek answers
Make predictions
Decide what to do to try to answer a science question
Explore and observe in order to collect evidence (measurements and observations) to answer questions
Suggest ideas and follow instructions
Record stages in work
Make comparisons
Compare what happened with predictions
Model and communicate ideas in order to share, explain and develop them
History
Content:
Find out how homes have changed
Skills and Objectives:
Select from their knowledge of history and communicate in a variety of ways
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Use timelines to order homes (e.g. cave to new houses)
Place events and objects in chronological order
Understand the difference between old homes and new homes
Ask and answer questions about the past
Look at pictures from the past and ask, “What were people doing?”
Look at objects from the past and ask “What were they used for?” and try to answer
Look at kitchen appliances and compare
Recognise why people did things, why events happened and what happened as a result
Find out some facts about people long ago
Identify differences between ways of life at different times
Say why people may have acted as they did
Art and Design
Content:
Draw a house
Print with a variety of techniques onto paper and fabric
Skills and Objectives:
Investigate the possibilities of a range of materials and processes
I can draw lines of different shapes and thickness
Use printing tools such as fruit, vegetables and sponges
Experiment with different tools and techniques including drawing
Explore differences and similarities in the work of artists, craftspeople and designers in
different times and cultures
I can say how an artist has used colour
Design Technology
Content:
Create a patch work blanket for an old home
Skills and Objectives:
Assemble join and combine materials
I can join fabrics using glue
Measure, mark our cut and shape
Measure, mark out and cut fabric
Explore the sensory qualities of materials
Describe textiles by the way they feel
Make a product from textiles
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Computing
Content:
Drawing and labeling the house components
Describing a house
Skills and Objectives:
Control and explore computer simulations
Paint a picture using ICT
Create a picture using drawing tools
Research a topic on the world wide web
Use technology purposefully to create, to store, and to retrieve digital Content:
Type and design a printable document
Physical Education
Content:
Dance - Explore how to move like various animals - Perform a taught dance or movement sequence like
an animal then apply their own ideas to develop creative movement and analyse each other’s
dances/movement
Skills and Objectives:
Explore movement ideas and respond imaginatively to a range of stimuli
Explore traveling patterns on music & use different parts of the body to respond to stimuli
Copy and remember simple actions
Perform some dance moves
Put moves together to make a short dance
Show rhythm in my dance
Choose the best movements to show different ideas
Move carefully with control
Use space safely
Talk about what I have done
Describe what others’ have done
Describe how my body feels during an activity
Know how to exercise safely by looking for space
Acquire and develop skills
Select and Apply skills, tactics and compositional ideas
Evaluating and improving performance
Describe what they have done
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Observe, describe and copy what others’ have done
Use what they have learnt to improve the quality and control of their work
Music
Content:
Exploring pulse and rhythm
Duration and pitch
Quarter notes, Eight notes and DO
Skills and Objectives:
Understand what is meant by pulse or steady beat
Identify the pulse in different pieces of music
Understand what is meant by rhythm
Identify the rhythm of the words
Learn how to combine pulse and rhythm
Perform rhythm to a given pulse
Practice, recall and copying rhythmic patterns
Recall and perform rhythmic patterns a steady pulse
Practice creating rhythmic patterns based on words and phrases
Begin to internalize and create rhythmic patterns
Use pulse and rhythm to create an accompaniment for a song
Accompany a song by clapping or playing the pulse or rhythm
PSHE (personal, social and Health Education)
Content:
Friendship and Bullying
Skills and Objectives:
Talk about why I am friends with the children in my class
Who are our friends
What makes a good friend
Anti-Bullying See it Stop it campaign
Feelings if you have been bullied
What to do if someone calls you names or hurts you
Show respect by listening well to others
Work sensibly with my friends
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Term 2:2
Dinosaurs
English
Content:
Fantasy Stories
Skills and Objectives:
Writing
Hold a pencil comfortably and write with good letter formation
Write simple texts based on those you have read together
Value children as writers
Reading
Develop a sense of themselves as readers
Predict the Contents of a book
Develop awareness of analogy as a useful strategy for reading and writing
Speaking and Listening
Retell stories
Phonics, Spellings and Vocabulary
Hear all three phonemes in a Consonant Vowel Consonant (CVC) word with a long vowel phoneme and
Recognise some of the letter patterns which commonly represent the long vowel phoneme
Know that one phoneme can be represented by two or more letters
Maths
Content:
Number and Number System
Measure
Handling Data
Problem solving
Skills and Objectives:
Number and Number System
Begin partitioning two-digit numbers into tens and ones and reverse
Find halves of small numbers and shapes by folding, and recognise which shapes are halved
Double any single-digit number
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Find halves of even numbers of objects up to 10
Share numbers to 10 to find which are even and which are odd
Share objects into two equal groups in a context
Find near doubles using doubles already known, e.g. 5 + 6
Measure
Money
Recognise all coins and work out how to pay an exact sum using smaller coins.
Length, mass and capacity
Compare lengths and weights by direct comparison, then by using uniform non-standard units.
Estimate and compare capacities by direct comparison, then by using uniform non-standard units.
Use comparative language, e.g. longer, shorter, heavier, and lighter
Handling Data
Organising, categorising and representing data
Answer a question by sorting and organising data or objects in a variety of ways: block graphs and
pictograms with practical resources
Discuss the results in lists and tables with practical resources
Discussing the results in Venn or Carroll diagrams giving different criteria for grouping the same objects
Problem solving
Describe and continue patterns such as count on and back in tens, e.g. 90, 80, 70
Identify simple relationships between numbers and shapes, e.g. this number is ten bigger than that
number
Choose appropriate strategies to carry out calculations, explaining working out
Science
Content:
Growing Plants
Skills and Objectives:
Ask questions and contribute to discussions about how to seek answers.
Make predictions
Decide what to do to try to answer a science question
Explore and observe in order to collect evidence (measurements and observations) to answer questions
Suggest ideas and follow instructions
Record stages in work
Name the major parts of a plant, looking at real plants and models
Explore how seeds grow into flowering plants
Know that plants need light and water to grow
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History
Content:
Dinosaurs
Skills and Objectives:
Use common words and phrases about the passing of time
Use words and phrases such as: now, yesterday, last week, when I was younger, a long time
ago, a very long time ago, before I was born
Identify different ways in which the past is represented
I have looked at books to help me find out about the past
Identify different ways in which the past is represented
I have looked at books to help me find out about the past
Art and Design
Content:
Explore the dinosaur theme through different media – pencil, paint, print and collage
Skills and Objectives::
Investigate the possibilities of a range of materials and processes
Draw lines of different shapes and thickness
Represent observations, ideas and feelings, and design and make images and artefacts
Make my own printing blocks e.g. string patterns or plasticine shapes
Investigate the possibilities of a range of materials and processes
use clay, dough, plasticine
Represent observations, ideas and feelings, and design and make images and artefacts
Make shapes from rolled up paper, straws, paper and card
Record from first-hand evidence, experience and imagination
Respond to ideas and starting points
Food and Nutrition/ Design Technology
Content:
Bake Dinosaur Biscuits
Skills and Objectives::
Explore the sensory qualities of materials
Follow safe procedures for food safety and hygiene
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Use a mixing bowl to prepare a mixture
Know that I have to wash my hands and keep work surfaces clean when preparing food
Measure, mark out, cut and shape
Computing
Content:
Group and classify (dinosaurs, animals)
Create charts
Skills and Objectives:
Creating a presentation on a topic: Dinosaurs (pictures from the Internet and children’s drawings)
Use technology purposefully to create digital Content
Use technology purposefully to store digital Content
Use technology purposefully to retrieve digital Content
Physical Education
Content:
Gymnastics
Skills and Objectives:
To explore gymnastic actions and still shapes
To be able to stretch different parts of the body using a simple routine
Describe what they have done
Observe, describe and copy what others’ have done
Use what they have learnt to improve the quality and control of their work
Know how important it is to be active
Recognise and describe how their bodies feel during different activities
Know how to exercise safely by looking for space
Show control and co-ordination when travelling or balancing
Choose which actions to make
Copy sequences and repeat them
Be able to roll and travel in lots of ways; balance, climb safely and stretch and curl my body
Link and combine gymnastics shapes and actions creating a short routine
Learn basic movements of skipping the rope
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Music
Content:
Exploring Pitch
Skills and Objectives:
What is meant by pitch?
Follow pitch movement with their hands and use high, low and middle voices
How to control the pitch of the voice
Sing a melody accurately finding own pitch
Respond to changes in pitch
Move up or down following changes in pitch
Relate sounds to symbols
Play and sing phrases from rhythm notation
Learn how pitch can be used to describe action
Create and choose sounds in response to a given stimulus
Musical notation: Quarter notes, Eight notes and DO, RE
PSHE (personal, social and Health Education)
Content:
Active Member of Society
Skills and Objectives::
Refreshing and recap on school rules
Right and wrong
Looking after pets
Different groups we belong to
How animal charities help animals
Different types of money (Enterprise Day)
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Term 3
Places We Go On Holiday
English
Content:
Poems and Rhymes with similar themes
Information texts including recounts
Skills and Objectives:
Writing:
Value children as writers
Write simple texts based on those you have read together
Recount their own experiences
Reading:
Develop awareness of analogy as a useful strategy for reading and writing
Develop a sense of themselves as readers
Speaking and Listening:
Recite poems and rhymes
Phonics, Spellings and Vocabulary:
Hear all three phonemes in a CVC word (with a long vowel phoneme) and to recognise some of the
letter patterns which commonly represent the long vowel phoneme
Know that one phoneme can be represented by two or more letters
Maths
Content:
Number
Measure
Problem Solving
Skills and Objectives:
Number and Number System
Explore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question.
Describe and continue patterns such as count on and back in tens, e.g. 90, 80, 70
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Identify simple relationships between numbers and shapes, e.g. this number is ten bigger than that
number
Share objects into two equal groups in a context
Begin using pairs to 10 to bridge 10 when adding/subtracting, e.g. 8 + 3, add 2, then 1
Find near doubles using doubles already known
Recognise the use of a sign represent an unknown e.g. 6 + 􀂅 = 10
Know the months of the year
Measure
Estimate, measure and compare lengths, weights and capacities, choosing and using suitable uniform
non-standard and standard units and appropriate measuring instruments
Begin and understand some units of time such as minutes, days ,hours, days, weeks, months
Understand and use in context link to daily routines and activities
Measure what you can do in 1 minute? How many jumps? How many times can you write your name?
Read the time of the hour and know key times of the day
Estimate and compare capacities by direct comparison then by using uniform or non-standard units
Use comparative language longer and shorter, heavier and lighter
Compare weights and length by direct comparison
Use scales and balances
Handling Data
Answer a question by sorting and organising data or objects in a variety of ways, e.g.
Answer a question by collecting and recording data in lists and tables, and representing it as block
graphs and pictograms to show results
Use Carroll and Venn diagrams to sort numbers or objects using one criterion; begin to sort numbers
and objects using two criteria; explain choices using appropriate language, including ‘not’
Science
Content:
Making Sounds
Living and Growing
Skills and Objectives:
Ideas and evidence
Ask questions and contribute to discussions about how to seek answers
Make predictions
To answer questions by collecting evidence through observations
Plan investigation work
Decide what to do to try to answer a science question
Obtain and present evidence
Explore and observe in order to collect evidence (measurements and observations) to answer questions
Suggest ideas and follow instructions
Record stages in work
Consider evidence and approach
Make comparisons
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Compare what happened with predictions
Model and communicate ideas in order to share, explain and develop them
Living and growing
Know animals or plants are living things
Know that there are living things and things that have never been alive
Explore ways that different animals and plants inhabit local environments
Know about the need for a healthy diet including the right types of food and water
Know that humans and other animals produce offspring which grow into adults
Making Sounds
Identify, many sources of sound
Recognise that as sound travels from a source it becomes fainter
Know that we hear when sound enters our ear
Geography
Content:
Where we go on Holiday
Skills and Objectives:
Express own views about people, places and environments
Use globes maps and plans
Mark on a map of the world, Romania, My country of birth and any other locations I have discussed in
class
Mark on a map of the world my country of birth and any other locations discussed in class
Recognise how places are linked to other places in the world
Know that paths, roads, air and sea link places to others
Communicate in different ways
Use words, pictures, bar charts and pictograms to help me describe places
Use geographical language
Describe places using geography words such as physical and human
Ask geographical questions
Ask what is this place (Antarctica) like?
Make maps and plans
Make drawings of an area I am finding out about
Identify and describe what places are like using words and phrases such as built up, noisy, busy, quiet,
farm land, hills, streets, roads, woods and coastline
Say what types of buildings are in a place (houses, shops, offices, flats, farm buildings etc.)
Tell others the things I like and dislike about a place
Use secondary sources of information.
Use books, stories and other information to find out about places
Recognise how places compare with other places
Say how a place is like another place
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Art and Design
Content:
Holiday pictures
Design a postcard
Skills and Objectives:
Try out tools and techniques, including drawing
Investigate the possibilities of a range of materials and processes
Sort and arrange collage materials for a purpose.an draw with crayons and pencils (items you might
take on holiday)
Represent observations, ideas and feelings and design and make images
Sort and arrange collage materials for a purpose
Computing
Content:
Multi media presentations
Programming
Skills and Objectives:
Create a presentation on a topic: Places to visit on holiday (pictures from the Internet and children’s
drawings)
Espresso coding activities
Understand what algorithms are
Create simple programs
Physical Education
Content:
Games
Skills and Objectives:
Describe what they have done
Observe, describe and copy what others’ have done
Use what they have learnt to improve the quality and control of their work
How important it is to be active
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Recognise and describe how their bodies feel during different activities
Be confident and safe in the spaces used to play games
Improve throwing and catching different objects (different sized balls, bean bags)
Learn and apply simple game’s rules and work together as a team
Show control and co-ordination when travelling or balancing
Choose which actions to make
Be confident and safe in the spaces used to play games
Improve throwing and catching different objects (different sized balls, bean bags)
Learn and apply simple game’s rules and work together as a team
Music
Content:
Exploring instruments and symbols
Exploring timbre, tempo and dynamics
Music theory – THE Quarter REST, Quarter notes, Eight notes
Musical notes – DO, RE
Skills and Objectives:
Learn about musical instruments and how they are played
Identify instruments and the way their sound can be changed
Identify how sounds can be changed and respond to these changes by movement
Identify different sounds by matching movements to given sounds
Learn about descriptive sounds and music
Sing songs expressively
Create music that describes images
Learn how words can describe sounds
Learn about sound sources
Identify and use descriptive words to create sound pictures
Select appropriate instruments, choose and combine sounds carefully
Learn to create a class composition, combining layers of sounds within simple structures
Contribute ideas and control sounds as part of a class composition and performance
THE Quarter REST, Quarter notes, Eight notes and DO, RE
PSHE (personal, social and Health Education)
Content:
Personal Well being
Skills and Objectives:
To find and match mother and babies e.g. cow/calf, lamb sheep
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Who we are and where we come from (Family trees)
Similarities between their families and others
Healthy lifestyles
What should I eat?
What’s in the bathroom cabinet? How to stay safe with medicines
Relationships with teachers, friends and parents
Taking responsibility for your own actions
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Year 2
Term 1:1
Living in the Middle Ages
English
Content:
Reference texts
Non chronological reports
Poetry
Skills:
Writing
Write simple evaluations of books read
Use features of chosen text type
Use simple non-fiction texts as a model for writing
Make simple notes from a section of non-fiction texts, e.g. listing key words
Form letters correctly and consistently
Practice handwriting patterns and the joining of letters
Use the structures of familiar poems and stories in developing own writing
Reading
Read aloud with increased accuracy, fluency and expression
Locate words by initial letter in simple dictionaries, glossaries and indexes
Find factual information from different formats, e.g. charts, labelled diagrams
Identify general features of known text types
Show some awareness that texts have different purposes
Explore a variety of non-fiction texts on screen
Find answers to questions by reading a section of text
Begin to develop likes and dislikes in reading
Use phonics as the main method of tackling unfamiliar words
Extend the range of common words recognised on sight
Read poems and comment on words and sounds, rhyme and rhythm
Speaking and Listening
Listen carefully and respond appropriately, asking questions of others
Recount experiences and explore different possibilities
Articulate clearly so that others can hear
Vary talk and expression to gain and hold the listener’s attention
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Attempt to express ideas precisely, using a growing vocabulary
Phonics, Spellings and Vocabulary
Practise blending for reading
Practise segmentation for spelling
Practise reading captions and sentences
Practise previously learned letters and sounds
Practise writing captions and sentences
Maths
Content:
Numbers and the Number System
Calculation -Addition and Subtraction
Geometry
Organising data
Problem Solving
Skills and Objectives:
Number and Number System
Say a number between any given neighbouring pairs of multiples of 10 e.g. 40 and 50
Count, read and write numbers to at least 100Read and write two-digit and three-digit numbers in figures and words
Describe and extend number sequences and recognise odd and even numbers (find patterns in
numbers)
Understand that addition can be done in any order but subtraction cannot- subtraction is the inverse of
addition and vice versa
Derive and record related addition and subtraction number sentences (to add/subtract numbers)
Order two-digit numbers and position them on a number line; use the greater than (>) and less than (<)
signs (to order numbers)
Estimate a number of objects
Round two-digit numbers to the nearest 10 (to estimate/round numbers)
Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number
Use practical and informal written methods to add and subtract two-digit numbers
Count in twos, fives and tens and use groups to count larger groups of objects-Count up to 100 objects
by grouping them and counting in tens, fives or twos (count in 5s, 10s and 2s)
Explain what each digit in a two-digit number represents, including numbers where 0 is a place holder
Partition two-digit numbers in different ways, including into multiples of 10 and 1 (explain place value)
Geometry
Recognise common 2D shapes in different positions and orientations
Sort, name, describe and make 3D shapes (e.g. cubes, cuboids, cones, cylinders, spheres and pyramids)
referring to their properties
Recognise 2D drawings of 3D shapes
Identify simple relationships between numbers and shapes
Identify reflective symmetry in patterns and 2D shapes; draw lines of symmetry
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Measure (Time)
Know the units of time (seconds, minutes, hours, days, weeks, months and years)
Know the relationships between consecutive units of time
Measure activities using seconds and minutes
Organising, categorising and representing data
Answer a question by collecting and recording data in lists and tables, and representing it as block
graphs and pictograms to show results
Problem solving
Explain methods and reasoning orally
Make up a number story to go with a calculation, including in the context of money
Explore number problems and solutions
Present solutions to puzzles and problems in an organised way explain decisions, methods and results in
pictorial, spoken or written form, using mathematical language and number sentences
Science
Content:
Electricity
Staying safe
Building a Circuit
Using motors, buzzers and switches
Skills and Objectives:
Collect evidence by making observations when trying to answer science questions
Use simple information sources
Use first -hand experience
Make and record observations
Talk about risks and how to avoid danger
Use a variety of ways to tell each other what happened
Recognise the components of simple circuits involving cells (batteries)
Use simple information sources
Predict what will happen before deciding what to do
Make comparisons
Identify simple patterns and associations
Talk about predictions (orally and &in text), the outcome and why this happened
Review and explain what happened
Know how a switch can be used to break a circuit
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History
Content:
Life in the Middle Ages
Skills and Objectives:
Ask and answer questions about the past
Find out about the past from a range of sources
Listen to stories about the past
Identify different ways in which the past is represented
Use common words and phrases relating to the passing of time (for example, before, after, a long time
ago, past)
Find facts about the lives of significant men, women and children from the Middle e.g. artists,
engineers, explorers, inventors, pioneers, rulers, saints, scientists
Find out some facts about events that happened in the Middle ages
Answer questions about an event, using before and after to describe when something happened
Recognise why people did things, why events happened and what happened as a result, (cause and
effect)
Identify differences between ways of life at different times
Look at pictures from the past and ask ‘what were people doing?’
Look at objects from the past and ask ‘what were they used for?’
Use evidence to show how the lives of rich and poor people from the past differed.
Use evidence to describe buildings and their uses in the past
Write in sentences things I have found out about the past
Draw pictures and write about them to tell others about the past
Select from their knowledge of history and communicate it in a variety of ways (for example, talking,
writing, using ICT)
Art and Design
Content:
Make a clay pot
Skills and Objectives:
Represent observations, ideas and feelings, and design and make a and artifact
Investigate the possibilities of a range of materials and processes
Try out tools and techniques and apply these to materials and processes, including drawing
Roll materials
Coil materials
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Design Technology
Content:
Build a castle
Skills and Objectives:
Record from first-hand observation, experience and imagination, and explore ideas
Ask and answer questions about the starting points for their work, and develop their ideas
Investigate the possibilities of a range of materials and processes
Try out tools and techniques and apply these to materials and processes, including drawing
Generate ideas and recognise that my designs have to meet a range of different needs
Make shapes from rolled up paper, straws, paper and card
Cut materials
Build structures, exploring how they can be made stronger, stiffer and more stable
Investigate the possibilities of a range of materials and processes
Work on their own, and collaborate with others, on projects in two and three dimensions and on
different scales
Use a range of materials and processes [for example, painting, collage, print making, digital media,
textiles, sculpture]
Describe the materials I have used to make my structure
Make a structure
Computing
Content:
Create a multimedia presentation
Paint a picture using ICT
Present text using a word/photo collage
Skills and Objectives:
Name the main computer components
Type quickly and correctly
Type and design a printable document
Create a picture using drawing tools
Understand how an algorithm works
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Physical Education
Content:
Games
Skills and Objectives:
To be confident and safe in the spaces used to play games
Pass a different sized ball using hands & feet (different ways of sending the balls)
Pass a puck/bean bag using hockey stick
Pass/hit a tennis ball using tennis rackets
Use passes and basic games’ skills in simple game situations
Learn how to throw and tag to a moving and fix target using balls
Explore basic skills, actions, and ideas with increasing understanding
Remember and repeat simple skills and actions with increasing control and coordination
Music
Content:
Exploring Sounds
Skills and Objectives:
Use voices to sing songs, chants and rhymes
Rehearse and perform with others
Control pulse, rhythm and pitch
Listen carefully and develop their aural memory
Develop physical response
Recognize different sound sources
Explore different sound sources
Focus their listening
Explore and control musical instruments (tuned and untuned)
Explore expressive use of sounds and use them to illustrate a story
Learn about timbre, dynamics and tempo
Quarter notes and the musical notes REST, Quarter notes, Eight notes and DO, RE
PSHE (personal, social and Health Education)
Content:
New Beginnings
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Skills and Objectives:
Think about things that are the same or different about people in my class
Know how to include others into groups to make them feel welcome
Make a class charter
Recognise what I am good at and what I find more challenging
Set simple goals
Know how to look after my new surroundings
Why it is important to make the classroom a safe and fair place
Term 1:2
Celebrations
English
Content:
Traditional Tales and Stories from other Cultures
Instructions
Skills and Objectives:
Writing
Write simple evaluations of books read
Use mainly simple and compound sentences, with ‘and/but’ used to connect ideas
‘Because’ may begin to be used in a complex sentence
Find alternatives to ‘and/then’ in developing a narrative and connecting ideas
Use the language of time, e.g. suddenly, after that
Choose some interesting words and phrases, e.g. in describing people and places
Structure a story with a beginning, middle and end
Write in clear sentences using capital letters, full stops and question marks
Begin to vary sentence openings, e.g. with simple adverbs
Develop stories with a setting, characters and a sequence of events
Use the structures of familiar poems and stories in developing own writing
Begin to use dialogue in stories
Use past and present tenses accurately but not always consistently
Begin to re-read own writing for sense and accuracy
Use a variety of simple organisational devices in non-fiction, e.g. headings, captions
Write instructions and recount events and experiences
Use features of chosen text type
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Reading
Build and use collections of interesting and significant words
Discuss the meaning of unfamiliar words encountered in reading
Identify and describe story settings and characters, recognising that they may be from different times
and places
Read and respond to question words, e.g. what, where, when, who, why..
Predict story endings
Make simple inferences from the words on the page, e.g. about feelings
Begin to read with fluency and expression, taking some notice of punctuation, including speech marks
Extend the range of common words recognised on sight
Use phonics as the main method of tackling unfamiliar words
Read aloud with increased accuracy, fluency and expression
Speaking and Listening
Articulate clearly so that others can hear
Vary talk and expression to gain and hold the listener’s attention
Listen carefully and respond appropriately, asking questions of others
Demonstrate ‘attentive listening’ and engage with another speaker
Use the language of time, e.g. suddenly, after that
Phonics and Spelling
Build and use collections of interesting and significant words
To learn to spell at least 30 new high frequency words
To continue to build upon and consolidate knowledge of the alphabet code
Maths
Content:
Measures in time and money
Number and Calculations
Handling Data
Skills and Objectives:
Number
Count on in ones and tens from single- and two-digit numbers and back again
Number (Numbers and the number system)
Know what each digit represents in two-digit numbers; partition into tens and units
Order numbers to 100; compare two numbers using the > and < signs
Understand odd and even numbers and recognise these up to at least 20
Find and learn doubles for all numbers up to 10 and also 15, 20, 25 and 50
Sort numbers, e.g. odd/even, multiples of 2, 5 and 10
Relate counting on/back in tens to finding 10 more/less than any two-digit number and then to adding
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and subtracting other multiples of 10, e.g. 75 – 30
Make up a number story to go with a calculation
Handling data and Measures
Know the units of time (seconds, minutes, hours, days, weeks, months and years)
Know the relationships between consecutive units of time
Measuring activities using seconds and minutes
Recognise coins and some notes
Use money notation
Finding totals; the coins and notes to pay a given amount; work out change
Check the answer to an addition/ a subtraction question by using a different strategy
Answer a question by collecting and recording data in lists and tables, and representing it as block
graphs and pictograms to show results
Use Carroll and Venn diagrams to sort numbers or objects using one criterion;
begin to sort numbers and objects using two criteria; explain choices using appropriate language,
including ‘not’
Problem Solving
Problem solving (Using techniques and skills in solving mathematical problems)
Explain methods and reasoning orally
Explore number problems and puzzles
Make sense of simple word problems , represent them, with objects or drawings or on a number line
Consider whether an answer is reasonable
Science
Content:
Light and Dark
Skills and Objectives:
Collect evidence by making observations when trying to answer a science question
Use first- hand experience e.g. observe melting ice
Use simple information sources
Obtain and present evidence
Make suggestions for collecting evidence
Talk about risks and how to avoid danger
Make and record observations
Take simple measurements
Use a variety of ways to tell others what happened
Consider evidence and approach
Make comparisons
Identify simple patterns and associations
Talk about predictions (orally and in text), the outcome and why this happened
Review and explain what happened
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Identify different light sources including the Sun
Know that darkness is the absence of light
Identify shadows
Religious Education
Content:
Festivals
Skills and Objectives:
Recognise religious objects
Know about some of the things that people of a religion do
Name some religious symbols
Know what some religious words mean
Describe the messages or meanings of some religious symbols
Describe some religious objects
Say what is important in my life
Compare this to religious beliefs
Describe my feelings to other people
Know that other people have feelings
Describe some religious places
Describe some religious practices
Talk about how my feelings may be similar to characters in religious stories.
Show that I know about: religious objects and how they are used; religious places and how they are
used; religious people and how they behave within religious practices and lifestyles
Visit places of worship eg mosque/church
Art and Design
Content:
Ceramic Mosaics
Drawing techniques
Skills and Objectives:
Draw lines of different shapes and thicknesses
Represent observations, ideas and feelings, and design and make images and artefacts
Recognise differences and similarities in the work of artists, craftspeople and designers in different
times and cultures
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Draw with crayons and pencils
Describe the shapes and patterns I see
Experimented with ceramic mosaic techniques to produce a piece of art
Explore paper techniques such as pop-up books and origami
Food and Nutrition
Content:
Gingerbread Men (link to English Writing instructions)
Skills and Objectives:
Select from and use a range of tools and equipment to perform practical tasks for example, cutting,
shaping, joining and finishing
Use knives safely to cut food (with help)
Use a mixing bowl to prepare a mixture
Make a food product
Know that I have to wash my hands and keep the work surfaces clean when preparing foods
Computing
Content:
Creating e-cards with patterns
Skills and Objectives:
Use technology purposefully to organise digital Content:.
Use technology purposefully to manipulate digital Content:.
Paint a picture using ICT
Create a picture using drawing tools
Type quickly and correctly
Type and design a printable document
Present text using a word/photo collage
Create a multimedia presentation
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Physical Education
Content:
Travelling/ stretching/ gymnastics/ shapes
Acquire and develop skills
Selecting and applying skills, tactics and compositional ideas
Evaluating performance
Skills and Objectives:
Copy and remember actions
Repeat and explore skills
Move with careful control, co-ordination and care
Improve my Stretching
Remember, repeat and link combinations of gymnastic actions, body shapes and balances with some
control and precision
Revise the rolling forward and log roll
Handle gymnastics objects such as kits and skipping ropes
Describe what they have done
Observe, describe and copy what others’ have done
Identify how a performance could be improved
Use what they have learnt to improve the quality and control of their work
Music
Content:
Duration and pitch
Skills and Objectives:
To make sounds of different durations on pitched/ pitchless percussion instruments
Explore long and short sounds on classroom instruments
Perform long/short sounds in response to symbols
Recognise long/ short sounds in music
Identify the long and short sounds while listening to music
How to combine long and short sounds to fit in with a steady pulse
Create long and short sounds on instruments
How to use instruments to make sequences of long and short sounds
Create a sequence of long and short sounds
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PSHE (personal, social and Health Education)
Content:
Dealing with difficult situations, including change
Skills and Objectives:
Develop the language of feelings, recognise feelings in different situations, be able to express feelings in
different ways, recognise the impact of feelings on others
Witness changes in food (fried eggs, melted chocolate etc.)
Discuss changes in my family
Recognise positive and negative feelings
Discuss Moving house
When I am ill
Things at home we find difficult
What I want to be when I grow up and why
Term 2:2
The Natural World
English
Content:
Explanation Texts
Poetry
Skills:
Writing
Write simple evaluations of books read
Use features of chosen text type
Use simple non-fiction texts as a model for writing
Make simple notes from a section of non-fiction texts, e.g. listing key words
Form letters correctly and consistently
Practise handwriting patterns and the joining of letters
Write in clear sentences using capital letters, full stops and question marks
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Connect ideas
Begin to vary sentence openings, e.g. with simple adverbs
Use a variety of simple organisational devices in non-fiction e.g. headings, captions
Begin to re-read own writing for sense and accuracy
Use past and present tenses accurately but not always consistently
Use mainly simple and compound sentences, with and/ but used to connect ideas
Begin to vary sentence openings, e.g. with simple adverbs.
Use a variety of simple organisational devices in non-fiction, e.g. headings, captions
Reading
Locate words by initial letter in simple dictionaries, glossaries and indexes
Find answers to questions by reading a section of text
Find factual information from different formats, e.g. charts, labelled diagrams
Identify general features of known text types
Show some awareness that texts have different purposes
Explore a variety of non-fiction texts on screen
Begin to read with fluency and expression, taking some notice of punctuation, including speech marks
Read and respond to question words Extend the range of common words recognised on sight. Use
phonics as the main method of tackling unfamiliar words.
Identify and describe story settings and characters, recognising that they may be from different times
and places.
Predict story endings
Make simple inferences from the words on the page, e.g. about feelings
Talk about what happens at the beginning, in the middle or at the end of a story
Comment on some vocabulary choices, e.g. adjectives
Begin to develop likes and dislikes in reading
Read poems and comment on words and sounds, rhyme and rhythm
Speaking and Listening
Explain plans and ideas, extending them in the light of discussion.
Articulate clearly so that others can hear
Show awareness of the listener by including relevant details
Listen carefully and respond appropriately, asking questions of others
Demonstrate ‘attentive listening’ and engage with another speaker
Begin to be aware of ways in which speakers vary talk, for example the use of more formal vocabulary
and tone of voice
Phonics, Spellings and Vocabulary
Learn the different common spellings of long vowel phonemes
Learn the different ways in which vowels can be pronounced
Apply knowledge of phonemes and spelling patterns in writing independently
Secure the spelling of high frequency words and common irregular words
Identify syllables and split familiar compound words into parts
Spell words with common prefixes and suffixes
Build and use collections of interesting and significant words
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Discuss the meaning of unfamiliar words encountered in reading
Choose interesting words and phrases, e.g. in describing people and places
Maths
Content:
Number
Geometry
Skills and Objectives:
Number and Number System
Count in twos, fives and tens and use grouping in twos fives or tens to count larger groups of numbers
Begin to count on in small constant steps such as threes and fours
Recognise that we write one half 1/2, one quarter 1/4 and three quarters 3/4
Recognise that 2/2 or 4/4 make a whole and 2/1 and 4/2 are equivalent
Recognise halves or quarters
Find halves and quarters of shapes and small numbers of objects
Find and learn by heart all number pairs to 10 and pairs with a total of 20
Learn and recognise multiples of 2, 5 and 10
Know what each digit represents in two-digit numbers; partition integers and ones
Order numbers to 100; compare two numbers using the > and < signs
Find and learn doubles for all numbers up to 10 and also 15, 20, 25and 50
Add and subtract a single digit to and from a 2 digit number
Relate counting on/back in tens to finding 10 more/less than any two-digit number and then to adding
and subtracting other multiples of 10, e.g. 75 – 30
Add pairs of two-digit numbers
Find a small difference between pairs of two-digit numbers
Recognise the use of a symbol such as 􀂅 or Δ to represent an unknown, e.g. Δ + 􀂅 = 10
Solve number sentences such as 27 + 􀂅 = 30
Understand division as grouping and use the ÷ sign
Use counting in twos, fives or tens to solve practical problems involving repeated addition
Understand that division can leave some left over
Find doubles of multiples of 5 up to double 50 and corresponding halves
Double two-digit numbers
Work out multiplication and division facts for the 3x and 4x tables
Explain methods and reasoning orally
Make up a story to go with a calculation
Check the answer to an addition by adding the numbers in a different order or by using a different
strategy
Check a subtraction by adding the answer to the smaller number in the original subtraction
Describe and continue patterns which count on in twos, threes, fours or fives to 30 or more
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Geometry
Sort, name, describe, visualise and draw 2D shapes referring to their properties; recognise common 2D
shapes in different positions and orientations
Sort, name, describe and make 3D shapes referring to their properties, recognise 2D drawings of 3D
shapes
Identify reflective symmetry in patterns and 2D shapes; draw lines of symmetry
Find examples of 2D and 3D shapes in the environment
Follow and give instructions involving position, direction and movement
Recognise whole, half and quarter turns, both clockwise and anti-clockwise
Recognise that a right angle is a quarter turn
Explain methods and reasoning orally
Identify simple relationships between shapes
Consider whether an answer is reasonable
Problem solving
Explore number problems and puzzles
Make sense of simple word problems
Choose appropriate mental strategies to carry out calculations and explain how they worked out the
answer
Science
Content:
Living things and their environment
Skills and Objectives:
Identify similarities and differences between local environments and know about some of the ways in
which these affect the animals and plants that are found there
Understand ways to care for the environment
Use secondary sources to find out information
Discuss the weather,
Make and Record observations on the weather
Draw conclusions on weather data and report findings
Art and Design
Content:
Look at pictures of animals/plants and landscapes in art
Copy the style of an artist (water colour painting and or drawing)
Skills and Objectives:
Record from first-hand observation, experience and imagination, and explore ideas
Ask and answer questions about the starting points for their work, and develop their ideas
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Respond to ideas (stories, rhymes, objects, the natural world)
Explore a range of starting points for practical work e.g., themselves, their experiences, stories, natural
and made objects and the local environment
Use a range of materials and processes e.g. painting, collage, print making, digital media, textiles,
sculpture
Use printing tools such as fruit, vegetables, sponges , leaves
Print onto fabric or paper visual and tactile elements, including colour, pattern and texture, line and
tone, shape, form and space
materials and processes used in making art, craft and design
Explore techniques such as repeating, overlapping, rotating and arranging shapes review what they and
others have done and say what they think and feel about it
Study how artists and designers have used colour, shapes and line to create pattern
Describe how they use features in their work investigate the possibilities of a range of materials and
processes
Try out tools and techniques and apply these to materials and processes, including drawing
Create a print, pattern or design in response to the work of an artist or designer review what they and
others have done and say what they think and feel about it
Identify what they might change in their current work or develop in their future work
Describe what I think about my own and others work
Computing
Content:
Spreadsheet
Multimedia Presentations
Skills and Objectives:
Research a topic on the world wide web: The Natural World
Paint a picture using ICT
Create a picture using drawing tools
Type and design a printable document
Create a multimedia presentation
Insert formula and graphs in a spreadsheet
Handle data using ICT
Physical Education
Content:
Gymnastics
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Skills and Objectives:
Explore basic skills, actions, and ideas with increasing understanding
Remember and repeat simple skills and actions with increasing control and coordination
Explore how to choose and apply skills and actions in sequence and in combination
Vary the way they perform skills by using simple tactics and movement phrases
Apply the rules and conventions for different activities
Describe what they have done
Observe, describe and copy what others’ have done
Use what they have learnt to improve the quality and control of their work
How important it is to be active
Recognise and describe how their bodies feel during different activities
Remember, repeat and link combinations of gymnastic actions, body shapes and balances with control
and precision
Explore how to choose and apply skills and actions in sequence and in combination
Plan sequences of movements
Show contrasts such as small/tall, straight/curved and wide/narrow
Movements are controlled
Balance on different points of the body
Explain what has gone well and why
Identify how a performance could be improved
Describe how my body feels during different activities, using parts of the body to describe the effects
Know how to exercise safely by looking for space, others’ and by warming up properly
Music
Content:
Exploring pitch
Music theory – THE Quarter REST, Quarter notes, Eight notes
Musical notes – DO, RE, Mi
Skills and Objectives:
What is meant by pitch?
Follow pitch movement with their hands and use high, low and middle voices
Sing a melody accurately at own pitch
Respond to changes in pitch
Move up or down following changes in pitch
Relate sounds to symbols
Play and sing phrases from rhythm notation
Learn how pitch can be used to describe action
Create and choose sounds in response to a given stimulus
Quarter notes, Eight notes and DO, RE
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PSHE (personal, social and Health Education)
Content:
Active Member of Society
Skills and Objectives:
Refresh and recap on school rules. Why are they there?
Importance of looking after our things
Responsibilities when looking after things in nature
Different types of jobs our parents do
How charities help less fortunate people
Where money comes from
Enterprise Day
Term 3
Our Place
English
Content:
Non Fiction Text: Real Life Stories
Extended Stories by a significant author
Skills:
Writing
Write simple evaluations of books read
Use features of chosen text type
Use simple non-fiction texts as a model for writing
Make simple notes from a section of non-fiction texts, e.g. listing key words
Form letters correctly and consistently
Practise handwriting patterns and the joining of letters
Apply knowledge of phonemes and spelling patterns in writing independently
Choose interesting words and phrases, e.g. in describing people and places
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Write in clear sentences using capital letters, full stops and question marks
Begin to vary sentence openings, e.g. with simple adverbs
Develop stories with a setting, characters and a sequence of events
Structure a story with a beginning, middle and end
Find alternatives to and/then in developing a narrative and connecting ideas
Use the structures of familiar poems and stories in developing own writing
Begin to use dialogue in stories
Use the language of time, e.g. suddenly, after that
Choose some interesting words and phrases, e.g. in describing people and places
Write simple evaluations of books read
Begin to read with fluency and expression, taking some notice of punctuation, including speech marks
Write in clear sentences using capital letters, full stops and question marks
Use past and present tenses accurately but not always consistently
Use mainly simple and compound sentences, with and/but used to connect ideas
Because may begin to be used in a complex sentence
Begin to re-read own writing for sense and accuracy
Reading
Extend the range of common words recognised on sight
Use phonics as the main method of tackling unfamiliar words
Read aloud with increased accuracy, fluency and expression
Find answers to questions by reading a section of text
Find factual information from different formats, e.g. charts, labelled diagrams
Identify general features of known text types
Show some awareness that texts have different purposes
Explore a variety of non-fiction texts on screen
Discuss the meaning of unfamiliar words encountered in reading
Identify and describe story settings and characters, recognising that they may be from different times
and places
Predict story endings
Make simple inferences from the words on the page, e.g. about feelings
Read and respond to question words, e.g. what, where, when, who, why
Speaking and Listening
Explain plans and ideas, extending them in the light of discussion
Show awareness of the listener by including relevant details
Demonstrate ‘attentive listening’ and engage with another speaker
Phonics, Spellings and Vocabulary
Secure the spelling of high frequency words and common irregular words
Build and use collections of interesting and significant words
Discuss the meaning of unfamiliar words encountered in reading
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Maths
Content:
Geometry
Measuring
Problem Solving
Skills and Objectives:
Geometry
Sort, name, describe, visualise and draw 2D shapes referring to their properties
Recognise common 2D shapes in different positions and orientations
Sort, name, describe and make 3D shapes referring to their properties,
Recognise 2D drawings of 3D shapes
Identify reflective symmetry in patterns and 2D shapes; draw lines of symmetry
Find examples of 2D and 3D shapes in the environment
Follow and give instructions involving position, direction and movement
Recognise whole, half and quarter turns, both clockwise and anti-clockwise
Recognise that a right angle is a quarter turn
Identify simple relationships between shapes
Consider whether an answer is reasonable
Measure
Recognise all coins and notes
Use money notation
Find totals; the coins and notes to pay a given amount; work out change
Estimate, measure and compare lengths, weights and capacities choosing and using suitable uniform
non-standard and standard units and appropriate measuring instruments
Compare lengths, weights and capacities using the standard units: centimetres, meters, 100g, kilogram
and litre
Know the units of time (seconds, minutes, hours, days, weeks, months and years)
Know the relationships between consecutive units of time
Read the time to the half hour on digital and analogue clocks
Measure activities using seconds and minutes
Know and order the days of the week and months of the year
Choose appropriate mental strategies to carry out calculations and explain how they worked out the
answer
Make sense of simple word problems, single and easy two-step, decide what operations are needed to
solve them and with help, represent them with objects or drawings or on a number line
Make up a story to go with a calculation, including in the context of money
Check the answer to an addition
Check a subtraction
Make a sensible estimation for the answer to a calculation
Check whether the answer is reasonable
Problem solving
Explain methods and reasoning orally
Explore number problems and puzzles
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Science
Content:
Light and Shadow
Day and night
Skills and Objectives:
Explore how the sun appears to move during the day and how shadows change
Understand and explain how the spin of the Earth leads to day and night
History
Content:
Local Case study – How our local area has changed over time (houses, buildings, transport )
Skills and Objectives:
Place events and objects in chronological order
Use common words and phrases relating to the passing of time (for example, before, after, a long time
ago, past)
Understand and use words past and present when telling others about an event
Identify differences between ways of life at different times
How to find out about the past from a range of sources of information (for example, stories, eye-witness
accounts, pictures and photographs, artefacts, historic buildings and visits to museums, galleries and
sites, the use of ICT-based sources)
Ask and answer questions about the past
The way of life of people in the more distant past who lived in the local area or elsewhere in Britain
Know some things that happened to other people in the past
Use information I have found out about the past to describe the difference between then and now
Geography
Content:
Local Case study – How our local landscape has changes over time (looking at maps of the past and
present)
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Skills and Objectives:
Ask geographical questions [for example, 'What is it like to live in this place?'
Use secondary sources of information [for example, CD-ROMs, pictures, photographs, stories,
information texts, videos, artefacts]
Use globes, maps and plans at a range of scales [for example, following a route on a map]
Ask questions like what is this place like? What and who will I see in this place? Why these people here
and what are they doing?
Use geographical vocabulary [for example natural, built, hill, river, motorway, near, far, north, south
Identify and describe what places are like (for example, in terms of landscape, weather)
Observe and record (for example, identify buildings in the street and complete a chart)
Identify and describe where places are (for example, position on a map, )
Recognise how places compare with other places (the local area with places elsewhere in Romania)
Describe what places are like using words like noisy, quiet, hills, streets, coastline, woods, built-up
Express their own views about people, places and environments
Communicate in different ways [for example, in pictures, speech, writing]
Look at places and draw features I like or dislike, sorting them into groups
Tell others’ the things I like and dislike about a place and give them clear reasons that I write in clear
sentences
Make observations about where things are located for example, a pedestrian crossing near school gates
and about other features in the environment for example, seasonal changes in weather
Make maps and plans for example, a pictorial map of a place in a story
Use fieldwork skills for example, recording information on a school plan or local area map
Mark on a map of the local area the location of the school and any other features I know about
Art and Design
Content:
Study the work of local artists
Observational drawings of our locality
Take photographs of the locality
Represent with paint and pencil drawings
Skills and Objectives:
try out tools and techniques and apply these to materials and processes, including drawing I can use
thick and thin brushes
Paint pictures of what I see
recognise visual and tactile elements, including colour, pattern and texture, line and tone, shape, form
and space
Use ready mixed or powder paints to show my ideas
Name the primary and secondary colours
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Say how the artist has used colour
Review what they and others have done and say what they think and feel about it
Describe my work using these keywords: line, tone, colour, texture, shape
Use ready mixed or powder paints to show my ideas
Computing
Content:
Mini-programmers:
Controlling a floor turtle
Writing instructions
BeeBot Software
Skills and Objectives:
Understand that algorithms are implemented as programs on digital devices
Understand that programs execute by following precise and unambiguous instructions
Use logical reasoning to predict the behaviour of simple programs
Physical Education
Content:
Games
Skills and Objectives:
Explore basic skills, actions, and ideas with increasing understanding
Remember and repeat simple skills and actions with increasing control and coordination
Explore how to choose and apply skills and actions in sequence and in combination
Vary the way they perform skills by using simple tactics and movement phrases
Apply the rules and conventions for different activities
Describe what they have done
Observe, describe and copy what others’ have done
Use what they have learnt to improve the quality and control of their work
How important it is to be active
Recognise and describe how their bodies feel during different activities
Move freely with confidence and a safe attitude in all spaces used in playing games
Throw and catch different sized objects (balls& bean bags)
Use basic team strategies used in different games emphasizing throwing & catching skills
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Use the terms ‘opponent’ and ‘team-mate’ when playing games
Use my rolling, hitting and kicking skills in games
Decide on the best position to be in during a game
Develop some tactics for the game I am playing
Describe how my body feels during different activities, using parts of the body to describe the effects
Know how to exercise safely by looking for space, others’ and by warming up properly
Music
Content:
Exploring instruments and symbols
Exploring timbre, tempo and dynamics
Music theory – THE Quarter REST, Quarter notes, Eight notes
Musical notes – DO, RE, MI
Skills and Objectives:
Learn about musical instruments and how they are played
Identify instruments and the way their sound can be changed
Identify how sounds can be changed and respond to these changes by movement
Identify different sounds by matching movements to given sounds
Learn about descriptive sounds and music
Sing songs expressively
Create music that describes images
Learn how words can describe sounds
Learn about sound sources
Identify and use descriptive words to create sound pictures
Select appropriate instruments, choose and combine sounds carefully
Learn to create a class composition, combining layers of sounds within simple structures
Contribute ideas and control sounds as part of a class composition and performance
Learn to create a class composition, combining layers of sounds within simple structures
Contribute ideas and control sounds as part of a class composition and performance
The Quarter REST, Quarter notes, Eight notes and DO, RE, MI
PSHE (personal, social and Health Education)
Content:
Personal Well being
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Skills and Objectives:
Who helps us in our community?
Say no to strangers
Different groups we belong to and comparing them
Why we need a good night sleep
Why do we have a school nurse?
Taking responsibility for your own actions
Discuss what is fair and unfair
Year 3
Term 1:1
Airports
English
Content:
Non Chronological Reports
Humorous Poems
Skills:
Writing
Establish purpose for writing, using features and style based on model texts
Ensure consistency in the size and proportion of letters and the spacing of words
Practice joining letters in handwriting
Build up handwriting speed, fluency and legibility
Use reading as a model for writing dialogue
Write and perform poems, attending to the sound of words
Choose and compare words to strengthen the impact of writing, including noun phrases
Use question marks, exclamation marks, and commas in lists
Maintain accurate use of capital letters and full stops in sentences
Reading
Identify the main points or gist of a text
Locate books by classification
Consider ways that information is set out on page and on screen, e.g. lists, charts, bullet points
Read aloud with expression to engage the listener
Use knowledge of punctuation and grammar to read age-appropriate texts with fluency, understanding
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and expression Consider words that make an impact, e.g. adjectives and powerful verbs
Practise learning and reciting poems
Infer the meaning of unknown words from the context
Speaking and Listening
Listen and remember a sequence of instructions
Speak clearly and confidently in a range of contexts, including longer speaking turns Speak clearly and
confidently in a range of contexts, including longer speaking turns
Phonics, Spellings and Vocabulary
Use effective strategies to tackle blending unfamiliar words to read, including sounding out, separating
into syllables, using analogy, identifying known suffixes and prefixes, using context
Extend earlier work on prefixes and suffixes
Explore words that have the same spelling but different meanings (homonyms), e.g. form, wave
Use a dictionary or electronic means to find the spelling and meaning of words
Identify misspelt words in own writing and keep individual spelling logs
Consider how choice of words can heighten meaning
Infer the meaning of unknown words from the context
Generate synonyms for high frequency words, e.g. big, little, good
Maths
Content:
Number and Number System
Geometry
Problem Solving
Skills and Objectives:
Recite numbers to 100 to 200 and beyond
Read and write numbers to at least 1000
Count on and back in steps of 2, 3, 4 and 5 to at least 50
Place a 3 digit number on a number line marked in multiples of 100
Place a three digit number on a number line marked off in multiples of 10
Count on and back in ones, tens and hundreds from 2 and 3 digit numbers
Understand what each digit represents in 3 digit numbers and partition into hundreds, tens and units
Find 1, 10 100 more/less than 2 and 3 digit numbers
Add and subtract 10 and multiples of 10 to and from 2 and 3 digit number
Know addition and subtraction facts for all numbers to 20
Add 100 and multiples of 100 to 3 digit numbers
Use the = sign to represent equality
Add several small numbers
Re-order an addition to help with the calculation
Understand the relationship between doubling and halving
Understand the effect of multiplying 2 digit numbers by 10
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Understand and apply the idea that multiplication is commutative
Describe and continue patterns which count on or back in steps of 2, 3, 4, 5, 10 or 100
Know multiplication/division facts for 2×, 3×, 5×, and 10× tables
Geometry
Identify right angles in 2D shapes
Identify, describe and draw regular and irregular 2D shapes including pentagons, hexagons, octagons,
semi-circles
Classify 2D shapes according to the number of sides, vertices and right angles
Identify, describe and make 3D shapes including pyramids and prisms, investigate which nets will make a
cube
Classify 3D shapes according to the number and shape of faces, number of vertices and edges
Relate 2D shapes and 3D solids to drawings of them
Recognise the relationships between different 2D shapes
Identify the differences and similarities between different 3D shapes
Draw and complete 2D shapes with reflective symmetry, draw reflections of shapes
Problem solving:
Use the language of position, direction and movement including clockwise and anti-clockwise
Choose appropriate mental strategies to carry out calculations
Consider whether an answer is reasonable
Explain a choice of calculation strategy and show how the answer was worked out
Identify simple relationships between numbers
Science
Content:
Materials
Skills and Objectives:
Know that every material has specific properties, eg hard, soft, shiny
Sort materials according to their properties
Explore how some materials are magnetic and others are not
Discuss why materials are chosen for specific purposes on the basis of their properties
History
Content:
History of Flight
Skills and Objectives:
I understand and use the words past and present when telling others about an event
I have used information to describe the past
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I use information I have found out about the past to describe the differences between then and now
I have looked at books and pictures, stories, pictures, photographs, historic buildings, visit to a museum,
use the internet to find out about the history of flight
I tell stories about the past using my story writing skills
Geography
Content:
Plan a trip abroad from Romania
Skills and Objectives:
To locate the world’s countries, using maps to focus on Europe including the location of Russia, and
North and South America, concentrating on their environmental regions, key physical and
human characteristics, countries, and major cities
To use maps, atlases, globes and digital/computer mapping to locate countries and describe features
studied
Ask, “Which PHYSICAL features does this place have?” Give reasons why some of those features are
where they are
Use my writing skills to communicate what I know
Build up a list of geography words
Look at maps of areas I am studying and identify features
Use the Contents and index pages of an Atlas to find places quickly
Use the internet to help find out about a location, including aerial photographs
Describe a place using information I have found out using my geography words well
Compare places that I have studied using the physical and human features for my comparisons
Give some reasons for the similarities and differences between places, using geographical language
Art and Design
Content:
Design Own Plane and Logo
Skills and Objectives:
Create sketch books to record their observations and use them to review and revisit ideas
Explore ideas from my imagination or from real starting points
Explore ideas and collect visual and other information for my work
Comment on differences in others’ work and suggest ways of improving my own work
Learn about great artists, architects and designers in history (Leonardo D’Vinci and Henry Coanda)
Annotate my sketches in my art sketchbook to explain my ideas
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Use a number of sketches to base my work on
Sketch lightly so I do not need to use a rubber
Cut precisely
Comment on similarities and differences between my own and others’ work
Adapt and improve my own work
Design Technology
Content:
Design and make a hot air balloon
Skills and Objectives:
Use research and develop design criteria to inform the design of innovative, functional, appealing
products that are fit for purpose, aimed at particular individuals or groups
Use models, pictures and words to describe my designs
Think ahead about the order of my work and select the appropriate tools, techniques and materials,
explaining my choices
Use scissors precisely when cutting out
Join textiles using glue and staples
Use art skills to add design or detail to my product
Find solutions to problems as they happen
Recognise what I have done well in my work
Suggest things I could improve in the future
Computing
Content:
Combining Texts and Graphics
Skills and Objectives:
Understand the differences between hardware and software
Be able to name the main computer components
Create folders
Paint a picture using ICT
Create a picture using drawing tools
Type quickly and correctly
Type and design a printable document
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Physical Education
Content:
Games
Skills and Objectives:
Remember and repeat simple skills and actions with increasing control and coordination
Consolidate existing skills and gain new ones
Learn how to pass a basketball and a football from a stationary position using different ways of sending
the balls
Learn how to pass a basketball and a football whilst running using different ways of sending the balls
Consolidate and improve the quality, range and consistency of the techniques used for particular
activities such as running for long and short distance
Learn how to pass a bean bag- throw-catch a bean bag
Learn how to pass a tennis ball using tennis rackets
Learn how to pass a puck using hockey sticks and dribbling skills
Dribble a basketball and football
Use ball skills learnt in playing different games
Throw the ball to a moving target
Music
Content:
Singing
Appreciation of Music
Composition of Music
Skills and Objectives:
To develop singing voices
To use inner voice
Use known songs to develop control of pulse and rhythm
Recognise changes and control pitch while singing
Learn musical notation the Quarter REST, Quarter notes, eight notes and DO, RE, MI
Develop awareness of simple structures in music
Learn how to express the meaning of songs
Listen with attention to detail and develop aural memory
Recognise that music, like pictures, can describe images and moods
Relate sounds to visual images and select appropriate instruments
Recognise how sounds can be combined to make textures and mood and emotion can be illustrated in
music
Learn about the effects of 3 pitched sounds played together
Learn about the importance of rhythm in music
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PSHE (personal, social and Health Education)
Content:
New Beginnings
Skills and Objectives:
Understand and predict how you or others would feel in a new situation/meeting new people
Know and understand the Golden Rules and rules in other areas of the school (ICT canteen etc)
Make a class charter
Know what I am good at and understand how to improve in areas that are more challenging
Set subject goals
Understand how to make people feel welcome on the playground
Why is it important to make the school a fair place?
Term 1:2
Earthquakes and Volcanoes
English
Content:
Letters
Adventure and Mystery
Skills and Objectives:
Writing
Write letters, notes and messages
Maintain accurate use of capital letters and full stops in showing sentences
Use question marks, exclamation marks, and commas in lists
Use a wider variety of sentence types including simple, compound and some complex sentences
Collect examples of nouns, verbs and adjectives, and use the terms appropriately
Identify pronouns and understand their function in a sentence
Understand that verbs are necessary for meaning in a sentence
Understand pluralisation and use the terms ‘singular’ and ‘plural’
Continue to improve consistency in the use of tenses
Ensure grammatical agreement of pronouns and verbs in using standard English
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Write first-person accounts and descriptions based on observation
Develop descriptions of settings in stories
Write portraits of characters
Plan main points as a structure for story writing
Begin to organise writing in sections or paragraphs in extended stories
Use reading as a model for writing dialogue
Reading
Sustain the reading of longer fiction texts, noting how a text is organised into sections or chapters
Begin to infer meanings beyond the literal, e.g. about motives and character
Identify the main points or gist of a text
Consider words that make an impact, e.g. adjectives and powerful verbs
Understand and use the terms ‘fact’, ‘fiction’ and ‘non-fiction’
Scan a passage to find specific information and answer questions
Identify the main purpose of a text
Identify different types of stories and typical story themes
Consider words that make an impact, e.g. adjectives and powerful verbs
Read a range of story, poetry and information books and begin to make links between them
Speaking and Listening
Take turns in discussion, building on what others have said
Listen and respond appropriately to others’ views and opinions
Adapt tone of voice, use of vocabulary and non-verbal features for different audiences
Phonics, Spelling and Vocabulary
Use effective strategies to tackle blending unfamiliar words to read, including sounding out, separating
into syllables, using analogy, identifying known suffixes and prefixes, using context
Use and spell compound words.
Use effective strategies to tackle segmenting unfamiliar words to spell, including segmenting into
individual sounds, separating into syllables, using analogy, identifying known suffixes and prefixes,
applying known spelling rules, visual memory, mnemonics
Extend earlier work on prefixes and suffixes
Use a dictionary or electronic means to find the spelling and meaning of words
Identify misspelt words in own writing and keep individual spelling logs
Consider how choice of words can heighten meaning
Generate synonyms for high frequency words, e.g. big, little, good
Explore vocabulary for introducing and concluding dialogue, e.g. said, asked
Maths
Content:
Number
Geometry
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Handling data and Measures
Problem Solving
Skills and Objectives:
Number
Count on and back in ones, tens and hundreds from two- and three-digit numbers
Understand what each digit represents in three-digit numbers and partition into hundreds, tens and
units
Find 1, 10, 100 more/less than two- and three-digit numbers
Place a three-digit number on a number line marked off in multiples of 100
Place a three-digit number on a number line marked off in multiples of 10
Compare three-digit numbers, use < and > signs, and find a number in between
Order two- and three-digit numbers
Multiply two-digit numbers by 10 and understand the effect
Round two-digit numbers to the nearest 10 and round three-digit numbers to the nearest 100
Find 20, 30, … 90, 100, 200, 300 more/less than three-digit numbers
Measures
Money:
Recognise all coins and work out how to pay an exact sum using smaller coins
Consolidate using money notation
Time:
Suggest and use suitable units to measure time and know the relationships between them
Read the time on analogue and digital clocks to the nearest five minutes on an analogue clock and to the
nearest minute on a digital clock
Problem solving
Make up a number story to go with a calculation
Solve word problems involving measures
Choose appropriate mental strategies to carry out calculations
Estimate and approximate when calculating and check their working
Consider whether an answer is reasonable
Make sense of and solve word problems, single (all four operations) and two-step (addition and
subtraction), and begin to represent them, e.g. with drawings or on a number line
Apply understanding and strategies when solving problems
Explain a choice of calculation strategy and show how the answer was worked out
Identify simple relationships between numbers
Investigate a simple general statement by finding examples which do or do not satisfy it, e.g. when
adding 10 to a number, the first digit remains the same
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Science
Content:
Forces
Skills and Objectives:
Explore how forces can make objects start or stop moving
Explore how forces can change the shape of objects
Know that pushes and pulls are examples of forces and that their sizes can be compared
Suggest ideas, make predictions and communicate these
Measure using simple equipment and record observations
Explore how forces, including friction, can make objects move faster, slower or change direction
Geography
Content:
Maps and Atlases
Types of Volcanoes
Living Graph
Skills and Objectives:
To understand geographical similarities and differences through the study of human and physical
geography of a region
To Build a list of geography words
recognise physical geography features, including: climate zones, biomes and vegetation belts, rivers,
mountains, volcanoes and earthquakes
Use maps, atlases, globes and digital/computer mapping, and aerial photographs to locate countries and
describe features studied
Use the Contents and index pages of an Atlas to find places quickly
Recognise types of volcanoes
Understand geographical similarities and differences through the study of human and physical
geography of a region
Recognise features of human geography, including: types of settlement and land use, economic activity
including trade links, and the distribution of natural resources including energy, food, minerals and
water
Ask questions such as what this place is like? What and who will I see in this place? Why these people
here and what are they doing? Which PHYSICAL features does this place have?
Give reasons for why some of those features are where they are
Present what I have found out
Describe different points of view on an environmental issue affecting locality
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History
Content:
Pompeii
Bucharest earthquake
Skills and Objectives:
Understand and use the words past and present when telling others about an event
Understand how to put people, events and objects in order of when they happened, using a scale the
teacher has given me
Recount the main events from a significant event in history
Research facts about an event
Skim and scan a text and pictures for key words and clues to events in the past
Listen to stories, eye witness accounts, pictures, photographs, artefacts, historic buildings, visit to a
museum, visit to a gallery, visit to an historical site to build up evidence about a historical event
Use words and phrases such as: recently, when my parents/carers were children, decades, and centuries
Ask, “How long ago did an event happen?” and try to work it out
Ask, “What was it like for a... (child, rich person, etc.) during…
Art and Design
Content:
Plasticine model
Skills and Objectives:
Improve their mastery of art and design techniques, including sculpture with a range of materials
Explore ideas from my imagination or from real starting points
Experience painting and sculpture with a range of materials (e.g. pencil, paint)
3D work has a well thought out purpose
Design Technology
Content:
To make a model volcano
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Skills and Objectives:
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
I explore ideas from my imagination or from real starting points
My 3D work has a well thought out purpose
Computing
Content:
Multimedia presentations
Skills and Objectives:
Combine text and graphics
Create pictures of volcanoes and their components
Write about earthquakes
Design and create content
Present information
Physical Education
Content:
Games
Gymnastics
Skills and Objectives:
Use skills in different games focusing on attacking and defending
Improve dodging/ tagging , throwing and catching skills using different sized balls
Improve team work skills
Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and
small-team activities
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Apply rules and conventions for different activities
Identify what makes a performance effective
Suggest improvements based on information
Warm up and prepare appropriately for different activities
Copy and remember actions
Repeat and apply skills in different situations
Move with careful control, co-ordination and care
Select and use the most appropriate skills, actions and ideas
Sprint over a short distance
Run over a longer distance, conserving energy
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Music
Content:
Exploring Duration
Skills and Objectives:
How to use narration with sound and movement
Combine narration and music
Select particular ways in which the elements of music can be combined expressively
Create descriptive music in pairs or small groups
Understand musical notation THE Quarter REST, Quarter notes, Eight notes and DO, RE, MI
Duration and pitch
PSHE (personal, social and Health Education)
Content:
Dealing with Difficult situations
Skills and Objectives:
Positive and negative changes
Changes in my school
Coping with difficult subjects
Changing schools
Working with people you don’t consider friends
Living without electricity
Will I follow in my parents footsteps?
Term 2:1
Paintings, Pictures and Photos
English
Content:
Stories with Familiar Settings
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Poems based on observation and the senses
Play script
Skills:
Writing
Use observations in reading as the model for writing dialogue
Recognise the importance of accurate vocabulary choice
Develop lists of synonyms for common words
Understand why writers use paragraphs
Recognise that progression in paragraphs can be linked to the story structure
Write a short description of a setting using as many senses as possible
Plan and write a story using paragraphs and containing dialogue
Reread and improve their own writing
Write simple play-scripts based on reading
Use reading as a model for writing dialogue
Write and perform poems, attending to the sound of words
Choose and compare words to strengthen the impact of writing, including noun phrases
Reading
Read, enjoy and discuss a story, identifying main character, setting, plot and theme
Begin to infer meaning
Use information from reading to write a character study
Recognise the impact of a good choice of words in a text
Explore alternative verbs, particularly with dialogue
Read aloud with expression to engage the listener
Consider words that make an impact, e.g. adjectives and powerful verbs
Read play-scripts and dialogue, with awareness of different voices
Practise learning and reciting poems
Speaking and Listening
Tell the story before writing it, using tone of voice appropriately
Practise to improve performance when reading aloud
Begin to adapt movement to create a character in drama
Phonics, Spelling and Vocabulary
Increase the range of prefixes and suffixes the children recognise
Maths
Content:
Handling data
Measures
Problem Solving
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Skills and Objectives:
Measures
Consolidate using money notation
Use addition and subtraction facts with a total of 100 to find change
Choose and use appropriate units and equipment to estimate, measure and record measurements
Know the relationship between kilometres and metres, metres and centimetres, kilograms and grams,
litres and millilitres
Read to the nearest division or half division, use scales that are numbered or partially numbered
Use a ruler to draw and measure lines to the nearest centimetre
Solve word problems involving measures
Suggest and use suitable units to measure time and know the relationships between them
Read the time on analogue and digital clocks to the nearest 5 minutes on an analogue clock and to the
nearest minute on a digital clock
Begin to calculate simple time intervals in hours and minutes
Read a calendar and calculate time intervals in weeks or days
Choose appropriate mental strategies to carry out calculations
Begin to understand everyday systems of measurement in length, weight, capacity, time and use these
to make measurements as appropriate
Estimate and approximate when calculating and check their working
Make a sensible estimate of the answer to a calculation
Consider whether an answer is reasonable
Make up number story to go with a calculation, including in the context of money
Explain a choice of calculation strategy and how the answer was worked out. Use ordered lists and
tables to help solve problems systematically
Handling Data
Answer a real-life question by collecting, organising and interpreting data, e.g. investigating the
population of mini-beasts in different environments
Use tally charts, frequency tables, pictograms (symbol representing one or two units) and bar charts
(intervals labelled in ones or twos)
Use Venn or Carroll diagrams to sort data and objects using two criteria
Problem solving
Use ordered lists and tables to help to solve problems systematically
Science
Content:
Life Processes
Senses
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Skills and Objectives:
Collect evidence in a variety of contexts to answer questions or test ideas
Plan investigative work
Suggest ideas, make predictions and communicate these
With help, think about collecting evidence and planning fair tests
Obtain and present evidence
Observe and compare living things and events
Measure using simple equipment and record observations in a variety of ways
Present results in drawings
Consider evidence and approach
Draw conclusions from results and begin to use scientific knowledge to suggest explanations
Make generalisations and begin to identify simple patterns in results
Vocabulary: living, non-living, move, breathe, feed, reproduce, grow, food, water, human, animal
Explore the human senses hearing, touch, taste, smell and sense of sight and the ways we use them to
learn about our world
Collect evidence in a variety of contexts to answer questions or test ideas
Draw conclusions from results and begin o use scientific knowledge to suggest explanations
Measure using simple equipment and record observations in a variety of ways
Observe and compare living things and events
Art and Design
Content:
Paintings, Pictures and Photos
Art appreciation Vincent Van Gogh
Sculpture
Portraits
Skills and Objectives:
Know about great artists in history
Create sketch books to record their observations and use them to review and revisit ideas
Improve their mastery of art and design techniques, including drawing, painting and sculpture with a
range of materials (e.g. pencil, charcoal, paint, clay)
Mix primary colours to make secondary colours
Know the positions of primary and secondary colours in relation to each other on the colour wheel
Mix colours using tints and tones
Add white to colours make tints
Add black to colours to make tones
Use watercolour paint to produce washes for backgrounds and then add detail
Experiment in creating mood and feelings with colour
Use a number of brush techniques using thin and thick brushes, to produce shapes, textures, patterns
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and lines
Use the most appropriate moldable material suitable for the purpose of my product
Shape my product carefully, using techniques and tools that lead to a high quality finish
Know that my product may need further improvement as the material changes as it dries or when it is
heated (e.g. kiln or oven)
Computing
Content:
Email
Multimedia presentations
E-safety
Internet
Skills and Objectives:
Search for famous painter’s artwork
Draw pictures inspired from their artworks and attach them to the email
Send/reply to emails
Chat online about some famous artworks
Use technology responsibly
Identify a range of ways to report concerns about contact
Use search technologies effectively
Combine text and graphics
Design and create Content:
Present information
Physical Education
Content:
Dance
Skills and Objectives:
Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and
small-team activities
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Apply rules and conventions for different activities
Identify what makes a performance effective
Suggest improvements based on information
Warm up and prepare appropriately for different activities
Understand why physical activity is good for health and well-being
Understand why wearing appropriate clothing and being hygienic is good for their health and safety
Repeat and remember more complex dance patterns
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Improvise ideas and movements
Understand how dance movements communicate an idea
Dance movements are clear and fluent
Know that dance can express a variety of things
Move with co-ordination and control
Perform dance movements communicating ideas then linking them together in a sequence
Consolidate and improve the quality of their actions, body shapes and balances, and their ability to link
phrases of movement
Music
Content:
Instruments and symbols
Timbre, tempo and dynamics
Music theory – THE Quarter REST, Quarter notes, Eight notes
Musical notes – DO, RE
Skills and Objectives:
Recognise repeated rhythmic patterns
Duration and pitch
The Quarter REST, Quarter notes, Eight notes and DO to FA
Rhythms can be described through rhythmic symbols
Perform two rhythmic patterns at the same time
Identify repeated patterns used in international music
Know that repeated patterns are often used in music
Compose music using rhythmic ostinato
PSHE (personal, social and Health Education)
Content:
Friendship and Bullying
Skills and Objectives:
Different friends from different groups we belong to
Know the different types of bullying
Anti-Bullying See it Stop it campaign
Know the consequences of bullying in school
To give and receive compliments
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To see things from other peoples point of view
To work as a class to achieve something we are all proud of
Term 2:2
Chocolate
English
Content:
Instructions
Poems from Different Cultures
Skills and Objectives:
Writing
Write book reviews summarising what a book is about
Establish purpose for writing, using features and style based on model texts
Write letters, notes and messages
Make a record of information drawn from a text, e.g. by completing a chart
Write and perform poems, attending to the sound of words
Choose and compare words to strengthen the impact of writing, including noun phrases
Reading
Scan a passage to find specific information and answer questions
Locate information in non-fiction texts using contents page and index
Read and follow instructions to carry out an activity
Consider ways that information is set out on page and on screen, e.g. lists, charts, bullet points
Locate books by classification
Identify the main purpose of a text
Use ICT sources to locate simple information
Use knowledge of punctuation and grammar to read age-appropriate texts with fluency, understanding
and expression
Read aloud with expression to engage the listener
Consider words that make an impact, e.g. adjectives and powerful verbs
Practise learning and reciting poems
Speaking and Listening
Speak clearly and confidently in a range of contexts, including longer speaking turns
Adapt tone of voice, use of vocabulary and non-verbal features for different audiences
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Take turns in discussion, building on what others have said
Listen and respond appropriately to others’ views and opinions
Speak clearly and confidently in a range of contexts, including longer speaking turns
Practise to improve performance when reading aloud
Spellings and Phonics
Use effective strategies to tackle blending unfamiliar words to read, including sounding out, separating
into syllables, using analogy, identifying known suffixes and prefixes, using context
Use effective strategies to tackle segmenting unfamiliar words to spell, including segmenting into
individual sounds, separating into syllables, using analogy, identifying known suffixes and prefixes,
applying known spelling rules, visual memory, mnemonics
Extend earlier work on prefixes and suffixes
Explore words that have the same spelling but different meanings (homonyms), e.g. form, wave
Use a dictionary or electronic means to find the spelling and meaning of words
Identify misspelt words in own writing and keep individual spelling logs
Consider how choice of words can heighten meaning
Infer the meaning of unknown words from the context
Generate synonyms for high frequency words, e.g. big, little, good
Maths
Content:
Number
Geometry
Problem Solving
Skills and Objectives:
Number
Multiply two-digit numbers by 10 and understand the effect
Round two-digit numbers to the nearest 10 and round three-digit numbers to the nearest 100
Compare three-digit numbers, use < and > signs, and find a number in between
Order two- and three-digit numbers
Give a sensible estimate of a number as a range (e.g. 30 to 50) by grouping in tens
Find half of odd and even numbers to 40, using notation such as 13 1/2
Understand and use fraction notation recognising that fractions are several parts of one whole, e.g. ¾
three quarters and 2/3 is two thirds
Recognise equivalence between ½ 2/4 4/8 and 5/10 using diagrams
Recognise simple mixed fractions, e.g. 1½ and 2¼
Order simple or mixed fractions on a number line, e.g. using the knowledge that ½ comes half way
between ¼ and ¾ and that 1½ comes halfway between 1 and 2
Begin to relate finding fractions to division
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Find halves, thirds, quarters and tenths of shapes and numbers (whole number answers)
Know the following addition and subtraction facts; Multiples of 100 with a total of 1000; Multiples of 5
with a total of 100
Know multiplication/division facts for 2x, 3x, 5x and 10 x tables
Begin to know 4x table
Work out quickly the doubles of numbers 1 to 20 and derive the related halves
Work out quickly the doubles of multiples of 5 (< 100) and derive the related halves
Work out quickly the doubles of multiples of 50 to 500
Add and subtract pairs of two-digit numbers
Add three-digit and two-digit numbers using notes to support
Add/subtract single-digit numbers to/from three-digit numbers
Find 20, 30, … 90, 100, 200, 300 more/less than three-digit numbers
Find complements to 100, solving number equations such as 78 + 􀂅 = 100
Multiply single-digit numbers and divide two-digit numbers by 2, 3, 4, 5, 6, 9 and 10
Understand that division can leave a remainder (initially as ‘some left over’)
Understand the relationship between multiplication and division and write connected facts
Multiply teens numbers by 3 and 5
Begin to divide two-digit numbers just beyond 10× tables, e.g. 60 ÷ 5, 33 ÷ 3
Choose appropriate mental strategies to carry out calculations
Make sense of and solve word problems and begin to represent them
Check the results of adding 2 numbers using subtraction, and several numbers by adding in a different
order
Check subtraction by adding the answer to the smaller number in the original calculation
Consider whether an answer is reasonable
Check multiplication by reversing the order, e.g. checking that 6 × 4 = 24 by doing 4 × 6
Check a division using multiplication, e.g. check 12 ÷ 4 = 3 by doing 4 × 3
Estimate and approximate when calculating, and check working
Make a sensible estimate for the answer to a calculation, e.g. using rounding
Make up a number story to go with a calculation
Explain a choice of calculation strategy and show how the answer was worked out
Describe and continue patterns which count on or back in steps of 2, 3, 4, 5, 10 or 100
Identify simple relationships between numbers
Geometry
Identify, describe and draw regular and irregular 2D shapes including pentagons, hexagons, octagons
and semi-circles
Classify 2D shapes according to the number of sides, vertices and right angles
Identify, describe and make 3D shapes including pyramids and prisms; investigate which nets will make a
cube
Classify 3D shapes according to the number and shape of faces, number of vertices and edges
Draw and complete 2D shapes with reflective symmetry and draw reflections of shapes (mirror line
along one side)
Relate 2D shapes and 3D solids to drawings of them
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Identify 2D and 3D shapes, lines of symmetry and right angles in the environment
Identify right angles in 2D shapes
Use the language of position, direction and movement, including clockwise and anti-clockwise
Find and describe the position of a square on a grid of squares where the rows and columns are labelled
Use a set square to draw right angles
Compare angles with a right angle and recognise that a straight line is equivalent to two right angles
Recognise the relationships between different 2D shapes
Identify the differences and similarities between different 3D shapes
Identify simple relationships between shapes, e.g. these shapes all have the same number of lines of
symmetry
Problem solving
Explore and solve number problems and puzzles
Explain methods and reasoning orally, including initial thoughts about possible answers to a problem
Investigate a simple general statement by finding examples which do or do not satisfy it e.g. when
adding 10 to a number, the first digit remains the same
Make sense of and solve word problems, single (all four operations) and two-step (addition and
subtraction), and begin to represent them, e.g. with drawings or on a number line
Science
Content:
Keeping Healthy
Senses
Skills and Objectives:
Explore and research the adequate, varied diet needed to keep healthy
Know that some foods such as very sweet or very fatty can be damaging to health
Suggest ideas, make predictions and communicate these
Explore the human senses hearing, touch, taste, smell and sense of sight and the ways we use them to
learn about our world
Collect evidence in a variety of contexts to answer questions or test ideas
Draw conclusions from results and begin to use scientific knowledge to suggest explanations
Measure using simple equipment and record observations in a variety of ways
Observe and compare living things and events
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Geography
Content:
Cocoa Trees
Skills and Objectives:
Identify the position and significance of Equator, Northern Hemisphere, Southern Hemisphere, the
Tropics of Cancer and Capricorn
Know about physical geography, including: climate zones, biomes and vegetation belts
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features
studied
Ask questions such as what is this place like? What and who will I see in this place? Why these people
here and what are they doing?
Name and identify the equator and the tropics
History
Content:
Aztecs and Mayans
Christopher Columbus
Hernan Cortes
Skills and Objectives:
Know about the achievements of the earliest civilizations
Recount the main events from a significant event in history
Understand how to put people, events and objects in order of when they happened, using a time line
Know about the first colonies in the Americas
Art and Design
Content:
Make a pinch pot
Make chocolate coins with your own initials
Make a collage from chocolate wrappings
Make a poster about chocolate
Skills and Objectives:
Create sketch books to record their observations and use them to review and revisit ideas
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Improve their mastery of art and design techniques, including drawing, painting and sculpture with a
range of materials e.g. pencil, charcoal, paint, clay)
Create collages sometimes in a group and sometimes on my own
Mix paper and other materials with different textures and appearances
Explore ideas and collect visual and other information for my work
Design Technology
Content:
Make an egg cup ship
Skills and Objectives:
Improve their mastery of art and design techniques, including drawing, painting and sculpture with a
range of materials e.g. pencil, charcoal, paint, clay
Select most appropriate mouldable material for purpose
Shape my product carefully, using techniques and tools that lead to a high quality finish
Use my art skills to apply texture or design to my product
Computing
Content:
Create a computer program
Create a multimedia presentation
Skills and Objectives:
Programming with Code Course 1 - part 1
Write programs that accomplish specific goals
Use sequence in programs
Understand how an algorithm works
Create presentations on different subjects
Creating a PowerPoint Presentation about the trip to the Chocolate Factory
Research a topic on the world wide web
Know how to stay safe when using the Internet
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Physical Education
Content:
Gymnastics
Skills and Objectives:
Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and
small-team activities
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Apply rules and conventions for different activities
Identify what makes a performance effective
Suggest improvements based on information
To warm up and prepare appropriately for different activities
Why physical activity is good for health and well-being
Why wearing appropriate clothing and being hygienic is good for their health and safety
Improve gymnastic actions – working in pairs- mirroring
Jump over the vaulting box focusing on steps on the spring board, jumping and landing
Explain how their work is similar to and different from others
Evaluate performance and make suggestions for improvements
Explain how my work is similar to and different from others
Use this understanding to improve my own performance
The body is balanced, shapes are controlled.
Movement Sequences are well planned, performed and repeated
Sequences include changes in speed and level
Improve strength and suppleness by practicing stretches and shapes
Music
Content:
Exploring Pitch
Musical Theory
Skills and Objectives:
Explore melodic phrases
Identify a melodic phrase in a song and play it by ear
Identify different ways sounds are used to accompany a song
Explore rhythmic patterns
Play a repeated rhythmic pattern as accompaniment to a song
How to practice for a class performance
Practice and play in pairs/ groups the melody and the accompaniment
The Quarter REST, Quarter, Eight and HALF notes; DO to FA
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PSHE (personal, social and Health Education)
Content:
Active Member of Society
Skills and Objectives:
How rules and regulations keep us safe
Do we need expensive things?
Responsibilities when looking after the school grounds
Money in banana industry
How we can raise money for charity
How people earn money
Enterprise Day
Term 3
Rainforests
English
Content:
Myths, legends and Fables
Review and Revision
Progression test
Skills
Writing
Understand why writers use paragraphs
Recognise that progression in paragraphs can be linked to the story structure
Write a short description of a setting using as many senses as possible
Plan and write a story using paragraphs
Reread and improve own writing
Reading:
Read, enjoy and discuss a story, identifying main character, setting, plot and theme
Begin to infer meaning
Use information from reading to write a character study
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Recognise the impact of a good choice of words in a text
Use observations in reading as the model for writing
Speaking and Listening
Tell the story before writing it, using tone of voice appropriately
Phonics and Spelling
Develop lists of synonyms for common words
Recognise the importance of accurate vocabulary choice
Maths
Content:
Geometry
Handling Data
Measures
Problem Solving
Review and Revision
Progression test
Skills and Objectives:
Geometry
Identify right angles in 2D shapes
Identify, describe and draw regular and irregular 2D shapes including pentagons, hexagons, octagons,
semi-circles
Classify 2D shapes according to the number of sides, vertices and right angles
Identify, describe and make 3D shapes including pyramids and prisms, investigate which nets will make a
cube
Classify 3D shapes according to the number and shape of faces, number of vertices and edges
Relate 2D shapes and 3D solids to drawings of them
Recognise the relationships between different 2D shapes
Identify the differences and similarities between different 3D shapes
Draw and complete 2D shapes with reflective symmetry, draw reflections of shapes.
Use the language of position, direction and movement including clockwise and anti-clockwise
Measures
Suggest and use suitable units to measure time and know the relationship between them
Read the time on analogue and digital clocks to the nearest 5 min on an analogue clock and to the
nearest minute on a digital clock
Begin to calculate simple time intervals in hours and minutes
Read the calendar and calculate time intervals in weeks or days
Begin to understand everyday systems of measurement in length, weight, capacity, time and use these
to make measurements as appropriate
Estimate and approximate when calculating and check working
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Problem solving:
Explain the choice of calculation strategy and how the answer was worked out. Use ordered lists and
tables to help solve problems systematically
Science
Content:
Helping Plants grow well
Review and Revision
Progression test
Skills and Objectives:
Know that plants are living things
Know that we eat different parts of plants
Know that plants need water, light and soil to grow properly
Know that water is taken in through the roots of a plant
Make observations and measure growth of plants
Know that plants can provide food for us and some plants are grown for this purpose
Know that plants need healthy roots, leaves and stems to grow well
Geography
Content:
Rainforests
Skills and Objectives:
Locating Rainforests
Identify and label different layers of rainforests
Use maps, atlases, globes and digital/computer mapping to locate the world’s countries/rainforest areas
Recognise environmental regions, key physical and human characteristics, countries, and major cities
Use my ICT skills to help me find out information and present what I have found out
Use the Contents and index pages of an Atlas to find places quickly
Name and locate geographical regions and their identifying human and physical characteristics, key
topographical features (including hills, mountains, coasts and rivers), and land-use patterns
Compare places that I have studied using the physical and human features for my comparisons using
geographical language
Give some reasons for the similarities and differences between places
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Understand how some of these aspects have changed over time
Identify the position and significance of Equator, Northern Hemisphere, Southern Hemisphere, the
Tropics of Cancer and Capricorn
Describe and understand key aspects of physical geography, including: climate zones, biomes and
vegetation belts, rivers and mountains
Build up a list of geography words
Make detailed sketches of the features of a location
Identify and explain different views people hold about geographical issues
Learn about the work of Greenpeace and discuss ways to save the rainforests
Describe different points of view on an environmental issue affecting a locality
Use my writing skills to communicate what I know
Summarise an environmental issue either in the local area or an area I am studying
Know how I can contribute to a reduction in climate change
Understand the importance of recycling
Describe different points of view on an environmental issue affecting a locality
Use my writing skills to communicate what I know
Understand how I can contribute to a reduction in climate change
Art and Design
Content:
Make a rainforest collage
Skills and Objectives:
Use a range of materials creatively to design and make products
Explore ideas from my imagination or from real starting points
Explore ideas and collect visual and other information for my work
Create collages sometimes in a group and sometimes on my own
Mix paper and other materials with different textures and appearances
Use glue to join fabrics
Comment on differences in others’ work and I suggest ways of improving my own work
Link colours to natural and man-made
Use shapes, textures, colours and patterns in my collages
Cutting skills are precise
Adapt and improve my own work
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Design Technology
Content:
Design and Make a moving animal
Skills and Objectives:
Generate ideas and recognise that my designs have to meet a range of different needs
Make realistic plans to achieve my aims
Clarify my ideas using labelled sketches and models to communicate the details of my designs
Explore ideas from my imagination or from real starting points
Collect visual and other information for my work
Use research and develop design criteria to inform the design of innovative, functional, appealing
products that are fit for purpose, aimed at particular individuals or groups
Generate, develop, model and communicate their ideas through discussion, annotated sketches
Select from and use a wider range of tools and equipment to perform practical tasks, such as cutting,
shaping, joining and finishing, explaining my choices
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
Know the application of mechanisms to create movement
Understand and use mechanical systems in their products, such as levers and linkages
Use my art skills to add design or detail to my product
Adapt and improve my own work
Evaluate their ideas and products against their own design criteria and consider the views of others to
improve their work
Recognise what has been done well and make suggestions for things I could do in the future
Computing
Content:
Programming
Digital Creativity
Skills and Objectives:
Programming with Code Course 1- part 2
Create a PowerPoint Presentation about the Rainforest
Work with various forms of input
Work with various forms of output
Create presentations on different subjects
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Physical Education
Content:
Games
Athletics
Skills and Objectives:
Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and
small-team activities
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Apply rules and conventions for different activities
Identify what makes a performance effective
Suggest improvements based on information
Warm up and prepare appropriately for different activities
Know why physical activity is good for health and well-being
Know why wearing appropriate clothing and being hygienic is good for their health and safety
Develop further skills for passing and catching a basketball/football
Develop basic attacking and defending skills while moving with the ball ( basketball/football)
Develop team skills emphasising team work
In Athletics: developing throwing skills (FrISOees, discs, javelins, bean bags)
Music
Content:
Exploring instruments and symbols
Exploring timbre, tempo and dynamics
Music theory – THE Quarter REST, Quarter notes, Eight notes
Musical notes – DO, RE
Skills and Objectives:
About pentatonic scales and how they are used in Asian music
Identify pentatonic scales in music
Identify how sounds can be changed and respond to these changes by movement
Identify different sounds by matching movements to given sounds
Know how to create different textures and rhythms using the pentatonic scale
Compose music based on a pentatonic scale
How to create different textures and rhythms using the pentatonic scale
Compose music based on a pentatonic scale
Sing and play a range of musical games that will improve different musical abilities
Reinforce inner singing, playing pulse and rhythm, singing in rounds and listening skills
The Quarter REST, Quarter, Eight and HALF notes; DO to SOL
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PSHE (personal, social and Health Education)
Content:
Well being
Skills and Objectives:
Issues that affect us in our community
Empathise with others points of view and accommodate changes (School issue)
Road safety
Cleaning you teeth
Staying healthy outside
Cycling safety
Taking responsibility for your own actions
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Year 4
Term 1:1
Around the World
English
Content:
Poetry
Stories from other Cultures
Skills and Objectives:
Reading
Extend the range of reading
Explore the different processes of reading silently and reading aloud
Recognise meaning in figurative language
Understand how expressive and descriptive language creates mood
Retell or paraphrase events from the text in response to questions
Express a personal response to a text and link characters and settings to personal experience
Explore the impact of imagery and figurative language in poetry, including alliteration and simile, e.g. as
... as a...
Compare and contrast poems and investigate poetic features
Understand the main stages in a story from introduction to resolution
Explore narrative order and the focus on significant events
Investigate how settings and characters are built up from details and identify key words and phrase
Writing
Use joined-up handwriting in all writing
Elaborate on basic information with some detail
Choose and compare words to strengthen the impact of writing, including some powerful verbs
Begin to adopt a viewpoint as a writer, expressing opinions about characters or places
Begin to use paragraphs more consistently to organise and sequence ideas
Explore different ways of planning stories, and write longer stories from plans
Write a poem using a model
Grammar and Punctuation
Use knowledge of punctuation and grammar to read with fluency, understanding and expression
Use a range of end-of-sentence punctuation with accuracy
Re-read own writing to check punctuation and grammatical sense
Investigate past, present and future tenses of verbs
Speaking and Listening
Listen carefully in discussion, contributing relevant comments and questions
Adapt the pace and loudness of speaking appropriately when performing or reading aloud
Phonics, Spelling and Vocabulary
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Extend knowledge and use of spelling patterns, e.g. vowel phonemes, double consonants, silent letters,
common prefixes and suffixes
Apply phonic/spelling, graphic, grammatical and contextual knowledge in reading unfamiliar words
Investigate spelling patterns; generate and test rules that govern them
Check and correct spellings and identify words that need to be learned
Identify unfamiliar words, explore definitions and use new words in context
Revise rules for spelling words with common inflections
Confirm all parts of the verb to be and know when to use each one
Learn Phonemes/sh/ as in ch,- ti, -ci,-ssi
Maths
Content:
Number
Geometry
Problem Solving
Skills and Objectives:
Read and write number up to 10000
Count on and back in ones, tens, hundreds and thousands from four digit numbers
Understand what each digit represents in a three or four digit number and partition into thousands,
hundreds, tens and units
Recognise the multiples of 5, 10 and 100 up to 1000
Round 3 and 4 digit numbers to the nearest 10 or 100
Position accurately numbers up to 1000 on an empty number line or line marked off in multiples of 10 or
100
Estimate where 3 and 4 digit numbers lie on an empty 0 – 1000
Compare pairs of 3 or 4 digit numbers, using the < and > signs and find a number in-between each pair.
Calculation
Recognise and begin to know multiples of 2, 3, 4, 5 and 10 up to the tenth multiple
Add 3 or 4 small numbers, finding pairs that equal 10 or 20
Add any pair of 2 digit numbers, choosing an appropriate strategy
Subtract any pair of 2 digit numbers, choosing an appropriate strategy
Multiply any pair of single digit numbers together
Use knowledge of commutativity to find the easier way to multiply
Understand the effect of multiplying and dividing 3 digit numbers by 10
Addition and subtraction
Add pairs of 3 digit numbers
Subtract a 2 digit number from a 3 digit number
Subtract pairs of 3 digit numbers
Multiplication and division
Double any 2 digit number
Multiply multiples of 10 to 90 by a single digit number
Multiply a 2 digit number by a single digit number
Divide 2 digit numbers by single digit numbers
Understand that the multiplication and division are the inverse function of each other
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Problem Solving
Using techniques and skills in solving mathematical problems
Choose appropriate mental or written strategies to carry out calculations involving addition and
subtraction
Check the results of adding numbers by adding them in a different order or by subtracting one number
from the total
Check subtraction by adding the answer to the smaller number in the original calculation
Estimate and approximate when calculating and check working
Using understanding and strategies in solving problems
Make up a number story for a calculation
Explain reasons for a choice of strategy when multiplying or dividing
Choose strategies to find answers to addition or subtraction problems; explain and show working
Explore and solve number problems and puzzles
Use ordered lists and tables to help solve problems systematically
Explain methods and reasoning orally and in writing
Make hypotheses and test them out
Geometry
Identify, describe, visualise, draw and make a wider range of 2D and 3D shapes including a range of
quadrilaterals, the heptagon and tetrahedron
Use pin boards to create a range of polygons
Use spotty paper to record results
Classify polygons (including a range of quadrilaterals) using criteria such as the number of right angles,
whether or not they are regular and their symmetrical properties
Identify and sketch lines of symmetry in 2D shapes and patterns
Visualise 3D objects from 2D nets and drawings and make nets of common solids
Find examples of shapes and symmetry in the environment and in art
Describe and identify the position of a square on a grid of squares where rows and columns are
numbered and/or lettered
Know that angles are measured in degrees and that one whole turn is 360° or four right angles; compare
and order angles less than 180°
Devise the directions to give to follow a given path. Using techniques and skills in solving mathematical
problems
Recognise the relationships between 2D shapes and identify the differences and similarities between 3D
shapes
Use understanding and strategies in solving problems
Identify simple relationships between shapes
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Science
Content:
Biology - Humans and Animals
Skills and Objectives:
Know that humans (and some animals) have bony skeletons inside their bodies
Know how skeletons grow as humans grow, support and protect the body
Know that animals with skeletons have muscles attached to the bones
Know how a muscle has to contract (shorten) to make a bone move and muscles act in pairs
Explain the role of drugs as medicines
Scientific enquiry
Collect evidence in a variety of contexts
Test an idea or prediction based on scientific knowledge and understanding
Suggest questions that can be tested and make predictions; communicate these
Design a fair test and plan how to collect sufficient evidence
Choose apparatus and decide what to measure
Make relevant observations and comparisons in a variety of contexts
Measure temperature, time, force and length
Begin to think about the need for repeated measurements of, for example, length
Present results in drawings, bar charts and tables
Identify simple trends and patterns in results and suggest explanations for some of these
Explain what the evidence shows and whether it supports predictions. Communicate this clearly to
others
Link evidence to scientific knowledge and understanding in some contexts
Geography
Content:
Around the World:
A comparative study of a country/city in Asia, South America, North America, Africa, Australasia and
Europe
Skills and Objectives:
Ask geographical questions
Collect and record evidence
Use appropriate geographical vocabulary
Build a list of geography words e.g. capital city, continent, environment, isolated, landscapes, less
developed, political map, population attractive, agriculture, arable farming, accessible, communication,
environment, facilities, fertile, green belt, landscape, location, migration, prosperous, residential, rural,
transport, vegetation, densely populated, drought, environment, facilities, human features, income, less
developed, location, political map, pollution, population, position, resources, tourist attraction, trade,
transport
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Find out about places and the features in those places by either going to that place to observe or by
looking at information source
Use atlases, globes, maps and plans at a range of scales to identify features
Use secondary sources of information, including aerial photographs
Use the Contents and index pages of an Atlas to find places quickly
Use the internet to help find out about a location, including aerial photographs (e.g.. Google Earth)
Describe where a place is, I use country, region and names of towns, cities, and rivers
Name and locate the capital cities in Europe
Recognise some physical and human processes and explain how these can cause changes in places and
environments
Explain why features are where they are
Identify how and why places change, give some reasons for this, with precise observations or research
as evidence for this
Compare places that I have studied using the physical and human features for my comparisons
Give reasons for similarities and differences between places, using geographical language
Make detailed sketches of the features of a location
Devise questionnaires to find out local opinions on an issue
Recognise how and why people may seek to manage environments sustainably, and to identify
opportunities for their own involvement
Recognise how people can improve the environment or damage it, and how decisions about places and
environments affect the quality of people’s lives
Summarise an environmental issue either in the local area or an area I am studying
Suggest solutions to different points of view as to how a locality can be improved
Communicate in ways appropriate to the task and audience
I use my writing skills to communicate what I know
History
Content:
Place events on a time line
Skills and Objectives:
Use dates and vocabulary relating to the passing of time
I can divide recent history into the present, using 21st Century, and the past using 19th and 20th Centuries
Identify and describe reasons for, and results of events and changes
I use evidence to give reasons why changes may have occurred
I can describe some similarities and differences between some people, events and objects (artefacts) I
have studied
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Art and Design
Content:
Collages with Kenyan theme
Aboriginal paintings
Skills and Objectives:
Question and make thoughtful observations about starting points for work
Explore ideas and collect visual and other information for my work
Investigate and combine visual and tactile qualities and match them to the purpose of their work
Apply and develop use of tools and techniques, including drawing
Design and make images and artefacts that communicate observations, ideas and feelings by using a
variety of methods
Know the striking effect work in a limited colour palette can have, through experimentation
Experiment with coiling and overlapping
Make paper coils and lay them out to create patterns or shapes
Collect visual and other information to develop ideas, including a sketchbook
Apply and develop use of tools and techniques, including drawing
Sketch lightly so I do not need to use a rubber
Experiment in creating mood and feelings with colour
Mix colours using tints and tones
Recognise how materials and processes can be matched to ideas and intentions
Know about artists, craftspeople and designers in different times and cultures
Use clay techniques to apply to pottery studied in other cultures
3D work has a well thought out purpose
Compare methods and ideas used in their own and others’ work and say what they think and feel
Comment on similarities and differences between my own and others’ work
I adapt and improve my own work
Computing
Content:
Create a multimedia presentation
Skills and Objectives:
Name the main computer components
Create
folderschanges and control pitch while singing
To recognize
Research
a topic on the world wide web
l Education
Type quickly and correctly
Type and design a printable document
Present text using a word/photo collage
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Physical Education
Content:
Games
Skills and Objectives:
Consolidate existing skills and gain new ones
Perform actions and skills with more consistent control and quality
To recognize changes and control pitch while singing
Learn how to pass a basketball and a football from stationary position using different ways of sending
l Education
the balls
Learn how to pass a basketball and a football from running using different ways of sending the balls
Consolidate and improve the quality, range and consistency of the techniques they use for particular
activities such as running for long and short distance
Pass, throw and catch a bean bag
Pass a tennis ball using tennis rackets
Pass a puck using hockey sticks and dribbling skills
Dribble a basketball/football
Use ball skills learnt in playing different games
Throw the ball to a moving target
Music
Content:
Singing
Appreciation of Music
Composition of Music
Skills and Objectives:
Understand how sounds can be combined to make textures and that mood and emotion can be
illustrated in music
The Quarter REST, Quarter, Eight and HALF notes; DO to SOL
Understand the effects of 3 pitched sounds played together
Understand the importance of rhythm in music
Recognise and explore different combinations of pitched sounds
Create music that describes two contrasting moods/emotions
Play rhythms that will make the audience feel relaxed/ tense/ comfortable
Select instruments and create sounds to describe visual images; discuss improvements
Develop awareness of simple structures in music
Express the meaning of songs
Listen with attention to detail and develop aural memory
Relate sounds to visual images and select appropriate instruments
Use known songs to develop control of pulse and rhythm
Recognise changes and control pitch while singing
Sing with awareness of pulse and rhythm
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Sing in tune with others
Analyse and comment on how sounds are used to create different moods
PSHE (personal, social and Health Education)
Content:
New Beginnings
Skills and Objectives:
Understand and predict how you or others would feel in a new situation/meeting new people
Know and understand the Golden Rules and rules in other areas of the school (ICT canteen etc)
Make a class charter
Know what I am good at and understand how to improve in areas that are more challenging
Set subject goals
Understand how to make people feel welcome on the playground
Recognise why is it important to make the school a fair place
Term 1:2
Ancient Egyptians
English
Content:
Historical Stories
Reference texts
Skills and Objectives:
Writing
Identify adverbs and their impact on meaning
Use a range of end-of-sentence punctuation with accuracy
Re-read own writing to check punctuation and grammatical sense
Practise using commas to mark out meaning within sentences
Write character profiles, using detail to capture the reader’s imagination
Investigate past, present and future tenses of verbs
Elaborate on basic information with some detail
Begin to adopt a viewpoint as a writer, expressing opinions about characters or places
Explore different ways of planning stories, and write longer stories from plans
Investigate the grammar of different sentences: statements, questions and orders
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Collect and present information from non-fiction texts
Make short notes from a text and use these to aid writing
Use joined-up handwriting in all writing
Summarise a sentence or a paragraph in a limited number of words
Write newspaper-style reports, instructions and non-chronological reports.
Explore the layout and presentation of writing, in the context of helping it to fit its purpose
Reading
Extend the range of reading
Investigate how settings and characters are built up from details and identify key words and phrases
Retell or paraphrase events from the text in response to questions
Explore implicit as well as explicit meanings within a text
Explore narrative order and the focus on significant events
Understand the main stages in a story from introduction to resolution
Understand how expressive and descriptive language creates mood
Express a personal response to a text and link characters and settings to personal experience
Identify all the punctuation marks and respond to them when reading
Use knowledge of punctuation and grammar to read with fluency, understanding and expression
Understand how paragraphs and chapters are used to organise ideas
Identify different types of non-fiction text and their known key features
Note key words and phrases to identify the main points in a passage
Distinguish between fact and opinion in print and ICT sources
Speaking and Listening
Organise ideas in a longer speaking turn to help the listener
Listen carefully in discussion, contributing relevant comments and questions
Deal politely with opposing points of view
Adapt the pace and loudness of speaking appropriately when performing or reading aloud
Understand the gist of an account or the significant points and respond to main ideas with relevant
suggestions and comments
Vary use of vocabulary and level of detail according to purpose
Phonics, Spelling and Vocabulary
Apply phonic/spelling, graphic, grammatical and contextual knowledge in reading unfamiliar words
Investigate spelling patterns; generate and test rules that govern them
Check and correct spellings and identify words that need to be learned
Extend knowledge and use of spelling patterns, e.g. vowel phonemes, double consonants, silent letters,
common prefixes and suffixes
Identify syllabic patterns in multisyllabic words
Build words from other words with similar meanings, e.g. medical, medicine
Use all the letters in sequence for alphabetical ordering.
Extend earlier work on prefixes and suffixes
Revise rules for spelling words with common inflections, e.g. -ing, -ed, -s
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Maths
Content:
Data Handling
Measures
Problem Solving
Skills and Objectives:
Handling data
Answer a question by identifying what data to collect, organising, presenting and interpreting data in
tables, diagrams, tally charts, frequency tables, pictograms (symbol representing 2, 5, 10 or 20 units)
and bar charts (intervals labelled in twos, fives, tens or twenties)
Compare the impact of representations where scales have different intervals
Use Venn diagrams or Carroll diagrams to sort data and objects using two or three criteria
Length, mass and capacity
Choose and use standard metric units and their abbreviations (km, m, cm, mm, kg, g, l and ml) when
estimating, measuring and recording length, weight and capacity
Know and use the relationships between familiar units of length, mass and capacity; know the meaning
of ‘kilo’, ‘centi’ and ‘milli’
Interpret intervals/divisions on partially numbered scales and record readings accurately
Time
Read and tell the time to nearest minute on 12-hour digital and analogue clocks
Use am, pm and 12-hour digital clock notation
Read simple timetables and use a calendar
Choose units of time to measure time intervals
Problem Solving
Understand everyday systems of measurement in length, weight, capacity and time and use these to
solve simple problems as appropriate
Make up a number story for a calculation, including in the context of measure
Explain methods and reasoning orally and in writing; make hypotheses and test them out
Use ordered lists and tables to help to solve problems systematically
Science
Content:
States of Matter (solids, liquids and gas)
Skills and Objectives:
Know that matter can be solid, liquid or gas
Investigate how materials change when they are heated and cooled
Know that melting is when a solid turns into a liquid and is the reverse of freezing
Observe how water turns into steam when it is heated but on cooling the steam turns back into water
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Collect evidence in a variety of contexts
Test an idea or prediction based on scientific knowledge and understanding
Suggest questions that can be tested and make predictions; communicate these
Design a fair test and plan how to collect sufficient evidence
Choose apparatus and decide what to measure
Make relevant observations and comparisons in a variety of contexts
Measure temperature, time, force and length
Begin to think about the need for repeated measurements of, for example, length
Present results in drawings, bar charts and tables
Identify simple trends and patterns in results and suggest explanations for some of these
Explain what the evidence shows and whether it supports predictions.
Communicate this clearly to others
Link evidence to scientific knowledge and understanding in some context
Geography
Content:
Where is Egypt?
Skills and Objectives:
Use atlases, globes maps and plans at a range of scales
Look at maps of areas I am studying and identify features
Use the internet to help find out about a location, including aerial photographs (e.g.. Google Earth)
History
Content:
Ancient Egypt
Skills and Objectives:
Identify characteristic features of the period and society studied, including ideas, beliefs, attitudes and
experiences of men, women and children
Use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs,
music, artifacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence
about the past
Use evidence to describe the clothes, way of life and actions of people in the past
Use evidence to describe the things people believed in the past (attitudes and religion)
Use evidence to describe what was important to people from the past
Describe some similarities and differences between some people, events and objects (artifacts)
studied
Ask, “What was it like for a... (child, rich person, etc) during
Select and record relevant information from different sources
Place events, people and changes into correct periods of time
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Place events on a time line
Understand that a time line can be divided into BC (Before Christ and AD Anno Domini)
Use words and phrases such as century, decade, before Christ, after, before, during to describe the
passing of time
Name and date any significant event from the past that I have studied
Art and Design
Content:
Draw a Sphinx with charcoal
Design and make an Egyptian Headdress
Skills and Objectives:
Investigate how materials and processes can be matched to ideas and intentions
Learn about artists, craftspeople and designers in different times and cultures
Know how to colour fabric and have used this to add pattern
Use my knowledge of textiles to create artwork that is matched to an idea or purpose
Demonstrate an awareness of textile work from other cultures and times
Know about artists, craftspeople and designers in different times and cultures
Use clay techniques to apply to pottery studied in other cultures
Apply and develop use of tools and techniques, including drawing
Use a number of sketches to base my work on
I sketch lightly (so I do not need to use a rubber)
Compare methods and ideas used in their own and others’ work and say what they think and feel
Adapt work in response to their views and describe how they may develop it further
I comment on similarities and differences between my own and others’ work
I adapt and improve my own work
Design Technology
Content:
and make an Ancient Egyptian cartouche
Design
Skills and Objectives:
Develop and explain ideas clearly with design objectives
I make realistic plans to achieve my aims
Explore the sensory qualities of materials and how to use them
Measure, mark out, cut and shape materials accurately
Use the most appropriate moldable material suitable for the purpose of my product
Shape my product carefully, using techniques and tools that lead to a high quality finish
Use my art skills to apply texture or design to my product
Develop and explain ideas clearly with design objectives
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Generate ideas and recognise that my designs have to meet a range of different needs
Make realistic plans to achieve my aims
Computing
Content:
Create a project using visual coding blocks
Skills and Objectives:
understand how an algorithm works
Design and create programs
Use logical reasoning to detect and correct errors in programs
Create a computer program with Tynker
Internet Researches on Ancient Egypt
Understand the opportunities computer networks offer for communication
Identify a range of ways to report concerns about Content:
Recognise acceptable/unacceptable behaviour
Select, use and combine Internet services
Physical Education
Content:
Games
Skills and Objectives:
Consolidate existing skills and gain new ones
Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and
small-team activities
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Apply rules and conventions for different activities
Use ball skills learnt in first half term in different games
Improve my dodging/ tagging , throwing and catching skills using balls
Develop speed, power, agility and endurance in Invasion games
Link skills, techniques and ideas and apply them accurately and appropriately
Use control and skilful in my actions and movements
Sprint over a short distance
Run over a longer distance, conserving energy
Identify what makes a performance effective
Suggest improvements based on information
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Know how exercise affects the body in the short-term
Know how and why I need to warm up and prepare appropriately for different activities
Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and
small-team activities
Music
Content:
Exploring descriptive sounds
Skills and Objectives:
Know how to use narration with sound and movement
Select particular ways in which the elements of music can be combined expressively
Understand the musical notes Quarter REST, Quarter, Eight and HALF notes; DO to SO
Create descriptive music in pairs or small groups
Understand duration and pitch
PSHE (personal, social and Health Education)
Content:
Learning to deal with difficult situations
Skills and Objectives:
Talk about the changes that have happened to me during my life
Understand the changes that have happened in Romania
Empathise with people whose lives have been affected by natural disasters
Know or understand what it is like to have to move to a new country.
Understand how people feel when someone dies
Think about what life would be like if we didn’t have water
Predict what I will be doing in 50 years’ time
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Term 2:1
Circuits and Conductors
English
Content:
Play scripts
Real life stories with issues and dilemmas
Skills and Objectives:
Writing
Use a range of end-of-sentence punctuation with accuracy
Experiment with varying tenses within texts, e.g. in dialogue
Re-read own writing to check punctuation and grammatical sense
Begin to adopt a viewpoint as a writer, expressing opinions about characters or places
Choose and compare words to strengthen the impact of writing, including some powerful verbs
Use joined-up handwriting in all writing
Explore different ways of planning stories, and write longer stories from plans
Elaborate on basic information with some detail
Write character profiles, using detail to capture the reader’s imagination
Explore alternative openings and endings for stories
Begin to use paragraphs more consistently to organise and sequence ideas
Choose and compare words to strengthen the impact of writing, including some powerful verbs
Reading
Use knowledge of punctuation and grammar to read with fluency, understanding and expression
Identify all the punctuation marks and respond to them when reading
Identify adverbs and their impact on meaning
Extend the range of reading
Explore the different processes of reading silently and reading aloud
Investigate how settings and characters are built up from details and identify key words and phrases
Retell or paraphrase events from the text in response to questions
Understand how expressive and descriptive language creates mood
Read and perform play-scripts, exploring how scenes are built up
Learn the use of the apostrophe to show possession, e.g. girl’s, girls’
Practise using commas to mark out meaning within sentences
Investigate the grammar of different statements, questions and orders
Understand how paragraphs and chapters are used to organise ideas
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Explore implicit as well as explicit meanings within a text
Recognise meaning in figurative language
Understand the main stages in a story from introduction to resolution
Explore narrative order and the focus on significant events
Express a personal response to a text and link characters and settings to personal experience
Explore the impact of imagery and figurative language in poetry, including alliteration and simile, e.g. as
... as a..
Speaking and Listening
Organise ideas in a longer speaking turn to help the listener
Vary use of vocabulary and level of detail according to purpose
Adapt the pace and loudness of speaking appropriately when performing or reading aloud
Adapt speech and gesture to create a character in drama
Comment on different ways that meaning can be expressed in own and others’ talk
Listen carefully in discussion, contributing relevant comments and questions
Phonics Spelling and Vocabulary
Investigate spelling patterns; generate and test rules that govern them
Check and correct spellings and identify words that need to be learned
Use more powerful verbs, e.g. rushed instead of went
Look for alternatives for overused words and expressions
Extend knowledge and use of spelling patterns, e.g. vowel phonemes, double consonants, silent letters,
common prefixes and suffixes
Extend earlier work on prefixes and suffixes
Match spelling to meaning when words sound the same (homophones), for example ‘to’/’two’/’too’,
‘right’/‘write’
Use more powerful verbs, e.g. rushed instead of went
Look for alternatives for overused words and expressions
Maths
Content:
Number
Measures
Problem Solving
Skills and Objectives:
Number
Use decimal notation and place value for tenths and hundredths in context
Understand decimal notation for tenths and hundredths in context
Use negative numbers in context
Recognise and extend number sequences formed by counting in steps of constant size, extending
beyond zero when counting back
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Recognise odd and even numbers
Make general statements about the sums and differences of odd and even numbers
Know multiplication facts for 2x, 3x, 4x, 5x, 6x, 9x and 10x tables and derive division facts
Add and subtract near multiples of 10 or 100 to or from three digit numbers e.g. 367-198 or 278-49
Divide two-digit numbers by single digit numbers (answers no greater than 20)
Decide whether to round up or down after division to give an answer to a problem
Length, mass and capacity
Choose and use standard metric units and their abbreviations (km, m, cm, mm, kg, g, l and ml ) when
estimating, measuring and recording length, weight and capacity
Know and use the relationships between familiar units of length, mass and capacity; know the meaning
of ‘kilo’, ‘centi’ and ‘milli’
Where appropriate, use decimal notation to record measurements, e.g. 1.3 m, 0.6 kg, 1.2 l
Interpret intervals/divisions on partially numbered scales and record readings accurately
Time
Read and tell the time to nearest minute on 12-hour digital and analogue clocks
Use am, pm and 12-hour digital clock notation
Read simple timetables and use a calendar
Choose units of time to measure time intervals
Area and Perimeter
Draw rectangles, and measure and calculate their perimeters
Understand that area is measured in square units, e.g.cm2
Find the area of rectilinear shapes drawn on a square grid by counting squares
Problem Solving
Understand everyday systems of measurement in length, weight, capacity and time and use these to
solve simple problems as appropriate
Check multiplication using a different technique e.g. check 6x8 by doing 6x4 and doubling
Check the result of a division using multiplication
Science
Content:
Electricity and Magnetism
Skills and Objectives:
Construct complete circuits using switch, cell (battery), wire and lamps
Explore how an electrical device will not work if there is a break in the circuit
Know that electrical current flows and that models can describe this flow e.g. particles travelling around
a circuit
Explain the forces between magnets and know that magnets can attract or repel each other
Know that magnets attract some metals, but not others
Collect evidence in a variety of contexts
Test an idea or prediction based on scientific knowledge and understanding
Suggest questions that can be tested and make predictions; communicate these
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Design a fair test and plan how to collect sufficient evidence
Choose apparatus and decide what to measure
Make relevant observations and comparisons in a variety of contexts
Begin to think about the need for repeated measurements of, for example, length
Present results in drawings, bar charts and tables
Identify simple trends and patterns in results and suggest explanations for some of these
Explain what the evidence shows and whether it supports predictions. Communicate this clearly to
others
Link evidence to scientific knowledge and understanding in some contexts
History
Content:
Discovery and development of Electricity
Skills and Objectives:
Describe and make links between events, and changes across periods
Use evidence to give reasons why changes may have occurred
Describe some similarities and differences between objects I have studied
Describe how some of the things I have studied from the past affect life today
Recall, select and organise information
Communicate their knowledge and understanding in a variety of ways
Present my findings about the past using my speaking, writing,, ICT, and drawing skills
Use dates and terms accurately
Discuss the most appropriate way to present my information, which I realise is for an audience
Design Technology
Content:
Make a product that uses both electrical and mechanical components
Skills and Objectives:
Develop and explain ideas clearly with design objectives
Make realistic plans to achieve my aims
Think ahead about the order of my work, choosing appropriate tools, equipment, materials,
components and techniques
Select tools, techniques and materials
Select the most appropriate techniques and tools to make my product
Come up with solutions to problems as they happen
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Learn how electrical circuits, including those with switches, can be used
Combine a number of components well in my product
Use simple circuits to illuminate
Computing
Content:
To Understand how simulations are used
Skills and Objectives:
Control and explore computer simulations
“Gomez returns”- simulations on Circuits
Starting with spreadsheets Alphonso
Control or simulate physical systems
Select a variety of software to accomplish given goals
Insert formula and graphs in a spreadsheet
Physical Education
Content:
Dance
Skills and Objectives:
Identify what makes a performance effective
Suggest improvements based on information
Understand how exercise affects the body in the short-term
Warm up and prepare appropriately for different activities
To improvise freely on their own and with a partner, translating ideas from a stimulus into movement
To explore and create dance routines in response to a range of stimuli
To learn different international dance routines
Link skills, techniques and ideas and apply them accurately and appropriately
Use control, skill, and convey emotion in my actions and movements
Be creative and imaginative in composing my own dances
Perform expressively
Compare and comment on the skills, techniques and ideas used in my work and in others and use this to
improve my performance
Explain and apply basic safety principles in preparing for exercise
Describe the effects exercise has on my body
Describe how valuable physical exercise is to my health
Develop the range of actions, body shapes and balances and make own sequence or routine
Improving pair work – creating own sequence using mirroring and synchrony
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Music
Content:
Rhythmic patterns
Duration and pitch
Skills and Objectives:
Recognise repeated rhythmic patterns
Repeat rhythmic patterns
Perform a repeated pattern to a steady pulse
Perform with awareness of different parts
Know how rhythms can be described through rhythmic symbols
The Quarter REST, Quarter, Eight and HALF notes; DO to LA
Identify repeated patterns used in international music
Know that repeated patterns are often used in music
Compose music using rhythmic ostinato
PSHE (personal, social and Health Education)
Content:
Friendship and Bullying
Skills and Objectives:
How to give out friendship tokens
How to help someone who is being bullied feel better
Anti-Bullying See it Stop it campaign
Know witnesses to bullying can make the situation better or worse depending on what they do
Importance of pets as friends
Problem solving to sort out difficulties
Work sensibly in a group and explain how you work together
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Term 2:2
Invaders and Settlers
English
Content:
Stories set in imaginary worlds
Skills and Objectives:
Writing
Learn the use of the apostrophe to show possession, e.g. girl’s, girls’
Identify adverbs and their impact on meaning
Investigate past, present and future tenses of verbs
Use a range of end-of-sentence punctuation with accuracy
Use speech marks and begin to use other associated punctuation
Experiment with varying tenses within texts, e.g. in dialogue
Re-read own writing to check punctuation and grammatical sense
Explore different ways of planning stories, and write longer stories from plans
Elaborate on basic information with some detail
Write character profiles, using detail to capture the reader’s imagination
Explore alternative openings and endings for stories
Begin to adopt a viewpoint as a writer, expressing opinions about characters or places
Begin to use paragraphs more consistently to organise and sequence ideas
Choose and compare words to strengthen the impact of writing, including some powerful verbs
Reading
Extend the range of reading
Investigate how settings and characters are built up from details and identify key words and phrases
Explore implicit as well as explicit meanings within a text
Recognise meaning in figurative language
Understand the main stages in a story from introduction to resolution
Explore narrative order and the focus on significant events
Retell or paraphrase events from the text in response to questions
Understand how expressive and descriptive language creates mood
Express a personal response to a text and link characters and settings to personal experience
Read further stories or poems by a favourite writer, and compare them
Speaking and Listening
Adapt the pace and loudness of speaking appropriately when performing or reading aloud
Adapt speech and gesture to create a character in drama
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Phonics, Spelling and Vocabulary
Extend knowledge and use of spelling patterns, e.g. vowel phonemes, double consonants, silent letters,
common prefixes and suffixes
Apply phonic/spelling, graphic, grammatical and contextual knowledge in reading unfamiliar words
Identify syllabic patterns in multisyllabic words
Investigate spelling patterns; generate and test rules that govern them
Extend earlier work on prefixes and suffixes
Check and correct spellings and identify words that need to be learned
Maths
Content:
Number
Data Handling
Problem Solving
Skills and Objectives:
Number
Order and compare two or more fractions with the same denominator (halves, quarters, thirds, fifths,
eighths or tenths)
Recognise the equivalence between fractions
Use equivalence to help order fractions
Understand the equivalence between one-place decimals and fractions in tenths
Understand that 2 1 is equivalent to 0.5 and also to 10 5
Recognise the equivalence between the decimal fraction and vulgar fraction forms of halves, quarters,
tenths and hundredths
Recognise mixed numbers, e.g. 54 3, and order these on a number line
Relate finding fractions to division
Find halves, quarters, thirds, fifths, eighths and tenths of shapes and numbers
Identify simple fractions with a total of 1, e.g. 4 1 + … = 1
Decide whether to round up or down after division to give an answer to a problem
Handling Data
Answer a question by identifying what data to collect, organising, presenting and interpreting data in
tables, diagrams, tally charts, frequency tables, pictograms (symbol representing 2, 5, 10 or 20 units)
and bar charts (intervals labelled in twos, fives, tens or twenties)
Compare the impact of representations where scales have different intervals.
Problem solving
Explain methods and reasoning orally and in writing; make hypotheses and test them out
Use ordered lists and tables to help to solve problems systematically
Explain methods and reasoning orally and in writing; make hypotheses and test them out
Using understanding and strategies in solving problems
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Geography
Content:
Where do the Vikings come from?
Where was the Roman Empire?
Skills and Objectives:
Use atlases, globes maps and plans at a range of scales
Look at maps of areas I am studying and identify features
Use the internet to help find out about a location, including aerial photographs (e.g.. Google Earth)
History
Content:
Vikings
Romans
Skills and Objectives:
Use dates and vocabulary relating to the passing of time
Name the date of any significant event from the past that I have studied and place it in approximately
the right place on a time line
Use words and phrases such as century, decade, before Christ, after, before, during to describe the
passing of time
Characteristic features of the periods and societies studied, including ideas, beliefs, attitudes and
experiences of men, women and children
Use evidence to describe the houses and settlements of people in the past
Use evidence to describe the culture and leisure activities from the past
Use evidence to describe buildings and their uses of people from the past
Use evidence to describe the clothes, way of life and actions of people in the past
I use evidence to describe what was important to people from the past
Understand the social, ethnic, cultural, diversity of the societies studied
Use evidence to show how the lives of rich and poor people from the past differed
Use evidence to find out how any of the above may have changed during a time period
Use evidence to give reasons why changes may have occurred
Describe and make links between events, and changes across periods
Describe some similarities and differences between some people, events and objects (artefacts) I have
studied
Describe how some of the things I have studied from the past affect life today
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Art and Design
Content:
Shields, Longboats
Mosaics
Skills and Objectives:
Collect visual and other information to develop ideas, including a sketchbook
Explore ideas and collect visual and other information for my work
Design and make images and artifacts that communicate observations, ideas and feelings by using a
variety of methods
Use a number of sketches to base my work on
Mix colours using tints and tones
Use the internet to research ideas or starting points for art
Compare methods and ideas used in their own and others’ work and say what they think and feel
Comment on similarities and differences between my own and others’ work
Adapt and improve my own work
My cutting skills are precise
Use mosaic
Adapt work in response to their views and describe how they may develop it further
Design Technology
Content:
and make a long boat
Design
Skills and Objectives:
Develop and explain ideas clearly with design objectives
Think ahead about the order of my work, choosing appropriate tools, equipment, materials,
components and techniques
Measure, mark out, cut and shape materials accurately
Shape my product carefully, using techniques and tools that lead to a high quality finish
Computing
Content:
Spread sheets
Data bases
Skills and Objectives:
Databases – Branching Databases
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Select a variety of software to accomplish given goals
Select, use and combine internet services
Analyse information
Evaluate information
Collect data Present data
Physical Education
Content:
Gymnastics
Skills and Objectives:
Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and
small-team activities
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Apply rules and conventions for different activities
Identify what makes a performance effective
Suggest improvements based on information
How exercise affects the body in the short-term
Warm up and prepare appropriately for different activities
Develop the range of actions, body shapes and balances and make own sequence or routine
Improve pair work – creating own sequence using mirroring and synchrony
Learning how to jump over the vaulting box
Make complex sequences that include changes in direction, level and speed
Combine actions, shapes and balances in my gymnastic performance
Movements are clear, accurate and consistent
Prepare and perform to an audience
Compare and comment on the skills, techniques and ideas used in my work and in others
Use this to improve my performance
Music
Content:
Exploring arrangements (the class orchestra)
Music theory – Quarter, eight, half notes and quarter rests
The notes: Do to Do
Skills and Objectives:
About musical accompaniment
Identify different ways sounds are used to accompany a song
Explore melodic phrases
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Identify a melodic phrase in a song and play it by ear
Explore rhythmic patterns
Play rhythmic patterns as accompaniment to a song
How to practice for a class performance
Practice and play in pairs/ groups the melody and the accompaniment
The Quarter REST, Quarter, Eight and HALF notes; DO to DO
Duration and pitch
PSHE (personal, social and Health Education)
Content:
Active member of Society
Skills and Objectives:
Rules and laws in Romania
Attitudes towards money
Responsibilities when looking after environment around the school
Money in cocoa industry
Charities within Romania
Why we need money
Enterprise Day
Term 3
Habitats
English
Content:
Non- fiction Writing
Persuasive Text
Information and Explanatory texts
Review and Revision
Progression test
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Skills and Objectives:
Reading
Understand how points are ordered to make a coherent argument
Identify different types of non-fiction text and their known key features
Investigate how persuasive writing is used to convince a reader
Note key words and phrases to identify the meaning
Writing
Use knowledge of punctuation and grammar to read with fluency, understanding and expression
Use a range of end-of-sentence punctuation with accuracy
Re-read own writing to check punctuation and grammatical sense
Understand the use of connectives to structure an argument, e.g. if, although
Explore the layout and presentation of writing, in the context of helping it to fit its purpose
Show awareness of the reader by adopting an appropriate style or viewpoint
Present an explanation or a point of view in ordered points, e.g. in a letter
Collect and present information from non-fiction texts
Make short notes from a text and use these to aid writing
Summarise a sentence or a paragraph in a limited number of words
Speaking and Listening
Adapt the pace and loudness of speaking appropriately when performing or reading aloud
Listen carefully in discussion, contributing relevant comments and questions
Phonics Spelling and Vocabulary
Extend knowledge and use of spelling patterns, e.g. vowel phonemes, double consonants, silent letters,
common prefixes and suffixes
Apply phonic/spelling, graphic, grammatical and contextual knowledge in reading unfamiliar words
Investigate spelling patterns; generate and test rules that govern them
Check and correct spellings and identify words that need to be learned
Identify unfamiliar words, explore definitions and use new words in context
Revise rules for spelling words with common inflections
Confirm all parts of the verb to be and know when to use each one
Maths
Content:
Measures
Problem Solving
Review and Revision
Progression test
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Skills and Objectives:
Choose and use standard metric units and their abbreviations when estimating, measuring and
recording length, weight and capacity
Length, mass and capacity
Know and use the relationships between familiar units of length, mass and capacity, know the meaning
of kilo-, cent-, and milliInterpret intervals
Division on partially numbered scales; record readings accurately
Where appropriate, use decimal notation to record measurements, e.g. 1.3 m, 0.6 kg, 1.2l
Time
Read and tell the time to the nearest minute on 12 hour digital and analogue clock
Use AM, PM and 12 hour digital clock notation
Read simple timetables and use a calendar
Choose units of time to measure time intervals
Geometry
Draw rectangles and measure and calculate their perimeters
Understand that area is measured in square units e.g. cms squared
Find the area of rectilinear shapes drawn on a square grid by counting squares
Problem Solving
Understand everyday systems of measurement in length, weight and capacity and time and use these to
solve simple problems as appropriate
Estimate and approximate when calculating, and check working
Make up a number story for a calculation, including in the context of measures
Explain methods and reasoning orally and in writing; make hypotheses and test them out
Science
Content:
Life processes
Humans and other animals
Green Plants, variation and Classification
Review and Revision
Progression test
Skills and Objectives:
Use simple equipment and materials appropriately and take action to control risks
Make systematic observations and measurements, including the use of ICT for data logging
Check observations and measurements by repeating them where appropriate
Use a wide range of methods, including diagrams, drawings, tables, bar charts, line graphs and ICT, to
communicate data in an appropriate and systematic manner
Use scientific vocabulary to describe my observations
Record my observations, comparisons and measurements using tables, charts, text and labelled
diagrams
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Say ways in which an animal is suited to its environment
Give explanations for changes in living things (For example diet affecting the health of humans and
animals, Light or water altering plant growth)
Geography
Content:
How plants and animals adapt to their environment
Skills and Objectives:
Ask geographical questions
Collect and record evidence
Analyse evidence and draw conclusions
Identify and explain different views that people, including themselves, hold about topical issues
Communicate in ways appropriate to the task and audience
Use my ICT skills to help me find out information and present what I have found out
Use my writing skills to communicate what I know
Art and Design
Content:
Observational drawing suing different media and shading techniques
Art appreciation
Skills and Objectives:
Record from first-hand evidence, experience and imagination for a variety of purposes
Question and make thoughtful observations about starting points for work
Collect visual and other information to develop ideas, including a sketchbook
Explore ideas and collect visual and other information for my work
Compare methods and ideas used in their own and others’ work and say what they think and feel
Adapt work in response to their views and describe how they may develop it further
Comment on similarities and differences between my own and others’ work
Computing
Content:
Projects
Presentations, research, magazines, websites, and databases on different topics linked wth Habitats
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Skills and Objectives:
Digital Literacy:
Understand how to search effectively
Research a topic on the World Wide Web
Know how to stay safe when using the Internet
Communicate online
Information Technology:
Create a picture using drawing tools
Type quickly and correctly
Type and design a printable document
Create a mind map using ICT
Create a multimedia presentation
Handle data using ICT
Add records in a database
Physical Education
Content:
Games
Athletics
Skills and Objectives:
Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and
small-team activities
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Apply rules and conventions for different activities
Identify what makes a performance effective
Suggest improvements based on information
Know how exercise affects the body in the short-term
Warm up and prepare appropriately for different activities
Develop controlled skills for passing and catching a basketball/football
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Develop team skills & rules emphasising team work
Compare and comment on the skills, techniques and ideas used in my work and in others’ and use this
to improve my performance
Work with my team or alone to gain possession of the ball
Strike a bowled ball.
Field well
Choose the best pace for running
Develop controlled skills for passing and catching a basketball/football
Develop team skills & rules emphasising team work
In Athletics: developing throwing skills (FrISOees, discs, javelins, bean bags)
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Music
Content:
Pentatonic Scales
Exploring singing games
Music theory – Quarter, eight, half notes and quarter rests;
The notes: Do to Do
Skills and Objectives:
About pentatonic scales and how they are used in Asian music
Identify pentatonic scales in music
PSHE (personal, social and Health Education)
Content:
Well being
Skills and Objectives:
Issues that affect people in our city
Understanding different points of view
Family groups- why are they important to us
How do we grow? (Skeleton, muscles)
Effects of smoking
Friendship issues resolving conflicts
Taking responsibility for your own learning
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Year 5
Term 1:1
Fit For Life
English
Content:
Performance Poetry
Instructions
English Stories by significant writers
Skills and Objectives:
Writing
Use imagery and figurative language to evoke imaginative response
Understand conventions of standard English, e.g. agreement of verbs
Explore ways of combining simple sentences and re-ordering clauses to make compound and complex
sentences
Write new scenes or characters into a story, or write from another viewpoint
Explore ways of combining simple sentences and re-ordering clauses to make compound and complex
sentences
Choose words and phrases carefully to convey feeling and atmosphere
Investigate clauses within sentences and how they are connected
Use pronouns, making clear to what or to whom they refer
Use an increasing range of subordinating connectives
Reading
Read and perform narrative poems
Read poems by significant poets and compare style, forms and themes
Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to
understanding beyond the literal
Discuss metaphorical expressions and figures of speech
Read widely and explore the features of different fiction genres
Comment on a writer’s use of language and explain reasons for writer’s choices
Identify the point of view from which a story is told
Phonics, spelling and vocabulary
Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue
Identify unfamiliar words, explore definitions and use new words in context
Use effective strategies for learning new spellings and mis-spelt words
Revise grammatical homophones, e.g. they’re, their, there
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Learn spelling rules for words ending in -e and -y, e.g. take/taking, try/tries
Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves
Speaking and listening
Shape and organise ideas clearly when speaking to aid listener
Talk confidently in extended turns and listen purposefully in a range of contexts
Begin to adapt non-verbal gestures and vocabulary to suit Content: and audience
Describe events and convey opinions with increasing clarity and detail
Recall and discuss important features of a talk, possibly contributing new ideas
Maths
Content:
Number and Number System
Geometry
Problem Solving
Skills and Objectives:
Number and Number System
Count on and back in steps of constant size, extending beyond zero
Know what each digit represents in five- and six-digit numbers
Partition any number up to one million into thousands, hundreds, tens and units
Multiply and divide any number from 1 to 10000 by 10 or 100 and understand the effect
Round four-digit numbers to the nearest 10, 100 or 1000
Order and compare numbers up to a million using the > and < signs
Recognise and extend number sequences
Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000
Geometry
Identify and describe properties of triangles and classify as isosceles, equilateral or scalene
Recognise reflective and rotational symmetry in regular polygons
Visualise 3D shapes from 2D drawings and nets, e.g. different nets of an open or closed cube
Recognise perpendicular and parallel lines in 2D shapes, drawings and the environment
Problem Solving
Explain methods and justify reasoning orally and in writing; make hypotheses and test them out
Explore and solve number problems and puzzles
Investigate a simple general statement by finding examples which do or do not satisfy it
Science
Content:
The Way We See Things
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Skills and Objectives:
Know that we see light sources because light from the source enters our eyes
Make relevant observations
Use observation and measurement to test predictions and make links
Know that beams/rays of light can be reflected by surfaces including mirrors
Know that reflected light enters our eyes and we see the object
Explore why a beam of light changes direction when it is reflected from a surface
Decide whether results support predictions
Make predictions of what will happen based on scientific knowledge and understanding, and suggest
and communicate how to test these
Use knowledge and understanding to pan how to carry out a fair test
Discuss the need for repeated observations and measurements
Present results in bar charts
Interpret data and think about whether it is sufficient to draw conclusions
Geography
Content:
Olympic cities of the past and future
Skills and Objectives:
Ask geographical questions
Ask, “What may this place be like in the future?”
Use atlases, globes maps and plans at a range of scales
Use the internet to help find out about a location (e.g. Google Earth)
Identify how and why places change
Describe a place using information found out using geography words
History
Content:
To understand the symbolism behind the Olympics
Skills and Objectives:
Choose reliable sources of factual evidence to describe what was important to people, their culture and
leisure activities, the things people believed in the past (attitudes and religion), and the experiences of
men, women & children in the past
Identify and describe reasons for, and results of, historical events, situations, and changes in the periods
studied
Describe some similarities and differences between some people, events and objects (artifacts) studied
Recognise social, ethnic, cultural, religious diversity of the societies studied
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Art and Design
Content:
Design mascots and medals for their own cities showing understanding of the values involved
Skills and Objectives:
Investigate and combine visual and tactile qualities and match them to the purpose of their work
Design and make images and artefacts that communicate observations, ideas and feelings by using a
variety of methods
Use a number of sketches to base my work on
Annotate my sketches in my art sketchbook to explain my ideas
Sketch lightly (so I do not need to use a rubber)
Select the most suitable drawing materials for the type of drawing I want to produce
Adapt work in response to their views and describe how they may develop it further
Adapt and improve my own work
Record from first-hand evidence, experience and imagination for a variety of purposes
Question and make thoughtful observations about starting points for work
Explore ideas and collect visual and other information for my work
Compare methods and ideas used in their own and others’ work and say what they think and feel
Comment on similarities and differences between my own and others’ work
Design Technology
Content:
Create a freestanding 3D sculpture of a person in action
Skills and Objectives:
Develop and explain ideas clearly with design objectives
Plan, suggesting a sequence of actions or alternatives if needed
Communicate design ideas in different ways
Generate ideas and recognise that my designs have to meet a range of different needs
Make realistic plans to achieve my aims
Think ahead about the order of my work, choosing appropriate tools, equipment, materials,
components and techniques
Select tools, techniques and materials
Use finishing techniques to strengthen and improve the appearance of the product
Use the most appropriate moldable material suitable for the purpose of my product
Shape my product carefully, using techniques and tools that lead to a high quality finish
Use my art skills to apply texture or design to my product
Reflect on work in relation to intended use (and users’) and identify improvements needed,
Recognise quality depends on how something is made and if it meets its intended use
Identify where my evaluations have led to improvements in my products
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Computing
Content:
Create a presentation with text and graphics
Skills and Objectives:
Understand the differences between hardware and software
Be able to name the main computer components create folders
Research a topic on the world wide web
Type quickly and correctly
Type and design a printable document
Present text using a word/photo collage
Create a mind map using ICT
Create a multimedia presentation
Understand how an algorithm works
Physical Education
Content:
Games
Skills and Objectives:
Consolidate existing skills and gain new ones
Perform actions and skills with more consistent control and quality
Consolidate and improve the quality, range and consistency of the techniques used for particular
activities such as running for long and short distance
Consolidate throwing & catching a bean bag
Consolidate the pass in tennis ball using tennis rackets
Consolidate the pass & dribbling in hockey
Improve attacking and defending skills in hockey
Learn how to pass a basketball & a football from stationary position (using different ways of sending the
balls) and from running (using different ways of sending the balls)
Learn how to score points in the basket (basketball)/ goal – football
Use all the skills acquired in a mini game situation (basketball & football)
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Music
Content:
Singing
Appreciation of Music
Composition of Music
Skills and Objectives:
Learn notation quarter REST, Quarter, Eight and HALF notes; DO to DO
Listen with concentration and remember longer fragments of music
Recognise the metre of each piece
How to make expressive use of elements and techniques and develop their performance
Sing with expression and rehearse with others
PSHE (personal, social and Health Education)
Content:
New Beginnings
Skills and Objectives:
Understand the different emotions and feelings people have in a new situation or when meeting
new people
Know and understand the rules and regulations in all areas of school life and why we have them
Make a class charter (rights and responsibilities)
Know and share strategies to help us learn and do well in school
Set personal targets for English, Maths and Science
Attitudes towards new things can have a positive or negative impact on the situation
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Term 2:1
Shipwrecked
English
Content:
Stories from Different Cultures
Poetry
Non Fiction Writing – Newspaper Stories
Skills and Objectives:
Reading
Provide accurate textual reference from more than one point in a story to support answers to questions
Compare the structure of different stories
Look for information in non-fiction texts to build on what is already known
Develop note-taking to extract key points and to group and link ideas
Explore the features of texts which are about events and experiences, e.g. diaries
Read widely and explore the features of different fiction genres
Read and perform narrative poems
Writing:
Learn how dialogue is set out and punctuated
Understand the difference between direct and reported speech
Investigate clauses within sentences and how they are connected
Begin to use the comma to separate clauses within sentences and clarify meaning in complex sentences
Begin to set out dialogue appropriately, using a range of punctuation
Explore ways of combining simple sentences and re-ordering clauses to make compound and complex
sentences
Use an increasing range of subordinating connectives
Map out writing to plan structure, e.g. paragraphs, sections, chapters
Choose words and phrases carefully to convey feeling and atmosphere
Begin to attempt to establish links between paragraphs using adverbials
Record ideas, reflections and predictions about books, e.g. in a reading log
Make notes for different purposes, using simple abbreviations and writing ‘in your own words’
Maintain a consistent viewpoint when writing
Speaking and Listening
Shape and organise ideas clearly when speaking to aid listener
Talk confidently in extended turns and listen purposefully in a range of contexts
Describe events and convey opinions with increasing clarity and detail
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Shape and organise ideas clearly when speaking to aid listener
Phonics, Spelling and Vocabulary
Recognise a range of less common letter strings in words which may be pronounced differently
Use dictionaries efficiently and carry out ICT spell checks
Use a thesaurus to extend vocabulary and choice of words
Identify unfamiliar words, explore definitions and use new words in context
Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue
Extend earlier work on prefixes and suffixes, recognizing that different spelling rules apply for suffixes
which begin with vowels and those that begin with consonants
Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves
Maths
Content:
Number
Handling Data
Problem Solving
Skills and Objectives:
Number
Count on and back in steps of constant size, extending beyond zero
Partition any number up to one million into thousands, hundreds, tens and units
Multiply and divide any number from 1 to 10000 by 10 or 100 and understand the effect
Order and compare negative and positive numbers on a number line and temperature scale
Calculate a rise or fall in temperature
Recognise and extend number sequences
Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000
Make general statements about sums, differences and multiples of odd and even numbers
Handling data
Answer a set of related questions by collecting, selecting and organising relevant data; draw conclusions
from their own and others’ data and identify further questions to ask
Draw and interpret frequency tables, pictograms and bar line charts, with the vertical axis labelled for
example in twos, fives, tens, twenties or hundreds. Consider the effect of changing the scale on the
vertical axis
Construct simple line graphs, e.g. to show changes in temperature over time
Understand where intermediate points have and do not have meaning, e.g. comparing a line graph of
temperature against time with a graph of class attendance for each day of the week
Find and interpret the mode of a set of data
Describe the occurrence of familiar events using the language of chance and likelihood
Explain methods and justify reasoning orally and in writing; make hypotheses and test them out.
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Problem Solving
Using understanding and strategies in solving problems
Explore and solve number problems and puzzles, e.g. logic problems
Describe and continue number sequences, e.g. −30, −27, □, □, −18, …; identify the relationships
between numbers
Investigate a simple general statement by finding examples which do or do not satisfy it
Deduce new information from existing information to solve problems
Use ordered lists and tables to help solve problems systematically
Science
Content:
Shadows
Skills and Objectives:
Know that scientists have combined evidence with creative thinking to suggest new ideas and
explanations for phenomena
Use observation to test predictions
Make predictions of what will happen based on scientific knowledge and understanding, and suggesting
how to test these and communicate these
Use knowledge and understanding to plan how to carry out a fair test
Collect sufficient evidence to test an idea
Identify factors that need to be taken into account in different contexts
Make relevant observations
Measure time and length
Discuss the need for repeated observations and measurements
Present results in bar charts
Decide whether results support predictions
Begin to evaluate repeated results
Recognise and make predictions from patterns in data and suggest explanations using scientific
knowledge and understanding
Interpret data and thinking about whether it is sufficient to draw conclusions
Geography
Content:
Islands
Skills and Objectives:
Use appropriate geographical vocabulary
Use atlases, globes maps and plans at a range of scales
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Draw maps and plans at a range of scales
Build a list of geography words
Look at and make detailed maps of areas I am studying
Use the Contents and index pages of an Atlas to find places quickly, and use my knowledge of the 7
continents to help me locate places in the Contents
Use the internet to help find out about a location (e.g. Google Earth)
Recognise how places fit within a wider geographical context and are interdependent
Compare and contrast places that I have studied using the physical and human features for my
comparisons, and my knowledge of continents, countries, climate, temperature, and economy
Give some reasons for the similarities and differences between places, using geographical language and
what I know about relationships between countries
Recognise some physical and human processes and explain how these can cause changes in places and
environments.
Identify the parts of a coastline (river mouth, beach, cliffs, stacks, caves)
Recognise some physical and human processes and explain how these can cause changes in places and
environments
Compare places where people live and give reasons for the differences
History
Content:
The Sinking of the Titanic
Skills and Objectives:
Place events, people and changes into correct periods of time
Use dates and vocabulary relating to the passing of time
Use a time line to place events I have found out about both in this country and abroad
Name the date of a significant event from the past that I have studied and place it in the right place on a
time line
Recognise characteristic features of the periods and societies studied, including ideas, beliefs, attitudes
and experiences of men, women and children
Identify and describe reasons for, and results of events and changes
Describe similarities and differences between some people, events and objects (artefacts) studied
Describe how some of the things I have studied from the past affect life today
Use documents, printed sources (eg archive materials) the Internet, databases, pictures, photographs,
music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence
about the past
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Art and Design
Content:
Sketch a Titanic scene
Make a collage about Titanic
Design an Island flag
Skills and Objectives:
Collect visual and other information to develop ideas, including a sketchbook
Explore ideas and collect visual and other information for my work
Investigate and combine visual and tactile qualities and match them to the purpose of their work
Apply and develop use of tools and techniques, including drawing
Design and make images and artifacts that communicate observations, ideas and feelings by using a
variety of methods
Use a number of sketches to base my work on
Annotate my sketches in my art sketchbook to explain my ideas
Sketch lightly (so I do not need to use a rubber)
Recognise how visual and tactile elements including colour, pattern, texture, line, tone, shape and, form
can be combined
How materials and processes can be matched to ideas and intentions
Make a collage is based on observational drawings
Collage combines both visual and tactile qualities
Collage takes inspiration from artists or designers
Apply and develop use of tools and techniques, including drawing
Design and make images and artifacts that communicate observations, ideas and feelings by using a
variety of methods
Design Technology
Content:
Musical Instruments
Skills and Objectives:
Develop and explain ideas clearly with design objectives
Plan, suggesting a sequence of actions or alternatives if needed
Communicate design ideas in different ways
Generate ideas by collecting and using information
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Produce step-by-step plans
Communicate alternative ideas using words, labelled sketches and models showing that I am aware of
the constraints of my design
Suggest alternative ways of making a product if the first attempt fails
Explore the sensory qualities of materials and how to use them
Measure, mark out, cut and shape materials accurately
Methods of working are precise so that products have a high quality finish
Reflect on work in relation to intended use (and users’) and identify improvements needed
Carry out appropriate tests first
Reflect on my designs and develop them bearing in mind the way they will be used
Identify what is working well and what can be improved
Computing
Content:
Databases
Skills and Objectives:
Candle data using ICT
Create a database
Add records in a database
Use queries
Physical Education
Content:
Dance
Skills and Objectives:
Apply rules and conventions for different activities
Identify what makes a performance effective
Suggest improvements based on information
Learn different dance routines and styles
Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and
small-team activities
Learn how to work and use activities in a Fitness circuit
Understand how exercise affects the body in the short-term
Warm up and prepare appropriately for different activities
Know why physical activity is good for health and well-being
Know why wearing appropriate clothing and being hygienic is good for their health and safety
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Music
Content:
Performing together
Exploring Musical Processes
Skills and Objectives:
About the effect of different pitched notes played together
Describe the effect of different combinations of pitched notes
Sing in rounds with accompaniment of chords
Recognise repeated rhythmic patterns
Repeat rhythmic patterns
Perform a repeated pattern to a steady pulse
Perform with awareness of different parts
How to find given notes on a tuned percussion and perform using voices and instruments
Perform confidently using voices and pitched percussion
Focus their listening with awareness of how sounds can be contrasting, about different textures Listen
with concentration for longer periods of time
Identify moods
Know that pitch and duration of sounds can be altered using ICT
Explain how sounds can be modified and combined to create sound effects
The Quarter REST, Quarter, Eight, HALF and SIXTHEEN notes; DO to D
PSHE (personal, social and Health Education)
Content:
Friendship and Bullying
Skills and Objectives:
Who are my friends and what makes them a good friend to me
Understand the different types of bullying including racism
Anti-Bullying See it Stop it campaign
Know the consequences of bullying outside of school
Differences between direct and indirect bullying
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Term 2:2
Earth and Beyond
English
Content:
Non Fiction Text
Persuasive Writing
Non chronological reports and explanations
Skills and Objectives:
Writing:
Map out writing to plan structure, e.g. paragraphs, sections, chapters
Compare writing that informs and persuades
Note the use of persuasive devices, words and phrases in print and other media
Locate information confidently and efficiently from different sources
Look for information in non-fiction texts to build on what is already known
Maintain a consistent viewpoint when writing
Identify prepositions and use the term
Investigate clauses within sentences and how they are connected
Understand the difference between direct and reported speech
Begin to set out dialogue appropriately, using a range of punctuation
Write non-chronological reports and explanations
Make notes for different purposes, using simple abbreviations and writing ‘in own words’
Reading
Read and perform narrative poems
Consider how a writer expresses their own point of view, e.g. how characters are presented
Identify the point of view from which a story is told
Develop note-taking to extract key points and to group and link ideas
Explore the features of texts which are about events and experiences, e.g. diaries
Consider how a writer expresses their own point of view, e.g. how characters are presented
Identify the point of view from which a story is told
Locate information confidently and efficiently from different sources
Skim read to gain an overall sense of a text and scan for specific information
Speaking and Listening
Shape and organise ideas clearly when speaking to aid listener
Begin to adapt non-verbal gestures and vocabulary to suit content and audience
Describe events and convey opinions with increasing clarity and detail
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Phonics, spelling and vocabulary
Recognise a range of less common letter strings in words which may be pronounced differently
Investigate ways of creating opposites, e.g. un-, im- and comparatives, e.g. -er, -est
Revise grammatical homophones, e.g. they’re, their, there
Identify unfamiliar words, explore definitions and use new words in context
Investigate the origin and appropriate use of idiomatic phrases
Use a thesaurus to extend vocabulary and choice of words
Identify unfamiliar words, explore definitions and use new words in context
Recognise a range of less common letter strings in words which may be pronounced differently
Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue
Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal, signature
Identify unfamiliar words, explore definitions and use new words in context
Use effective strategies for learning new spellings and misspelt words
Maths
Content:
Number
Handling Data
Problem Solving
Skills and Objectives:
Number
Know by heart pairs of one-place decimals with a total of 1, e.g. 0.8 + 0.2
Derive quickly pairs of decimals with a total of 10, and with a total of 1
Add or subtract near multiples of 10 or 100, e.g. 4387 – 299
Calculate differences between near multiples of 1000,e.g. 5026 – 4998,or near multiples of 1,
e.g. 3.2 – 2.6
Multiply multiples of 10 to 90, and multiples of 100 to 900, by a single digit number
Multiply by 19 or 21 by multiplying by 20 and adjusting
Multiply by 25 by multiplying by 100 and dividing by 4
Use factors to multiply, e.g. multiply by 3, then double to multiply by 6
Double any number up to 100 and halve even numbers up to 200and use this to double and halve
numbers with one or two decimal places, e.g. double 3.4 and halve 8.6
Double multiples of 10 to 1000 and multiples of 100 to 10000, e.g. double 360 or double 3600, and
derive the corresponding halves
Find the total of more than 3 two- or three-digit numbers using a written method
Add or subtract and pair of three- and/or four-digit numbers, with the same number of decimal places,
including amounts of money
Start expressing remainders as a fraction of the divisor when dividing two-digit numbers by single-digit
numbers
Begin to use brackets to order operations and understand the relationship between the four operations
and how the laws of arithmetic apply to multiplication
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Use decimal notation for tenths and hundredths and understand what each digit represents
Round a number with one or two decimal places to the nearest whole number
Order numbers with one or two decimal places and compare, using the > and < signs
Recognise equivalence between: ½, ¼, and 1/8; 1/3 and 1/6; 1/5 and 1/10
Recognise equivalence between the decimal and fraction forms of halves, tenths and hundredths and
use this to help order fractions, e.g. 0.6 is more than 50% and less than 7/10
Change an improper fraction to a mixed number, e.g. 7/4 to 1¾; order mixed numbers and place
between whole numbers on a number line
Relate finding fractions to division and use to find simple fractions of quantities
Understand percentage as the number of parts in every 100 and find simple percentages of quantities
Express tenths, halves and hundredths as percentages
Use fractions to describe and estimate a simple proportion, e.g. 1/5 of the beads are yellow
Use ratio to solve problems, e.g. to adapt a recipe for 6 people to one for 3 or 12 people
Solve single and multi-step word problems (all four operations); represent them
Check with a different order when adding several numbers or by using the inverse when adding or
subtracting a pair of numbers
Estimate and approximate when calculating, e.g. using rounding, and check working
Consider whether an answer is reasonable in the context of a problem
Measures
Length, mass and capacity
Read, choose, use and record standard units to estimate and measure length, mass and capacity to a
suitable degree of accuracy
Convert larger to smaller metric units
Order measurement in mixed units
Round measurement to the nearest whole unit
Interpret a reading that lies between two unnumbered divisions on a scale
Compare readings on different scales
Draw and measure lines to nearest centimetre and millimetre
Read, choose, use and record standard units to estimate and measure length, mass and capacity to a
suitable degree of accuracy
Time
Recognise and use the units of time: seconds, minutes, hours, days, months, years
Tell and compare the time using digital and analogue clocks using the 24-hour clock
Calculate time intervals in seconds, minutes and hours using digital or analogue formats
Use a calendar to calculate time intervals in days and weeks
Calculate time intervals in months and years
Read timetables using the 24-hour clock
Area and perimeter
Measure and calculate the perimeter of regular and irregular polygons
Understand area measured in square centimetres
Use the formula for the area of a rectangle to calculate the rectangle’s area
Problem Solving
Understand everyday systems of measurement in length, weight, capacity, temperature and time and
use these to perform simple calculations
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Consider whether an answer is reasonable in the context of a problem
Choose an appropriate strategy for a calculation and explain how they worked out the answer
Deduce new information from existing information to solve problems
Use ordered lists and tables to help solve problems systematically
Explain methods and justify reasoning orally and in writing; make hypotheses and test them out
Solve a larger problem by breaking it down into sub-problems or represent it using diagrams
Science
Content:
Earth and Beyond
Skills and Objectives:
knowing that scientists have combined evidence with creative thinking to suggest new ideas and
explanations for phenomena
Use observation to test predictions
make relevant observations
Discuss the need for repeated observations and measurements
present results in bar charts and line graphs
begin to evaluate repeated results
recognise and make predictions from patterns in data and suggesting explanations using scientific
knowledge and understanding
Interpreting data and thinking about whether it is sufficient to draw conclusions
Geography
Content:
Constellations Maps of the moon / Mars
Maps and diagrams of constellations
Skills and Objectives:
Ask geographical questions
Collect and record evidence
Analyse evidence and draw conclusions
Communicate in ways appropriate to the task and audience
Choose the most appropriate writing skills to communicate what I know.
Choose the most appropriate maths skills to help me record and present my observations. (Charts,
graphs, tables, scales etc.)
Choose which of my ICT skills to use to help me find out information and present what I have found out
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Explain why places are like they are
Identify how and why places change
describe a place using information I have found out using my geography words well.
Draw maps and plans at a range of scales
Make detailed sketches of the features of a location
History
Content:
History of space exploration (ancient and modern astronomers, Neil Armstrong, Buzz Aldrin, Yuri
Gagarin)
History of the telescope and discovery of planets /stars
Skills and Objectives:
Use a variety of sources to find out about events, people and changes
Ask and answer questions
Select and record relevant information
Use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs,
to collect evidence about the past
Suggest sources of evidence to help me answer questions
Recall, select and organise information
Use dates and historical vocabulary to describe the period
Communicate their knowledge and understanding in a variety of ways
Present my findings about the past using my speaking, writing, maths, ICT, drama and drawing skills
Use dates and terms accurately
Discuss the most appropriate way to present my information, which I realise is for an audience
Art and Design
Content:
Design a Moon Buggy – a moving toy with cams and axles
Skills and Objectives:
Generate ideas after thinking about who will use them and what they will be used for, using information
from a number of sources.
Develop and explain ideas clearly with design objectives
Plan, suggesting a sequence of actions or alternatives if needed
Communicate design ideas in different ways
Generate ideas and recognise that my designs have to meet a range of different needs
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Make realistic plans to achieve my aims
Think ahead about the order of my work, choosing appropriate tools, equipment, materials,
components and techniques
Clarify my ideas using labelled sketches and models to communicate the details of my designs
Select tools, techniques and materials
Measure, mark out, cut and shape materials accurately
Select the most appropriate techniques and tools to make my product
Make cuts (scissors, snips, saw) accurately and reject pieces that are not accurate and improve my
technique
Make holes (punch, drill) accurately
Use finishing techniques to strengthen and improve the appearance of the produce
Select the most appropriate techniques and tools to make my product
Find solutions to problems as they happen
Make a good finish so that a user will find it both useful and attractive
Select the most appropriate techniques and tools to make my product
Methods of working are precise so that products have a high quality finish
Learn how the working characteristics of materials affect the way they are used
Learn how materials can be combined and mixed to create more useful properties
Learn how mechanisms can be used to make things move in different ways, using a range of equipment
Know the application of mechanisms to create movement
Combine a number of components well in my product
Join materials to make products using both permanent and temporary fastenings
Art and Design
Content:
Create the model of a solar system using plasticine
Skills and Objectives:
Record from first-hand evidence, experience and imagination for a variety of purposes.
Question and make thoughtful observations about starting points for work
Collect visual and other information to develop ideas, including a sketchbook
Explore ideas and collect visual and other information for my work
Investigate and combine visual and tactile qualities and match them to the purpose of their work
Apply and develop use of tools and techniques, including drawing
Use the internet to research ideas or starting points for art
Use a variety of tools and techniques for sculpting in clay, papier-mâché and other mouldable materials
Record from first-hand evidence, experience and imagination for a variety of purposes.
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Food and Nutrition
Content:
Plan a healthy meal for an Astronaut
Skills and Objectives:
Generate ideas after thinking about who will use them and what they will be used for, using information
from a number of sources
Develop and explain ideas clearly with design objectives
Plan, suggesting a sequence of actions or alternatives if needed
Communicate design ideas in different ways
Generate ideas by collecting and using information
Take the views of users’ into account when designing my products
Produce step-by-step plans
Follow safe procedures for food safety and hygiene
Select ingredients for my food product
Work in a safe and hygienic way
Measure out my ingredients by weight or quantity, using scales where appropriate
Present the product to impress the intended user
Reflect on work in relation to intended use (and users’) and identify improvements needed
Recognise quality depends on how something is made and if it meets its intended use
Identify where my evaluations have led to improvements in my products
Computing
Content:
Controlling and monitoring: Space Station Alert; The Solar System
Skills and Objectives:
Control and explore computer simulations
Understand how an algorithm works
Create a computer program
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Physical Education
Content:
Gymnastics
Skills and Objectives:
Apply rules and conventions for different activities
Identify what makes a performance effective
Suggest improvements based on information
Create a routine with gymnastics actions, shapes and balances consistently and fluently, containing 15
exercises.
Perform actions, shapes and balances consistently and fluently in specific activities
Jump over the vaulting box focusing on steps on the spring board and jumping with control, speed, and
different ways of landing.
Understand how exercise affects the body in the short-term
Warm up and prepare appropriately for different activities
Know why physical activity is good for health and well-being
Know why wearing appropriate clothing and being hygienic is good for their health and safety
Music
Content:
Cyclic Patterns
Skills and Objectives:
About “lyrics” and their cultural and social meaning
Listen to national anthems and understand the purpose of lyrics
Compose a song with a melody that reflects the meaning of lyrics and with a clear structure of Verse
chorus, verse, chorus
Compose, Write and Play on the xylophones short tunes
PSHE (personal, social and Health Education)
Content:
Active Member of Society
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Skills and Objectives:
Rules to make a better world
Poor and happy versus rich and lonely
How to be a good resident of Romania/Bucharest
How our choices impact others around the world
Worldwide charities
Importance of a bank account
Enterprise Day
Term 3
Around the World
English
Content:
Stories by significant authors
Recounts
Fictional Writing
Narrative Poetry
Review and Revision
Progression test
Skills and Objectives:
Writing
Explore ways of combining simple sentences and re-ordering clauses to make compound and complex
sentences
Use an increasing range of subordinating connectives
Map out writing to plan structure, e.g. paragraphs, sections, chapters
Maintain a consistent viewpoint when writing
Make notes for different purposes, using simple abbreviations and writing ‘in own words’
Compare writing that informs and persuades
Note the use of persuasive devices, words and phrases in print and other media.
Locate information confidently and efficiently from different sources
Consider how a writer expresses their own point of view, e.g. how characters are presented
Explore the features of texts which are about events and experiences, e.g. diaries
Reading
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Read widely and explore the features of different fiction genres
Provide accurate textual reference from more than one point in a story to support answers to questions
Read and perform narrative poems
Identify the point of view from which a story is told
Speaking and Listening
Shape and organise ideas clearly when speaking to aid listener
Describe events and convey opinions with increasing clarity and detail
Begin to adapt non-verbal gestures and vocabulary to suit content and audience
Phonics, spelling and vocabulary
Recognise a range of less common letter strings in words which may be pronounced differently
Extend earlier work on prefixes and suffixes, recognizing that different spelling rules apply for suffixes
which begin with vowels and those that begin with consonants
Use dictionaries efficiently and carry out ICT spell checks
Use a thesaurus to extend vocabulary and choice of words
Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves
Identify unfamiliar words, explore definitions and use new words in context
Revise grammatical homophones, e.g. they’re, their, there
Identify unfamiliar words, explore definitions and use new words in context
Investigate the origin and appropriate use of idiomatic phrases
Identify unfamiliar words, explore definitions and use new words in context
Maths
Content:
Measures
Geometry
Problem Solving
Review and Revision
Progression test
Skills and Objectives:
Measures
Length, mass and capacity
Read, choose, use and record standard units to estimate and measure length, mass and capacity to a
suitable degree of accuracy
Convert larger to smaller metric units
Order measurements in mixed units
Round measurements to the nearest whole unit
Interpret a reading that lies between two unnumbered divisions on a scale
Compare readings on different scales
Time
Recognise and use the units for time: seconds, minutes, hours, days, months and years
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Tell and compare the time using digital and analogue clocks using the 24-hour clock
Read timetables using the 24-hour clock
Calculate time intervals in seconds, minutes and hours using digital and analogue formats
Use a calendar to calculate time intervals in days and weeks
Calculate time intervals in months and years
Area and perimeter
Measure and calculate the perimeter of regular and irregular polygons
Understand area measured in square centimetres
Use the formula for the area of a rectangle to calculate the rectangle’s area
Geometry
Identify and describe properties of triangles and classify as isosceles, equilateral or scalene
Recognise reflective and rotational symmetry in regular polygons
Create patterns with 2 lines of symmetry, e.g. on a pegboard or squared paper
Visualise 3D shapes from 2D drawings and nets, e.g. different nets of an open or closed cube
Understand and use angle measure in degrees; measure angles to the nearest 5 degrees; identify,
describe and estimate the size of angles and classify them as acute, right or obtuse
Read and plot coordinates in the first quadrant
Predict where a polygon will be after reflection where the mirror line is parallel to one of the sides,
including where the line is oblique
Understand translation as movement along a straight line, identify where polygons will be after
translation and give instructions for translating shapes
Problem Solving
Recognise the relationship between different 2D shapes and 3D shapes, e.g. a face of a cube is a square
Deduce new information from existing information to solve problems
Identify simple relationships between shapes, e.g. these triangles are all isosceles because.....
Explain methods and justify reasoning orally and in writing; make hypotheses and test them out
Understand everyday systems of measurement in length, weight, capacity, temperature and time and
use these to perform simple calculations
Consider whether an answer is reasonable in the context of a problem
Choose an appropriate strategy for a calculation and explain how they worked out the answer
Use ordered lists and tables to help solve problems systematically
Solve a larger problem by breaking it down into sub-problems or represent it using diagrams
Science
Content:
Evaporation and Condensation
Review and Revision
Progression test
Skills and Objectives:
Know that scientists have combined evidence with creative thinking to suggest new ideas and
explanations for phenomena
Use observation to test predictions
Make predictions of what will happen based on scientific knowledge and understanding, and suggesting
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how to test these and communicate these
use knowledge and understanding to plan how to carry out a fair test
Collect sufficient evidence to test an idea
Identify factors that need to be taken into account in different contexts
Make relevant observations
Measure volume, temperature, time, length and force
Discuss the need for repeated observations and measurements
Present results in bar charts
Decide whether results support predictions
Begin to evaluate repeated results
recognise and make predictions from patterns in data and suggesting explanations using scientific
knowledge and understanding
interpret data and thinking about whether it is sufficient to draw conclusions
Geography
Content:
An environment issue – Investigating holiday destinations and the factors that affect peoples’ choices
Skills and Objectives:
Ask geographical questions
Collect and record evidence
Analyse evidence and draw conclusions
Use the terms PHYSICAL and HUMAN accurately and can describe these features.
Give reasons for why some of those features are where they are
Find out about places and the features in those places by either going to that place to observe or by
deciding which will be the best sources of information to look at
Choose the most appropriate writing skills to communicate what I know
Use appropriate geographical vocabulary
Use ICT to help in geographical investigations
Use the internet to help find out about a location (e.g. Google Earth)
Explain why places are like they are
Identify how and why places change
Recognise how places fit within a wider geographical context and are interdependent
Compare and contrast places that I have studied using the physical and human features for my
comparisons, and my knowledge of continents, countries, climate, temperature, and economy
Give some reasons for the similarities and differences between places, using geographical language and
what I know about relationships between countries
Recognise some physical and human processes and explain how these can cause changes in places and
environments
Describe a place in terms of how economically developed it is
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History
Content:
Compare towns/cities/countries now with what they were like in past
Skills and Objectives:
Use a variety of sources to find out about events, people and changes
Ask and answer questions
Select and record relevant information
Use documents, printed sources (eg archive materials) the Internet, databases, pictures, photographs,
music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence
about the past
Ask, “What was it like for a... (child, rich person, etc) during…
Choose reliable sources of evidence to help me answer questions, realising that there is often not a
single answer to historical questions
Art and Design
Content:
A collage of a holiday scene
Design a souvenir
Skills and Objectives:
Ask and answer questions about starting points for work
Respond to ideas and starting points (Stories, rhymes, objects, the natural world)
Recognise how visual and tactile elements including colour, pattern, texture, line, tone, shape, form can
be combined
Know how materials and processes can be matched to ideas and intentions
Use tessellation and other patterns in my collage
Use my cutting skills to produce repeated patterns
Look at mosaic, montage and collage from other cultures
Design and make images and artefacts that communicate observations, ideas and feelings by using a
variety of methods
Explain the ideas behind my images in my art sketchbook
Design Technology
Content:
Investigating different bread and designing own bread recipe
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Skills and Objectives:
Explore the sensory qualities of materials and how to use them
Work in a safe and hygienic way
Learn how the working characteristics of materials affect the way they are used
Describe my food product in terms of taste, texture, flavour and relate this to the intended purpose of
the food
Develop and explain ideas clearly with design objectives
Plan, suggesting a sequence of actions or alternatives if needed
Communicate design ideas in different ways
Generate ideas by collecting and using information
Take the views of users’ into account when designing my products
Produce step-by-step plans
Communicate alternative ideas using words, labelled sketches and models showing that awareness of
the constraints of my design
Food and Nutrition
Content:
Investigating different bread and designing own bread recipe (links with Design Technology)
Skills and Objectives:
Select tools, techniques and materials
Measure, mark out, cut and shape materials accurately
Use finishing techniques to strengthen and improve the appearance of the product
Follow safe procedures for food safety and hygiene
Use a selection of ingredients to meet an identified need. (e.g.. lunchtime snack, healthy sandwich, low
gluten)
Work in a safe and hygienic way
Understand that materials can be combined and mixed to create more useful properties
Understand that cooking alters the flavour and texture of foods
Reflect on work in relation to intended use (and users’) and identify improvements needed
Reflect on my designs and develop them bearing in mind the way they will be used
Identify what is working well and what can be improved
Computing
Content:
Programming - Code Course 2
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Skills and Objectives:
Solve problems by decomposing them into smaller parts
Use selection in programmes
Physical Education
Content:
Games
Athletics
Skills and Objectives:
Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and
small-team activities
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Apply rules and conventions for different activities
Identify what makes a performance effective
Suggest improvements based on information
How exercise affects the body in the short-term
Warm up and prepare appropriately for different activities
Know why physical activity is good for health and well-being
Know why wearing appropriate clothing and being hygienic is good for their health and safety
Improving passing, catching and dribbling skills
Use a variety of techniques to pass
Work with a team or alone to gain possession of the ball
Strike a bowled ball
Use forehand and backhand when playing racquet games
Field well
Choose the most appropriate tactics in a game
Analyse and comment on skills and techniques and how they are applied in my own and in others’ work
Modify and refine my skills and techniques to improve my performance
Explain how different parts of my body react during different types of exercise
Warm up and cool down in ways that suit the activity
Describe why regular, safe exercise is good for my fitness and health
Athletics- throwing objects with accuracy and precision
Music
Content:
Performing together
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Exploring musical processes
Music theory – Sixteen, Quarter, eight, half notes and quarter rests;
The musical notes: Do to Do
Skills and Objectives:
How to improve diction for singing and acting
Sing and play a two part song
Improve and demonstrate children’s ability to take part in a class performance
PSHE (personal, social and Health Education)
Content:
Well being
Skills and Objectives:
Issues that affect people around the Romania
Understanding different points of view
What do you do when you feel embarrassed?
Body changes in puberty (inc. body odour, hair growth, acne)
Effects of Alcohol
Friendship issues resolving conflicts
Stereotypes
Year 6
Term 1:1
Rivers
English
Content:
Stories with Familiar settings
Instructions
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Skills and Objectives:
Grammar and Punctuation
Use a wider range of connectives to clarify relationships between ideas, e.g. however, therefore,
although
Begin to show awareness of the impact of writers’ choices of sentence length and structure
Revise different word classes.
Explore use of active and passive verbs within a sentence
Writing:
Plan plot, characters and structure effectively in writing an extended story
Manage the development of an idea throughout a piece of writing, e.g. link the end to the beginning
Establish and maintain a clear viewpoint, with some elaboration of personal voice
Develop some imaginative detail through careful use of vocabulary and style
Adapt the conventions of the text type for a particular purpose
Reading
Consider how the author manipulates the reaction of the reader, e.g. how characters and settings are
presented
Understand aspects of narrative structure, e.g. the handling of time
Comment on writer’s use of language, demonstrating awareness of its impact on the reader
Articulate personal responses to reading, with close reference to the text
Recognize key characteristics of a range of non-fiction text types
Speaking and Listening
Express and explain ideas clearly, making meaning explicit
Speak confidently in formal and informal contexts
Vary vocabulary, expression and tone of voice to engage the listener and suit the audience, purpose and
context
Convey ideas about characters in drama in different roles and scenarios through deliberate choice of
speech, gesture and movement
Maths
Content:
Number and Number System
Measures
Problem Solving
Skills and Objectives:
Numbers and the number system
Recognise and use decimals with up to three places in the context of measurement
Know what each digit represents in whole numbers up to a million
Know what each digit represents in one- and two-place decimal numbers
Multiply and divide any whole number from 1 to 10 000 by 10, 100 or 1000 and explain the effect
Find factors of two-digit numbers
Find some common multiples, e.g. for 4 and 5
Round whole numbers to the nearest 10, 100 or 1000
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Use the >, < and = signs correctly
Estimate where four-digit numbers lie on an empty 0–10 000 line
Recognise and extend number sequences
Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000
Measure (Length, mass and capacity)
Select and use standard units of measure. Read and write to two and three decimal places
Convert between units of measurement (kg and g, l and ml, km, m, cm and mm), using decimals
to three places, e.g. recognising that 1.245 m is 1 m 24.5 cm
Interpret readings on different scales, on a range of measuring instruments
Draw and measure lines to nearest centimetre and millimetre
Recognise and understand the units for measuring time: seconds, minutes, hours, days, weeks, months,
years, decades and centuries; convert one unit of time into another
Tell the time using digital and analogue clocks using the 24-hour clock system
Compare times on digital and analogue clocks (e.g. realise quarter to four is later than 3:40).
Read and use timetables using the 24-hour clock system
Calculate time intervals using digital and analogue times
Use a calendar to calculate time intervals in days, weeks or months
Calculate time intervals in days, months or years
Problem solving
Understand everyday systems of measurement in length, weight, capacity, temperature and time and
use these to perform simple calculations
Estimate and approximate when calculating, e.g. use rounding, and check working
Use ordered lists or tables to help solve problems systematically
Explain why they chose a particular method to perform a calculation and show working
Science
Content:
Reversible and Irreversible Changes
Skills and Objectives:
Distinguish between reversible and irreversible changes
Explore how solids can be mixed and how it is often possible to then separate them again
Observe, describe, record and begin to explain changes that occur when some solids are added to water
Explore how when solids do not dissolve or react with the water they can be separated by filtering,
which is similar to sieving
Explore how some solids dissolve in water to form solutions and although the solid cannot be seen, the
substance is still present
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Geography
Content:
Rivers
Residential Visit to Predeal
Skills and Objectives:
Use atlases, globes maps and plans at a range of scales
Use the Contents and index pages of an Atlas to find places quickly
Name and identify the longest rivers in the World
Name and locate the continents (Africa, Asia, Europe, North America, South America, Antarctica)
Recognise some physical and human processes and explain how these can cause changes in places and
environments
Identify the parts of a river and understand how land use is different along the river’s course (Source,
meander, mouth) and areas around
Recognise some physical and human processes and explain how these can cause changes in places and
environments
Recognise and explain patterns made by individual physical and human features in the environment
Know how erosion, deposition and flooding can affect people
Explain the process of erosion and deposition
Use appropriate geographical vocabulary
Use appropriate fieldwork techniques
Make detailed field sketches of the features of a location, labelling them with appropriate geography
words
Make careful measurements of rainfall, temperature, distances, depths (as appropriate) and record
these in the most suitable way
Identify how and why places change
Describe where a place is, I use continent, country, region and names of towns, cities, and rivers.
I can name and locate all places and features learned previously
Art and Design
Content:
Paint a river scene
Skills and Objectives:
Investigate and combine visual and tactile qualities and match them to the purpose of their work
Mix colours using tints and tones.
Know how visual and tactile elements including colour, pattern, texture, line, tone, shape, form can be
combined
Create colours by mixing to represent images I have observed in the natural and man-made world.
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Design Technology
Content:
Create a model of a River
Skills and Objectives:
Select tools, techniques and materials
Use finishing techniques to strengthen and improve the appearance of the product
Find solutions to problems as they happen
I identify where my evaluations have led to improvements in my products.
Computing
I identify where my evaluations have led to improvements in my products
Content:
Type and design a printable document
Create a multimedia presentation
Skills and Objectives:
Understand the differences between hardware and software
Name the main computer components
Create folders
Understand what the Internet is
Understand how to search effectively
Research a topic on the world wide web
Know how to stay safe when using the Internet
Physical Education
Content:
Games
Skills and Objectives:
Consolidate existing skills and gain new ones
Perform actions and skills with more consistent control and quality
Choose, combine and perform skills more fluently and effectively in different invasion games
Improve passing, stopping & dribbling
Consolidate and improve the quality, range and consistency of the techniques they use for particular
activities such as running for long and short distance
Consolidate throwing & catching a bean bag
Consolidate passing a tennis ball using tennis rackets
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Consolidate the pass & dribbling in hockey
Improve attacking and defending skills in hockey
Choose, combine and perform skills more fluently and effectively in different invasion games
Improve passing, stopping & dribbling and scoring points/goals in a game situation
Use all the skills acquired in a mini game situation (basketball /football)
Music
Content:
Singing
Appreciation of Music
Composition of Music
Skills and Objectives:
Musical Notation whole, half, quarter, eight, sixteenth, dotted half, DO DO
Listen with concentration and remember longer fragments of music
Recognise the meter of each piece
How to make expressive use of elements and techniques and develop their performance
PSHE (personal, social and Health Education)
Content:
New Beginnings
Skills and Objectives:
Identify a range of new situations that affect people in the wider world and recognise that certain
situations can force change to happen
Know and understand the Golden Rules and rules in other areas of the school (ICT canteen etc)
Understand the concept of rights and responsibilities class charter
Set personal targets for subjects and behaviour
Consider how we can achieve goals and what to do if we get overwhelmed by a situation
Know who to seek support or guidance from when worried or sad
Make a guide about our school showing both positive and negative sides
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Term 1:2
Factories
English
Content:
Diary entries
Persuasive Writing
Narrative writing (Spies and Mystery)
Poetry
Skills and Objectives:
Writing:
Select appropriate non-fiction style and form to suit specific purposes
Establish and maintain a clear viewpoint, with some elaboration of personal voice
Punctuate speech and use apostrophes accurately
Explore use of active and passive verbs within a sentence
Use a wider range of connectives to clarify relationships between ideas, e.g. however, therefore,
although
Develop grammatical control of complex sentences, manipulating them for effect
Develop increasing accuracy in using punctuation effectively to mark out the meaning in complex
sentences
Use different genres as models for writing
Develop some imaginative detail through careful use of vocabulary and style
Distinguish the main clause and other clauses in a complex sentence
Punctuate speech and use apostrophes accurately
Identify uses of the colon, semi-colon, parenthetic commas, dashes and brackets
Use different genres as models for writing
Develop some imaginative detail through careful use of vocabulary and style
Plan plot, characters and structure effectively in writing an extended story
Manage the development of an idea throughout a piece of writing, e.g. link the end to the beginning
Reading
Articulate personal responses to reading, with close reference to the text
Understand aspects of narrative structure, e.g. the handling of time
Identify features of balanced written arguments
Explore how poets manipulate and play with words and their sounds
Explore autobiography and biography, and first and third person narration
Distinguish between fact and opinion in a range of texts and other media
Explore definitions and shades of meaning and use new words in context
Comment on writer’s use of language, demonstrating awareness of its impact on the reader
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Analyse how paragraphs and chapters are structured and linked
Speaking and Listening
Express and explain ideas clearly, making meaning explicit
Use spoken language well to persuade, instruct or make a case, e.g. in a debate
Vary vocabulary, expression and tone of voice to engage the listener and suit the audience, purpose and
context
Pay close attention in discussion to what others say, asking and answering questions to introduce new
ideas
Help to move group discussion forward, e.g. by clarifying, summarizing
Phonics, Spelling and Vocabulary
Revise different word classes
Maths
Content:
Properties of shape
Movement of shape
Skills and Objectives:
Geometry
Classify different polygons and understand whether a 2D shape is a polygon or not
Visualise and describe the properties of 3D shapes e.g. faces, edges and vertices
Identify and describe properties of quadrilaterals (including the parallelogram, rhombus and trapezium),
and classify using parallel sides, equal sides, equal angles
Recognise and make 2D representations of 3D shapes including nets
Estimate, recognise and draw acute and obtuse angles and use a protractor to measure to the
nearest degree
Check that the sum of the angles of a triangle is 180º, for example, by measuring or paper folding;
calculate angles in a triangle or around a point
Recognise 2D and 3D shapes and their relationships, e.g. a cuboid have a rectangular cross-section
Read and plot co-ordinates in all four quadrants
Predict where a polygon will be after one reflection where the sides of the shape are not parallel or
perpendicular to the mirror line; after one translation or after a rotation through 90º about one of its
vertices
Problem Solving
Deduce new information from existing information and realise the effect that one piece of information
has on another
Science
Content:
Electrical conductors and Insulators
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Skills and Objectives:
Investigate how some materials are better conductors of electricity than others
Investigate how some metals are good conductors of electricity while most other materials are not
Know why metals are used for cables and wires and why plastics are used to cover wires and as covers
for plugs and switches
Predict and test the effects of making changes to circuits, including length or thickness of wire and the
number and type of components
Represent series circuits with drawings and conventional symbols
Geography
Content:
Where factories are built and why?
Skills and Objectives:
The location of places and environments they study and other significant places and environments
Find out about places and the features in those places by either going to that place to observe or by
looking at information sources
Use secondary sources of information, including aerial photographs
Give some reasons for the similarities and differences between places, using geographical language
Identify buildings and land use by using aerial photographs
Use ICT to help in geographical investigations
Use aerial photographs to help describe a location in more detail
Identify buildings and land use by using aerial photographs
Recognise the location of places and environments they study and other significant places and
environments
Look at maps of areas I am studying and identify features
History
Content:
The industrial Age, the growth of factories and towns in 19th century Britain
Working in a factory
Child labour
Skills and Objectives:
Identify characteristic features of the periods and societies studied, including ideas, beliefs, attitudes
and experiences of men, women and children
Use evidence to describe buildings and their uses of people from the past
Identify and describe reasons for, and results of events and changes
Use a variety of sources to find out about events, people and changes
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Use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs,
music, artifacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence
about the past
Communicate their knowledge and understanding in a variety of ways
Present my findings about the past using my speaking, writing, math, ICT, drama and drawing skills
Art and Design
Content:
Sketching
Skills and Objectives:
Question and make thoughtful observations about starting points for work
Apply and develop use of tools and techniques, including drawing
Sketch lightly (so I do not need to use a rubber)
Investigate and combine visual and tactile qualities and match them to the purpose of their work
Apply and develop use of tools and techniques, including drawing
Use a number of sketches to base my work on
Apply and develop use of tools and techniques, including drawing
Use shading to show shadows and reflections on 3D shapes
Use hatching and cross hatching to show tone and texture in my drawings
How materials and processes can be matched to ideas and intentions
My work includes technical drawings, such as ancient architecture
Design Technology
Content:
Build a model factory (Link with Shape)
Skills and Objectives:
Generate ideas after thinking about who will use them and what they will be used for, using information
from a number of sources
Plan, suggesting a sequence of actions or alternatives if needed
Communicate design ideas in different ways
Suggest alternative ways of making a product if the first attempt fails
Measure, mark out, cut and shape materials accurately
Recognise quality depends on how something is made and if it meets its intended use
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Take the views of users’ into account when designing my products
Produce step-by-step plans
Communicate alternative ideas using words, labelled sketches and models showing that I am aware of
the constraints of my design.
Use both my hands and other tools to mold materials into very accurate shapes that will do the
intended job well
Textile work incorporates the views of intended users’ and for the purpose
Make cuts (scissors, snips, saw) accurately and reject pieces that are not accurate and improve my
technique
Methods of working are precise so that products have a high quality finish
Computing
Content:
Writing code
Instructions
Skills and Objectives:
Solve problems by decomposing them into smaller parts
Use selection in programs
Work with variables
Use logical reasoning to explain how some simple algorithms work
Use logical reasoning to detect and correct errors in algorithms
Physical Education
Content:
Games
Skills and Objectives:
Consolidate existing skills and gain new ones
Perform actions and skills with more consistent control and quality
Improve passing, stopping & dribbling and scoring points/goals in a game situation
Use all the skills acquired in the first half term in a game situation
Consolidate existing skills and gain new ones
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Identify what makes a performance effective
Suggest improvements based on information
How exercise affects the body in the short-term
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Warm up and prepare appropriately for different activities
Improve team work in games
Develop a broader range of techniques and skills and use knowledge behind the strategies, tactics and
ideas to improve playing different invasion games
Music
Content:
Singing
Music Appreciation
Musical Composition
Skills and Objectives:
Know that percussion instruments can produce a wide range of sounds
Identify and control different ways percussion instruments make sounds
How different patterns can fit together
Identify patterns, instruments and repetition
Keep a steady pulse and improvise rhythmic patterns
Know about particular cyclic patterns
Explore and perform a particular cyclic pattern
Recognise the Iqa’at rhythmic patterns in Arab music
How to expand rhythmic ideas using timbre and duration and by rearranging the rhythmic material
Create and develop ideas
The Quarter REST, Quarter, Eight and HALF notes; DO to SOL
Duration and Pitch
PSHE (personal, social and Health Education)
Content:
Dealing with difficult situations
Skills and Objectives:
Know that the earths’ resources are finite and value the diversity of living things. I use the earth’s
resources responsibly (e.g. 5 R’s rethink, reduce, repair, re-use, recycle, and obtaining materials from
sustainable resources)
Have a range of strategies for managing my worries and other uncomfortable feelings
Know that I can seek support from other people when I feel angry, worried or sad
Imagine or visualise how I would like our world to be and set a challenge or goal, thinking ahead and
considering the consequences for myself, others and the environment and I can follow this through
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Term 2:1
Famous People
English
Content:
Non- fiction reports
Media
Biography
Auto biography
Skills
Writing:
Use the styles and conventions of journalism to write reports on events
Use paragraphs, sequencing and linking them appropriately to support overall development of the text
Develop some imaginative detail through careful use of vocabulary and style
Use a more specialised vocabulary to match the topic
Choose and compare words to strengthen the impact of writing, including some powerful verbs
Elaborate on basic information with some detail
Argue a case in writing, developing points logically and convincingly
Manage the development of an idea throughout a piece of writing, e.g. link the end to the beginning
Establish and maintain a clear viewpoint, with some elaboration of personal voice
Use paragraphs, sequencing and linking them appropriately to support overall development of the text
Grammar and Punctuation:
Revise different word classes
Develop grammatical control of complex sentences, manipulating them for effect
Punctuate speech and use apostrophes accurately
Use a wider range of connectives to clarify relationships between ideas, e.g. however, therefore,
although
Revise language conventions and grammatical features of different types of text
Use connectives to structure an argument or discussion
Develop increasing accuracy in using punctuation effectively to mark out the meaning in complex
sentences
Identify uses of the colon, semi-colon
Reading
Look for implicit meanings, and make plausible inferences based on more than one point in the text
Recognise key characteristics of a range of non-fiction text types
Compare the language, style and impact of a range of non-fiction writing
Read and interpret poems in which meanings are implied or multi-layered
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Consider how the author manipulates the reaction of the reader, e.g. how characters and settings are
presented
Analyse the success of writing in evoking particular moods, e.g. suspense
Consider how a writer expresses their own point of view, e.g. how characters are presented
Explore implicit as well as explicit meanings within a text
Paraphrase explicit meanings based on information at more than one point in the text
Begin to develop awareness that the context for which the writer is writing and the context in which the
reader is reading can impact on how the text is understood
Analyse how paragraphs and chapters are structured and linked
Identify features of balanced written arguments
Speaking and Listening
Structure talk to aid a listener comprehension and engagement
Vary vocabulary, expression and tone of voice to engage the listener and suit the audience, purpose and
context
Express and explain ideas clearly, making meaning explicit
Use spoken language well to persuade, instruct or make a case, e.g. in a debate
Speak confidently in formal and informal contexts
Phonics and Spelling and Vocabulary
Continue to learn words, apply patterns and improve accuracy in spelling
Explore definitions and shades of meaning and use new words in context
Use more powerful verbs, e.g. rushed instead of went
Look for alternatives for overused words and expressions
Maths
Content:
Measures
Handling Data
Problem Solving
Skills and Objectives:
Length, mass and capacity
Select and use standard units of measure. Read and write to two and three decimal places
Convert between units of measurement (kg and g, l and ml, km, m, cm and mm), using decimals to three
places, e.g. recognising that 1.245 m is 1 m 24.5 cm
Interpret readings on different scales, on a range of measuring instruments
Draw and measure lines to the nearest centimetre and millimetre
Area and Perimeter
Measure and calculate the perimeter and area of rectilinear shapes
Estimate the area of an irregular shape by counting squares
Calculate perimeter and area of simple compound shapes that can be split into rectangles
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Time
Recognise and understand the units for measuring time, seconds, minutes, hours, days, weeks, months,
years, decades and centuries. Convert tone unit of time to the other
Tell the time using digital and analogue clocks using the 24 hour system
Compare times on digital and analogue clocks (e.g. realise that quarter to four is later than 3:40)
Calculate time intervals in days, months and years
Appreciate how the time in different in different time zones around the world
Handling data
Solve a problem by representing, extracting and interpreting data in tables, graphs, charts and diagrams
for example: line graphs for distance/time, a price ‘ready reckoner’, currency conversion; frequency
tables and bar charts with grouped discrete data
Find the mode and range of a set of data from relevant situations e.g. scientific experiments
Begin to find the median and mean of a set of data
Explore how statistics are used in everyday life
Problem Solving
Make sense of and solve word problems, single and multi-step (all four operations), and represent them,
e.g. with diagrams or on a number line; use brackets to show the series of calculations necessary
Explain why they chose a particular method to perform a calculation and show working
Deduce new information from existing information and realise the effect that one piece of information
has on another
Understand everyday systems of measurement in length, weight, capacity, temperature and time and
use these to perform simple calculations
Estimate and approximate when calculating, e.g. use rounding, and check working
Use ordered lists or tables to help solve problems systematically
Make sense of and solve word problems, single and multi-step (all four operations), and represent them,
e.g. with diagrams or on a number line; use brackets to show the series of calculations necessary
Deduce new information from existing information and realise the effect that one piece of information
has on another
Use ordered lists or tables to help solve problems systematically
Science
Content:
Humans and Animals
Investigative work – breathing, pule rates and digestion
Skills and Objectives:
Use scientific names for some major organs of body systems
Identify the position of major organs in the body
Describe the main functions of the major organs of the body – (heart, lungs and brain)
Explain how the functions of the major organs of the body are essential
Consider how scientists have combined evidence from observation and measurement with creative
thinking to suggest new ideas and explanations for phenomena
Decide when observations and measurements need to be checked by repeating to give more reliable
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data
Use tables, bar charts and line graphs to present results
Make a variety of relevant observations and measurements using simple apparatus correctly
History
Content:
Research famous people in Politics, Sport and Music
Skills and Objectives:
Use documents, printed sources the Internet, databases, pictures, photographs, music, artefacts,
historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past
Select and record relevant information
Ask and answer questions..
Place events, people and changes into correct periods of time
Identify and describe reasons for, and results of events and changes
Use words and phrases such as era, period, century, decade, Before Christ, AD, after, before, during to
describe the passing of time
Describe how some of the things I have studied from the past affect life today
Describe and make links between events, and changes across periods
Use evidence to describe the clothes, way of life and actions of people in the past
Describe some similarities and differences between some people, events and objects (artefacts) I have
studied
Art and Design
Content:
Portraits of famous people from the media including singers, actors and media presenters
What makes a good portrait
Draw a portrait
Skills and Objectives:
Apply and develop use of tools and techniques, including drawing
How to communicate movement in drawing
Use a variety of different shaped lines to indicate movement in my drawings
Design and make images and artefacts that communicate observations, ideas and feelings by using a
variety of methods
Annotate my sketches in my art sketchbook to explain my ideas
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Use mosaic
Use mon
tage
Computing
Content:
Communicating information:
Text and Graphic Multimedia presentation & word processor, DTP
Skills and Objectives:
Combine a variety of software to accomplish given goals
Select, use and combine software on a range of digital devices
Analyse data
Evaluate data
Design and create systems
Physical Education
Content:
Dance
Skills and Objectives:
Consolidate existing skills and gain new ones
Perform actions and skills with more consistent control and quality
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Identify what makes a performance effective
Suggest improvements based on information
How exercise affects the body in the short-term
Warm up and prepare appropriately for different activities
Create by improvising new dance routines
Use imagination and own ideas to create different routines using different styles of dances,
Create group dance routines
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Music
Content:
Performing together
Arrange musical processes
Skills and Objectives:
Describe the effect of different combinations of pitched notes
Sing in rounds with accompaniment of chords
Duration and pitch
Find given notes on a tuned percussion and perform using voices and instruments
Know all durations; eight note + eight’s rest DO to DO
Perform confidently using voices and pitched percussion
Know how to create a class performance through practice and rehearsal
Practice their own parts and rehearse with others
Focus their listening with awareness of how sounds can be contrasting, about different textures
Identify different moods
That pitch and duration of sounds can be altered using ICT
Explain how sounds can be modified and combined to create sound effects
PSHE (personal, social and Health Education)
Content:
Friendship and Bullying
Skills and Objectives:
How different cultures celebrate being friends
Developing appropriate skills to deal with different types of bullying
Anti-Bullying See it Stop it campaign
Know what happens to adults if they bully others
How to manage feelings when being bullied
Friendships
Bullying
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Term 2:2
Explorers
English
Content:
Fictional Writing - Heroes and Villains
Narrative writing – Historical setting
Skills and Objectives:
Writing:
Summarise a passage, chapter or text in a given number of words
Use ICT effectively to prepare and present writing for publication
Plan plot, characters and structure effectively in writing an extended story
Use paragraphs, sequencing and linking them appropriately to support overall development of the text
Develop some imaginative detail through careful use of vocabulary and style
Develop some imaginative detail through careful use of vocabulary and style
Plan plot, characters and structure effectively in writing an extended story
Reading
Understand aspects of narrative structure, e.g. the handling of time
Analyse the success of writing in evoking particular moods, e.g. suspense
Consider how the author manipulates the reaction of the reader, e.g. how characters and settings are
presented
Analyse the success of writing in evoking particular moods, e.g. suspense
Recognise key characteristics of a range of non-fiction text types
Understand aspects of narrative structure, e.g. the handling of time
Analyse how paragraphs and chapters are structured and linked
Grammar and Punctuation
Learn the use of the apostrophe to show possession, e.g. girls, girls’
Use apostrophes for both possession and shortened forms
Punctuate speech and use apostrophes accurately
Begin to show awareness of the impact of writers’ choices of sentence length and structure
Punctuate speech and use apostrophes accurately
Speaking and Listening
Express and explain ideas clearly, making meaning explicit
Convey ideas about characters in drama in different roles and scenarios through deliberate choice of
speech, gesture an movement
Express and explain ideas clearly, making meaning explicit
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Pay close attention in discussion to what others say, asking and answering questions to introduce new
ideas
Help to move group discussion forward, e.g. by clarifying, summarising
Phonics and Spelling and Vocabulary
Explore proverbs, sayings and figurative expressions
Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves
Know how to transform meaning with prefixes and suffixes
Develop knowledge of word roots, prefixes and suffixes, including recognising variations, e.g. im, in, ir, il;
ad, ap, af, al and knowing when to use double consonants
Explore definitions and shades of meaning and use new words in context
Explore proverbs, sayings and figurative expressions
Learn word endings with different spellings but the same pronunciation, e.g. -tion, -cian, -sion, -ssion; ance, -ence
Maths
Content:
Number
Skills and Objectives:
Recall addition/subtraction facts for numbers to 20 and pairs of one-place decimals with a total of 1, e.g.
0.4 + 0.6
Derive quickly pairs of one-place decimals totalling 10, e.g. 7.8 and 2.2, and two-place decimals totalling
1, e.g. 0.78+ 0.22
Know and apply tests of divisibility by 2, 4, 5, 10, 25 and 100
Use place value and number facts to add or subtract two-digit whole numbers and to add or subtract
three-digit multiples of 10 and pairs of decimals, e.g. 560 + 270, 2.6 + 2.7, 0.78 + 0.23
Add/subtract near multiples of one when adding numbers with one decimal place, e.g. 5.6 + 2.9, 13.5 –
2.1
Add/subtract a near multiple of 10, 100 or 1000, or a near whole unit of money, and adjust, e.g. 3127 +
4998, 5678 – 1996
Use place value and multiplication facts to multiply/divide mentally, e.g. 0.8 × 7, 4.8 ÷ 6
Double quickly any two-digit number e.g. 78, 7.8, 0.78; derive the corresponding halves
Add or subtract numbers with the same and different numbers of decimal places, including amounts of
money
Find the difference between a positive and negative integer, and between two negative integers in a
context such as temperature or on a number line
Use number facts to generate new multiplication facts, e.g. the 17× table from the 10× + 7× tables
Divide three-digit numbers by single-digit numbers, including those leaving a remainder and to divide
three-digit numbers by two-digit numbers (no remainder) including sums of money
Give an answer to a division as a mixed number, and a decimal (with divisors of 2, 4, 5, 10 or 100)
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Relate finding fractions to division and use them as operators to find fractions including several tenths
and hundredths of quantities
Know and apply the arithmetic laws as they apply to multiplication (without necessarily using the terms
commutative, associative or distributive)
Count on and back in (e.g.) 1 s, 0.1s and repeated steps of whole numbers (and through zero)
Multiply and divide decimals by 10 or 100 (answers to two decimal places for division)
Round a number with two decimal places to the nearest tenth or to whole number
Order and compare positive numbers to one million, negative numbers to an approximate level.
Order numbers with up to two decimal places (including different numbers of places)
Recognise and use decimals with up to three places in the context of measurement
Recognise historical origins of our number system; understanding something of its development
Problem Solving
Choose appropriate and efficient mental or written strategies to carry out a calculation involving
addition, subtraction, multiplication or division
Explain why they choose a particular method to perform a calculation and show working
Use logical reasoning to explore and solve number problems and puzzles
Estimate and approximate when calculating e.g. use rounding and check working
Science
Content:
Forces and motion
Skills and Objectives:
Recognise friction as a force
Use units of force, mass and weight correctly
Understand the notion of energy in movement
Use tables bar charts and line graphs to present results
Evaluate repeated results
Make relevant observations and measurements using apparatus correctly
Make comparisons
Make predictions using scientific knowledge and understanding
Collect evidence and data to test ideas
Discuss how to turn ideas into a form that can be tested
Geography
Content:
The voyages of Captain James Cook (and other explorers)
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Skills and Objectives:
Use appropriate geographical vocabulary
Use atlases, globes maps and plans at a range of scales
Draw maps and plans at a range of scales
Build a list of geography words
Look at and make detailed maps of areas I am studying
Use the Contents and index pages of an Atlas to find places quickly, and use my knowledge of the 7
continents to help me locate places in the Contents
Use the internet to help find out about a location (e.g. Google Earth)
Describe where places are the location of places and environments they study and other significant
places and environment
Describe and explain how and why places are similar and different from other places in the same
country or other places in the world
Recognise how places fit within a wider geographical context and are interdependent
Compare and contrast places that I have studied using the physical and human features for my
comparisons, and my knowledge of continents, countries, climate, temperature, and economy
Give some reasons for the similarities and differences between places, using geographical language and
what I know about relationships between countries.
Recognise some physical and human processes and explain how these can cause changes in places and
environments
Identify the parts of a coastline (river mouth, beach, cliffs, stacks, caves)
History
Content:
Research Captain James Cook
Skills and Objectives:
Place events, people and changes into correct periods of time
Use dates and vocabulary relating to the passing of time
Name the date of any significant event from the past that I have studied and place it in the right place
on a time line
Use words and phrases such as era, period, century, decade, Before Christ, AD, after, before, during to
describe the passing of time, characteristic features of the periods and societies studied, including ideas,
beliefs, attitudes and experiences of men, women and children
Choose reliable sources of factual evidence to describe the clothes, way of life and actions of people in
the past
Choose reliable sources of factual evidence to describe what was important to people from the past
Describe and make links between events, and changes across periods
Recognise the past is represented and interpreted in different ways, and give reasons for this.
Know and understand that it is important to know that some evidence from the past (and present) is
propaganda, opinion or misinformation, and that this affects interpretations of history
Give clear reasons why there may be different accounts of history
Choose the most appropriate way to present my information, which I realise is for an audience
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Art and Design
Content:
Portraits
Skills and Objectives:
Collect visual and other information to develop ideas, including a sketchbook
Explore ideas and collect visual and other information for my work
Investigate and combine visual and tactile qualities and match them to the purpose of their work
Apply and develop use of tools and techniques, including drawing
Design and make images and artefacts that communicate observations, ideas and feelings by using a
variety of methods
Use a number of sketches to base my work on
Annotate my sketches in my art sketchbook to explain my ideas
Sketch lightly (so I do not need to use a rubber)
How visual and tactile elements including colour, pattern, texture, line, tone, shape and, form can be
combined
How materials and processes can be matched to ideas and intentions
Design a collage is based on observational drawings which combines both visual and tactile qualities and
takes inspiration from artists or designers
Apply and develop use of tools and techniques, including drawing
Design and make images and artefacts that communicate observations, ideas and feelings by using a
variety of methods
Annotate my sketches in my art sketchbook to explain my ideas
Design Technology
Content:
Make a bound book
Skills and Objectives:
Develop and explain ideas clearly with design objectives
Plan, suggesting a sequence of actions or alternatives if needed
Communicate design ideas in different ways
Generate ideas by collecting and using information
Produce step-by-step plans
Carry out appropriate tests first
Communicate alternative ideas using words, labelled sketches and models showing that I am aware of
the constraints of my design
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Select tools, techniques and materials
Suggest alternative ways of making a product if the first attempt fails
Explore the sensory qualities of materials and how to use them
Measure, mark out, cut and shape materials accurately
Improve my product after testing
Make cuts (scissors, snips, saw) accurately and reject pieces that are not accurate and improve my
technique
Methods of working are precise so that products have a high quality finish
Reflect on work in relation to intended use (and users’) and identify improvements needed
Reflect on my designs and develop them bearing in mind the way they will be used
Identify what is working well and what can be improved
Computing
Content:
Microsoft Office Excel
Skills and Objectives:
Create a spreadsheet
Insert formula and graphs in a spreadsheet
Handle data using ICT
Physical Education
Content:
Gymnastics
Skills and Objectives:
Consolidate existing skills and gain new ones
Perform actions and skills with more consistent control and quality
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Identify what makes a performance effective
Suggest improvements based on information
How exercise affects the body in the short-term
Warm up and prepare appropriately for different activities
Know why physical activity is good for health and well-being
Know why wearing appropriate clothing and being hygienic is good for their health and safety
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Combine and perform gymnastic actions, shapes and balances more fluently and effectively across the
activity areas
Learn how to work and use activities in a fitness circuit
Create a routine with gymnastic actions, shapes and balances more fluently and effectively across the
activity areas, containing 20 exercises
Skip
Jump over the vaulting box showing the technique with steps and bounce on the spring board, jumping
with control, speed, showing different ways of landing
Music
Content:
Cyclic patterns
Skills and Objectives:
Know about “lyrics” and their cultural and social meaning
Understand how melody reflects the meaning of lyrics
Understand how musical structures are used in songs
Listen to national anthems and understand the purpose of lyrics
Compose a song with a melody that reflects the meaning of lyrics and with a clear structure of A B A
Compose a song with a melody that reflects the meaning of lyrics and with a clear structure of A B A +
CODA
About how melody reflects the meaning of lyrics
How musical structures are used in songs
Compose a song with a melody that reflects the meaning of lyrics and with a clear structure of Verse
chorus, verse, chorus
Duration and Pitch
The Quarter REST, Quarter, Eight, HALF and SIXTHEEN notes; DO to DO
PSHE (personal, social and Health Education)
Content:
Active Member of Society
Skills and Objectives:
Different laws around the world
Is it important to have a good job?
How to be a good citizen of the world
Economies of countries around the world
How charities give people a better life
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Understanding of money and currency exchange
Enterprise Day
Term 3
What A Performance
English
Content:
Biography
Autobiography
Non Fiction
Poetry
Review and Revision
Progression test
Skills and Objectives:
Writing
Develop skills of writing biography and autobiography in role
Select appropriate non-fiction style and form to suit specific purposes
Combine narrative, facts and opinions into a recount
Adapt the conventions of the text type for a particular purpose
Argue a case in writing, developing points logically and convincingly
Reading
Comment on writer’s use of language, demonstrating awareness of its impact on the reader
Begin to develop awareness that the context for which the writer is writing and the context in which the
reader is reading can impact on how the text is understood
Explore how poets manipulate and play with words and their sounds
Consider how the author manipulates the reaction of the reader, e.g. how characters and settings are
presented
Distinguish between fact and opinion in a recount
Comment on writer’s use of language, demonstrating awareness of its impact on the reader
Analyse how paragraphs and chapters are structured and linked
Recognise key characteristics of a range of non-fiction text types
Analyse the success of writing in evoking particular moods
Discuss and express preferences in terms of language, style and themes
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Grammar and Punctuation
Begin to show awareness of the impact of writers’ choices of sentence length and structure
Develop increasing accuracy in using punctuation effectively to mark out the meaning in complex
sentences
Revise different word classes
Revise language conventions and grammatical features of different types of text
Use a wider range of connectives to clarify relationships between ideas, e.g. however, therefore,
although
Develop increasing accuracy in using punctuation effectively to mark out the meaning in complex
sentences
Speaking and Listening
Express and explain ideas clearly, making meaning explicit
Pay close attention in discussion to what others say, asking and answering questions to introduce new
ideas
Express and explain ideas clearly, making meaning explicit
Prepare, practice and improve a spoken presentation or performance
Structure talk to aid a listener’s understanding and engagement
Convey ideas about characters in drama in different roles and scenarios through deliberate choice of
speech, gesture and movement
Phonics, Spelling and Vocabulary
Continue to learn words, apply patterns and improve accuracy in spelling
Explore definitions and shades of meaning and use new words in context
Confirm correct choices when representing consonants, e.g. ‘ck’/’k’/’ke’/’que’
Further investigate spelling rules and exceptions, including representing unstressed vowels
Explore definitions and shades of meaning and use new words in context
Know how to transform meaning with prefixes and suffixes
Maths
Content:
Geometry
Review and Revision
Progression Tests
Skills and Objectives:
Geometry
Visualise and describe the properties of 3D shapes e.g. faces, edges and vertices
Identify and describe properties of quadrilaterals (including the parallelogram, rhombus and trapezium),
and classify using parallel sides, equal sides, equal angles
Recognise and make 2D representations of 3D shapes including nets
Recognise 2D and 3D shapes and their relationships, e.g. a cuboid has a rectangular cross-section.
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Problem Solving
Science
Content:
Review and Revision
Progression tests
Skills and Objectives:
To identify gaps in learning and provide opportunities for re - learning
Design Technology
Content:
To design the stage and setting for the year 6 performance
Skills and Objectives:
Develop and explain ideas clearly with design objectives
Plan, suggesting a sequence of actions or alternatives if needed
Communicate design ideas in different ways
Generate ideas by collecting and using information
Produce step-by-step plans
Methods of working are precise so that products have a high quality finish
Computing
Content:
To create a Website
Skills and Objectives:
Creating a project: Website
Evaluate a good or poor website
Plan out a website
Build a website using templates
Build interesting content for an intended audience
Write original content
Critically review some one's work
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Digital Literacy
Create folders
Understand how to search effectively
Research a topic on the world wide web
Know how to stay safe when using the Internet
Communicate online
Information Technology
Type quickly and correctly
Type and design a printable document
Create a mind map using ICT
Physical Education
Content:
Games
Athletics
Skills and Objectives:
Consolidate existing skills and gain new ones
Perform actions and skills with more consistent control and quality
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Know how exercise affects the body in the short-term
Warm up and prepare appropriately for different activities
Know why wearing appropriate clothing and being hygienic is good for their health and safety
Plan, use and adapt strategies, tactics and compositional ideas for individual, pair, small group and
small-team activities
Develop and use knowledge of the principles behind the strategies, tactics and ideas to improve their
effectiveness
Athletics: adapt throwing skills to different situations (using javelins, discs, etc.)
Select and combine my skills, techniques and ideas
Apply skills, techniques and ideas accurately, appropriately and consistently
Show precision, control and fluency
Analyse and comment on skills and techniques and how they are applied in my own and in others’ work
Modify and refine my skills and techniques to improve my performance
Explain how different parts of my body react during different types of exercise
Warm up and cool down in ways that suit the activity
Describe why regular, safe exercise is good for my fitness and health
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Music
Content:
Performance skills
Singing and musicianship
Skills and Objectives:
How to improve diction for singing and acting
Improve their diction in speaking and singing
Sing and play a two part song
PSHE (personal, social and Health Education)
Content:
Well being
Skills and Objectives:
Issues that affect people around the World
Understanding different points of view
People who are important to them
Menstruation – Girls
Understanding Menstruation - Boys
All medicines are drugs but not drugs are medicines
Internet safety
Forgiveness
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