Lickey Hills Primary School Contexts for Learning Key Stage 2
Geography
History
Art & Design
Breadth of study
Breadth of study
Breadth of study
Localities:
6a A locality in the UK
b A locality in a
country that is less
economically
developed
Themes:
c Water and its
effects on landscapes
and people, including:
the physical features of
rivers or coasts and
the processes of erosion
and deposition that
affect them
d How settlements
differ and change,
including
why they differ in size
and character, and
an issue arising from
change in land-use
e An environmental
issue caused by a
change in the
environment and
attempts to manage
the environment
sustainably.
7. How an aspect in the
local area has changed
over time, or how the
locality was changed
by a significant event,
or development or a
significant individual.
9. An overview of how
society was shaped by
movement and
settlement prior to the
Norman conquest and
an in depth study of the
effect on society by
Roman or Anglo Saxon
or Viking settlement
10. Britain and the
wider world in Tudor
times. Events and
individuals, including
Tudor monarchs.
Everyday lives of men
women and children.
11. Victorian Britain or
Britain since 1930.
A Significant
Victorian individuals,
events and changes in
work and transport. The
lives of men women
and children.
B The impact of the
Second World War or
social and
technological changes
since 1930.
12. European History
Life, beliefs and
achievements in
Ancient Greece and
their influence on the
world today.
13. World History
chosen from: Ancient
Egypt, Ancient Sumer,
the Assyrian Empire,
the Indus Valley, the
Maya, Benin or the
Aztecs.
5a Explore a range of
starting points for
practical work (E.g.
themselves,
experiences, images,
stories, drama, music
natural and man-made
objects and
environments)
5b Working
independently and
collaborating with
others on projects in
2d and 3d and on
different scales
5c Using a range of
materials and
processes, including
ICT (E.g. painting,
collage, print making,
digital media, textiles,
sculpture)
5d Investigating
different kinds of art,
craft and design (E.g.
in the locality, in
original and
reproduction form,
during visits to
museums, galleries and
sites, on the internet)
7a In the study of
localities and themes,
pupils should:
a study at a range of
scales: Local, regional
and national
b study a range of
places beyond
immediate locality (
e.g. UK, Europe)
c carry out fieldwork
outside the classroom
-
NC programme of study
Design
Technology
Breadth of study
Music
5a Investigating and
evaluating a range of
familiar products,
thinking about how
they work, how they
are used and the views
of people who use
them
5a A range of musical
activities that integrate
performing, composing
and appraising
5b Focused Practical
Tasks that develop a
range of techniques,
skills, processes and
knowledge
5c Designing and
making assignments
using a range of
materials, including
electrical and
mechanical
components,
food,
mouldable materials,
stiff and flexible sheet
materials, and
textiles.
Breadth of study
b Responding to a
range of musical and
non-musical starting
points
c Working
independently and in
groups of different
sizes and as a class
d Using ICT to
capture, change and
combine sounds
e A range of live and
recorded music from
different times and
cultures
PSHE &
Citizenship
Breadth of study
Science
RE
ICT
Breadth of study
Breadth of Study
Breadth of Study
1 Develop confidence
and responsibility and
make the most of their
abilities e.g. looking
after the environment,
acting as a peer to
younger pupils
2 Preparing to take an
active role as citizens
e.g. debate topical
issues, rules, bullying,
racism, democracy
3 Developing a
healthy, safer lifestyle
e.g. exercise and
healthy eating, drugs,
puberty, peer pressure
4 Developing good
relationships and
respecting the
differences between
people e.g. points of
view, values, customs,
relationships,
stereotypes, responding
to bullying
5a Take responsibility
b Feel positive about
themselves
c Participate
d Make real choices
and decisions
e Meet and talk with
people
f develop relationships
g consider social and
moral dilemmas
h Find information and
advice
i Prepare for change
1.1 Scientific Enquiry
a Explain how living
and non-living things
work. Establish links
between causes and
effects.
b Test ideas using
evidence, observation
and measurement.
2.1 Life processes and
living things
a Humans and other
animals including:
Nutrition
Circulation
Movement
Growth and
reproduction
Health
b plants including:
Growth and nutrition
Reproduction
c Variation and
classification.
Living things in their
environment
Adaptation
Feeding relationships
Micro-organisms
3.1 Materials and
their properties
Grouping and
classifying materials
Changing materials
Separating mixtures of
materials
4.1 Physical Processes
Electricity
Simple circuits
Forces and Motion
Types of force
Light and Sound
Everyday effects of
light
Seeing
Vibration and sound
The earth and beyond
The sun, earth and
moon. Periodic changes
A systematic study of
Christianity
Hinduism (Y3/4)
Islam
Sikhism (Y5/6)
Develop a coherent
understanding of each
faith and its distinctive
features.
Identify ideas and
practices share by
religions.
Reflect upon own and
others experiences.
Through
Beliefs
Expression and
celebration
Living and belonging
The search for meaning
and purpose
5a Work with a range
of information to
consider its
characteristics and
purposes. (e.g.
collecting factual data
from the internet,
comparing class data)
b Work with others to
explore a variety of
information sources
and ICT (e.g. searching
the internet, using
variety of software,
using a digital camera)
c Investigating and
comparing the uses of
ICT inside and outside
school.
Knowledge &
understanding
Knowledge &
understanding
Knowledge &
understanding
Knowledge &
understanding
Knowledge &
understanding
Knowledge &
understanding
Knowledge &
understanding
Knowledge &
understanding
Knowledge &
Understanding
1 Enquiry and skills
Ask questions, collect,
record and analyse
evidence. Identify and
explain different
viewpoints.
Communicate ideas in
a variety of forms.
2 Use appropriate
vocabulary, fieldwork
techniques and sources
of information. Use
atlases, globes and
maps and draw maps
and plans using a range
of scales. Use ICT
including photography.
Make decisions.
3 Places
a Identify and describe
what places are like
b Location
c Describe where
places are
d Why places are like
they are
e How and why places
change
f How and why places
are similar or different
from other places in the
same country or the
world
g Recognise how
places fit in context and
are interdependent
4 Patterns and
processes
a Explain patterns
made by physical and
human features in the
environment
b Recognise physical
and human processes
and explain how these
cause changes to the
environment
5 Environmental
change and the
environment
a How people can
change the environment
or damage it.
1a Place events, people
and changes into
correct periods of time.
b Use dates and
vocabulary relating to
the passing of time.
1 Exploring and
Developing Ideas
a Record from firsthand evidence,
experience and
imagination for a
variety of purposes
b Question and make
thoughtful observations
about starting points for
work
c Collect visual and
other information to
develop ideas,
including using a
sketchbook
2 Investigating and
Making
a Investigate and
combine visual and
tactile qualities and
match them to the
purpose of their work
b Apply and develop
use of tools and
techniques, including
drawing
c Design and make
images and artefacts
that communicate
observations, ideas and
feelings by using a
variety of methods
3. Evaluating
a Compare methods
and ideas used in their
own and others’ work
and say what they think
and feel
b Adapt work in
response to their views
and describe how they
may develop it further
4a How visual and
tactile elements
including colour,
pattern , texture, line,
tone, shape, form can
be combined
b How materials and
processes can be
matched to ideas and
intentions.
1 a Generate ideas after
thinking about who will
use them and what they
will be used for, using
information from a
number of sources.
b Develop and explain
ideas clearly with
design objectives
c Plan, suggesting a
sequence of actions or
alternatives if needed
d Communicate design
ideas in different ways
2a Select tools,
techniques and
materials
b Suggest alternative
ways of making a
product if the first
attempt fails
c Explore the sensory
qualities of materials
and how to use them.
d Measure, mark out,
cut and shape materials
accurately
e Use finishing
techniques to
strengthen and improve
the appearance of the
product.
F Follow safe
procedures for food
safety and hygiene
3a Reflect on work in
relation to intended use
(and users) and identify
improvements needed,
b Carry out appropriate
tests first
c Recognise quality
depends on how
something is made and
if it meets its intended
use.
4a Learn how the
working characteristics
of materials affect the
way they are used
b Learn how materials
can be combined and
mixed to create more
1 Controlling sounds
through singing and
playing – performing
skills:
a Sing with clear
diction, pitch, phrase
and musical expression.
b Play tuned and
untuned instruments
with control and
accuracy.
c Perform to audiences.
2 Creating and
developing musical
ideas – composing:
a Improvise,
developing rhythmic
and melodic material
when performing.
b Explore, choose and
organise musical ideas
within musical
structures.
3 Responding and
reviewing –
appraising:
a Analyse and compare
sounds
b Talk about ideas and
feelings in relation to
music using musical
vocabulary.
c Improve own work.
4 Listening and
applying knowledge
and understanding:
a Listen and recall
b Know how the
combined elements of
pitch, duration, tempo,
timbre, texture and
silence can be
organised to
communicate different
moods and effects.
c Know how music is
produced in different
ways.
d How time and place
can influence the way
music is created,
performed and heard.
1 Developing
confidence and
responsibility and
making the most of
their abilities:
Talk about their
opinions and explain
their views.
Identify positive things
about themselves and
setting personal goals.
Making responsible
choices.
Puberty and changes in
emotions.
Jobs and developing
skills for the future.
Looking after money
and saving for the
future.
2 Preparing to play an
active role as citizens:
Research, discuss and
debate issues and
events.
Why we have rules and
laws and how they are
made.
Anti-social behaviour,
bullying, racism.
Responsibilities in
communities.
Spiritual, moral, social
and cultural issues.
Resolving differences.
Democracy.
Voluntary, community
and pressure groups.
National, regional,
religious and ethnic
identities in the UK.
Economic choices.
Sustainability of the
environment.
Media.
3 Developing a
healthy lifestyle:
Exercise and healthy
eating
Bacteria and viruses.
Body changes with
puberty.
Drugs their effects and
1.2 Investigative skills
Ask questions and
decide how to find
answers.
Use a variety of sources
for information.
Predict and plan
equipment.
Make a fair test.
Consider risks.
Make and check
observations and
measurements.
Use a range of methods
to communicate data
2.2 Humans & other
animals:
Teeth
Food and a healthy diet
The heart and
circulation
Exercise and pulse
rates
Skeletons and muscles
Human life cycle
Effects of drugs
Exercise and health
2.3 Plants:
The effects of light, air,
water and temperature
Parts of a plant and
their roles
2.4 To classify/group
animals and plants
using keys
2.5 Protecting living
things and the
environment
Habitats
Food chains
Beneficial and harmful
micro organisms.
Beliefs:
The main beliefs of the
Christian, Hindu,
Muslim and Sikh
religions about God,
encounters with God
and the relationships
between God and
human beings.
Sacred writings, their
importance and how
they are used.
Expression and
celebration:
Worship, symbolic
expression and
celebration.
Buildings, actions,
prayers and
pilgrimages.
Visits to places of
worship.
Living and Belonging:
Commitment to beliefs,
lifestyles.
Origins, requirements
and observance of
religious codes of
conduct.
Values and
relationships.
The search for
meaning and purpose:
Reflect upon and
investigate questions
and the answers given
to these questions by
religious groups.
Reflect upon own and
others experiences in
relation to key events.
Alternatives and
conflicts e.g.
selfishness and
compassion, right and
wrong, truth and
falsehood. Justice and
injustice, life and death.
1 Finding things out:
a Talk about what
information they need
and how they can find
and use it.
b Prepare information
for development using
ICT, including
selecting suitable
sources, finding
information, classifying
and checking.
c Interpret
information, to check it
is relevant and
reasonable and to think
about what might
happen if there were
any errors or omissions.
2 Developing ideas and
making things happen:
a How to develop and
refine ideas by bringing
together, organising
and reorganising, text
tables, images and
sound.
b To create, test,
improve and refine
sequences of
instructions to make
things happen and to
monitor events and
respond to them.
c To use simulations
and explore models in
order to answer ‘What
if…?’ questions, to
investigate and evaluate
the effect of changing
values and to identify
patterns and
relationships.
3 Exchanging and
sharing information:
a To share and
exchange information
in various forms
including email.
b To be sensitive to
the needs of the
audience and think
carefully about content
2a Characteristic
features of the periods
and societies studied,
including ideas, beliefs,
attitudes and
experiences of men,
women and children.
b Social, ethnic,
cultural, religious
diversity of the
societies studied
c Identify and describe
reasons for, and results
of events and changes
d Describe and make
links between events,
and changes across
periods
3a Recognise the past
is represented and
interpreted in different
ways, and give reasons
for this.
4a Use a variety of
sources to find out
about events, people
and changes
b Ask and answer
questions. Select and
record relevant
information
5a Recall, select and
organise information
b Use dates and
historical vocabulary to
describe the period
c Communicate their
knowledge and
understanding in a
variety of ways
3 Materials and their
properties
3.1 Compare/describe
everyday materials and
their properties
Insulation
Electrical conductors
Solids liquids and gases
3.2 Changes to
materials by mixing,
Environment and
peoples lives
b Managing
environments,
sustainability
Getting involved in
environmental issues
c Artists, crafts people
and designers from
different times and
cultures.
Paula Rudd Lickey Hills Primary School 2006
useful properties
c Learn how
mechanisms can be
used to make things
move in different ways,
using a range of
equipment, including
ICT control programs
d Learn how electrical
circuits, including those
with switches, can be
used
risks.
Keeping safe.
Peer pressure.
Asking for help.
Rules to keep safe.
Emergency first aid.
4 Developing
relationships and
respecting
differences:
How actions affect
themselves and others,
feelings and other
peoples points of view.
Lives of people in other
places and times and
different values and
customs.
Relationships.
Nature and
consequence of
aggression, racism,
bullying etc.
Differences and
similarities between
people.
Where to get help and
support.
heating, cooling,
dissolving, melting,
boiling, evaporating
The water cycle
Reversible and non
reversible changes
3.3 Separating solid
particles by:
Sieving, dissolving,
filtering, evaporating
4 Physical Processes
4.1 Electricity
Construct circuits using
a variety of switches
and changing circuits to
make them more
effective
Representing circuits
using drawings and
symbols
4.2 Forces and Motion
Magnets and magnetic
materials
Gravity
Friction and air
resistance
Opposing pushes and
pulls
Measuring force and
direction
4.3 Light & sound
Movement of light and
reflection
Eyes and light
Vibration
Changing the pitch and
loudness of sound
Sound and the ear
4.4 The earth and
beyond
Shadows
The sun and times of
day
Earths axis and its orbit
of the sun and the orbit
of the moon
and quality when
communicating
information.
4 Reviewing,
modifying and
evaluating work as it
progresses:
a Review what they
and others have done to
help them develop
ideas.
b Describe and talk
about the effectiveness
of their work with ICT,
comparing it with other
methods and
considering the effect it
has on others.
c Talk about how they
could improve future
work.