Language
Maths
Science
Cymraeg
History
Geography
ICT
Design
Technology
Art
Music
PE
RE
PSE
Overview
Language
Key Skills
Subject Skills
Range
Children access the skills framework at
different levels which are recorded on skills
ladders.
Below are links to the skills ladders.
Oracy
Oracy
1. Listen and view attentively, responding to a
wide range of communication
2. Identify key points and follow up ideas through
question and comment, developing response to
others in order to learn through talk
4. Develop their awareness of the social
conventions of conversation and discussion
7. Evaluate their own and others’ talk and drama
activities and develop understanding of how to
improve, considering how speakers adapt their
vocabulary, tone, pace and style to suit a range of
situations
1.Seeing and hearing different people talking,
including people with different dialects
3. Communicating for a range of purposes,
e.g. presenting information, expressing opinions,
explaining ideas, questioning, conveying feelings,
persuading
4. Speaking and listening individually, in pairs, in
groups and as members of a class
5. Using a variety of methods to present ideas,
including ICT, e.g. drama approaches, discussion
and debate.
Whilst many of the skills areas will be
covered - Codes have been used to
identify skills focuses for this term.
However it must be noted that children will
access the “ladder” at their own level – as
they develop their individual progress.
Reading
Thinking
Planning TP1, TP3
Develop
TD1, TD2
Reflect
TR1, TR2
1. Develop phonic, graphic and grammatical
knowledge, word recognition and contextual
understanding within a balanced and coherent
programme
2. Develop their ability to read with fluency,
accuracy, understanding and enjoyment
5. Consider what they read/view, responding
orally and in writing to the ideas, vocabulary, style,
presentation and organisation of image and
language, and be able to select evidence to
support their views
6b. Retrieve and collate information and ideas
from a range of sources including printed, visual,
audio, media, ICT and drama in performance
8. Consider how texts change when they are
adapted for different media and audiences.
Communication
Oracy
CO1
Reading
CR2
Writing
CW2
Wider Communciation Skills CX1
ICT
ICT Skills Ladders
Number
Using Information
Calculating
NU2
NC1
Interpreting results and findings NI1
Reading
1. Becoming enthusiastic and reflective readers
2. Reading individually and collaboratively
3. Experiencing and responding to a wide range of
texts that include:
• information, reference and other non-literary
texts, including print, media, moving image and
computer-based materials
• poetry, prose and drama, both traditional and
contemporary
4. Reading/viewing extracts and complete texts:
• with challenging subject matter that broadens
perspectives and extends thinking,
• with a variety of structural and organisational
features
• that show quality and variety in language use
• that reflect the diversity of society in the twenty
first century
Writing
1. Use the characteristic features of literary and
non-literary texts in their own writing, adapting
their style to suit the audience and purpose
2. Use a range of sentence structures, linking
them coherently and developing the ability to use
paragraphs effectively
3. Use punctuation to clarify meaning including
full stops, exclamation and question marks,
comma, apostrophe, bullet points, speech marks
6. Develop and use a variety of strategies to
enable them to spell correctly
9. Present writing appropriately:
• developing legible handwriting
• using appropriate features of layout and
presentation, including ICT
Writing
1. Writing for a range of purposes, e.g. to
entertain, report, inform, instruct, explain,
persuade, recount, describe, imagine and to
generate ideas
2. writing for a range of real or imagined
audiences.
3. Writing in a range of forms
4. Writing in response to a wide range of stimuli:
visual, audio and written.
Suggested Activities
Beginning of year assessments
•NFER Spelling
•Free writing assessment against NC Level
descriptors
Fiction
• Explore settings in Science fiction
• How does this affect characterisation? eg.
Aliens, special powers, spaceships etc
- Design own Alien Villain and Hero
• How does this affect plot?
- explore how stories would change if the
setting alters.
- Consider progression and structure.
- Revise basic punctuation
- Introduce use sentences in meaningful
paragraphs.
- Plan, and write own Science fiction story.
Poetry –
• Read a variety of poems from 20th Century
poets. Ogden Nash /
• Imitate style of a favourite poet.
Playscipts
• Explore conventions of playscripts
• Write an alien sketch – film outcome
• Link to Christmas Production
Non-fiction: Newspapers and Magazines
• Look at major news stories from the 20th
Century. Explore newspapers and
magazines.
•Write a newspaper report about the Time
Lord, and events from this term (use
Publisher)
• Create a class magazine
Non-fiction: Instructions
• Write a instructions for an alien visiting our
planet on how to operate everyday things.
• Create alien technology – explain how to
use it.
Maths
Key Skills
Subject Skills
Children access the skills framework at
different levels which are recorded on skills
ladders.
Below are links to the skills ladders.
Solve mathematical problems
• identify, obtain and process information
needed to carry out the work
Codes have been used to identify skills
focuses for this term.
However it must be noted that children will
access the “ladder” at their own level – as
they develop their individual progress.
Thinking
Planning
• develop their own mathematical strategies
and ideas and consider those of others
• estimate solutions to calculations; use
alternative strategies to check the accuracy
of answers
Communicate mathematically
• use correct mathematical language,
notation, symbols and conventions to talk
about or to represent their work to others
Develop
Reflect
Communication
Oracy
Reading
• visualise and describe shapes,
movements and transformations
• devise and refine their own ways of
recording
Reason mathematically
• develop a variety of mental and written
strategies of computation
Writing
Wider Communciation Skills
• check results and interpret solutions to
calculations, check against the context of
the problem that solutions are reasonable
ICT
ICT Skills Ladders
• make and investigate mathematical
hypotheses, predictions and conjectures
Number
Using Information
Calculating
Interpreting results and findings
Range
Number
1. Understand number and number
notation
• count, read, write and order whole
numbers
• understand place value in relation to the
position of digits; multiply and divide
numbers by 10 and 100
2. Calculate in a variety of ways
• use a variety of mental methods of
computation; extend informal written
methods to non-calculator methods
• round answers to calculations to an
appropriate degree of accuracy
• use the relationships between the four
operations, including inverses; recognise
situations to which the different operations
apply
Shape, position and movement
1. Understand and use the properties of
shapes
• make 2-D and 3-D shapes and patterns
with increasing accuracy
• understand the congruence of 2-D shapes
• name and classify 2-D shapes according
to side and angle properties
• know and use the properties of 2-D
(polygon) and common 3-D (polyhedron)
shapes
2. Understand and use the properties of
position and movement
• recognise reflective and rotational
symmetries of 2-D shapes
• use positive co-ordinates to specify
location
• identify properties of position and
movement, and use these to classify
shapes
• use right angles, fractions of a turn and
degrees to measure rotation.
Suggested Activities
Work will be based on NHM scheme Books
4 and 5 as appropriate to the ability of
individual children.
Shape
• Learn names and properties of 2D shapes
• Explore regular and irregular types
• Explore Quadrilaterals
• Explore Triangles
• Learn names and properties of 3D shapes
• Handle 3D shapes
• Construct Nets
• Lines of symmetry in shapes identify and
create.
• Angles and rotation
• Explore Co-ordinates and direction
Number
• Multiplication tables revise and learn new
tables.
• Develop mental strategies for 4 operations
during MO Starters.
• Place value – Ordering numbers
• Rounding
•Understanding the relationship between +
and - checking through inverse operations
•Understanding the relationship between x
and ÷
• Multiplication through and beyond tables
• Division through tables
• Introduction to fractions
NB – PPA teacher to focus on Time
Science
Key Skills
Subject Skills
Range
Suggested Activities
Children access the skills framework at
different levels which are recorded on skills
ladders.
Below are links to the skills ladders.
Communciation
1. search for, access and select relevant
scientific information, from a range of
sources, including ICT
3. Use standard measures and S.I. units,
e.g. kg, s, N, m.
How things work
The challenges set this term will be in
response to difficulties being faced by the
Doctor. Emails will be sent to the class for
them to research and offer scienctific advice
to the Doctor.
Whilst many of the skills areas will be
covered - Codes have been used to
identify skills focuses for this term.
However it must be noted that children will
access the “ladder” at their own level – as
they develop their individual progress.
Thinking
Planning TP1, TP3
Develop
TD1, TD2
Reflect
TR1, TR2
Communication
Oracy
CO1
Reading
CR2
Writing
CW2
Wider Communciation Skills CX1
ICT
ICT Skills Ladders
Number
Using Information
Calculating
NU2
Enquiry
Planning
Pupils turn ideas suggested to them, and
their own ideas, into a form that can be
investigated.
1. the choice of success criteria
2. predictions using some previous
knowledge and understanding
3. where and how to find relevant
information and ideas
4. When carrying out a fair test, the key
variables that need to be controlled and
how to change the independent variable
whilst keeping other key variables the
same.
5. the observations or measurements that
to be made
6. the equipment and techniques required
the enquiry
7. Any hazards and risks to themselves and
others.
Developing
Pupils follow the planned approach/method,
revise it where necessary, and:
1. use apparatus and equipment correctly
and safely
2. make careful observations and accurate
measurements, using digital and ICT
equipment at times
NC1
Interpreting results and findings NI1
Reflecting
1. beginning to evaluate outcomes against
success criteria
2. deciding whether the approach/method
1. the uses of electricity and its control in
simple circuits
2. forces of different kinds, e.g. gravity
magnetic and friction, including air
resistance
3. the ways in which forces can affect
movement and how forces can be
compared
4. how different sounds are produced and
the way that sound travels
5. how light travels and how this can be
used.
Forces –
- Forces – Directional and Balanced
-Learn how force is measured in Newtons,
apply throughout investigations using a
variety of force meters
- What is friction? What does it enable us to
do? Why is it useful? What surfaces offer
more friction than others? Explore.
- Friction Assessment across KS2
- Gravity explore why it is important. Is it a
pull or a push? How can we know? Make
Parachutes.
- Air resistance
Sound –
- Children experiment with instruments to
investigate how sound can change pitch,
and volume.
- Can children design experiments to
explain why this happens?
- Why is a higher or lower sound produced
by certain instruments?
- How is volume affected?
- Record results and draw conclusions.
Electricity
- Consider how electricity is used to
produce light and sound?
- Learn how to make a simple circuit
to light a lamp. (Link DT)
- How can we turn the lamp on and off?
- Learn about how switches work and add
to our circuit.
- Replace bulb with a buzzer and continue
exploration. Can we make the light
brighter? The Buzzer louder? Explore?
- Learn recognized symbols for the
components used and record circuit
diagrams of our experiments.
Cymraeg
Key Skills
Subject Skills
Range
Suggested Activities
Children access the skills framework at
different levels which are recorded on skills
ladders.
Below are links to the skills ladders.
Oracy
Oracy
All about Me – Amdanaf I
Thinking
Planning TP1, TP3
1. view and listen carefully, extracting the
main points
2. respond extensively by:
• recognising the main points
• asking questions and offering comments
5. reinforce Welsh syntax by developing
their ability to use a variety of sentence
structures and vocabulary with accuracy
7. evaluate own & others’ talk, consider
ways of improving by taking account of way
in which speakers adapt vocabulary, tone,
pace & style of conversation to different
circumstances.
Develop
TD1, TD2
Reading
Reflect
TR1, TR2
1. see & hear different people talking &
those with different dialects
2. Experience a range of audio, audiovisual, electronic, visual and written stimuli,
ideas and texts, e.g. DVDs, tapes, IWB etc.
3. communicate for a variety of purposes
including: asking questions and offering
comments, giving and following sets of
instructions, presenting personal and
imaginative experiences & factual
information
• expressing opinions, offering and
developing comments & arguments
• reporting back using notes
4. work independently, in pairs, in groups
and as members of a class
7. Increase their confidence in language
use by drawing on their knowledge of Welsh
and English and other languages.
Whilst many of the skills areas will be
covered - Codes have been used to
identify skills focuses for this term.
However it must be noted that children will
access the “ladder” at their own level – as
they develop their individual progress.
Communication
Oracy
CO1
Reading
CR2
Writing
CW2
Wider Communciation Skills CX1
1. use various strategies, as required in
order to develop as readers
2. read their own and others’ work:
confidently, meaningfully, fluently, with
enjoyment
3. use different strategies to establish
meaning and retrieve information in texts
including: skimming, scanning, detailed
reading, predicting, using context and
knowledge about language to understand
that which is implicit in a text
Number
Using Information
Calculating
NU2
NC1
Interpreting results and findings NI1
2. link sentences and clauses in an
intelligible and coherent manner; use
various Welsh constructions and use
paragraphs effectively
3. use punctuation to convey appropriate
meaning, including:
• commas, full stops, question marks,
quotation marks, exclamation marks,
apostrophes, circumflexes, bullet points
9. present their work appropriately by:
• developing legible handwriting
• using appropriate presentation and layout
Focus questions will include:
Who are you?
What is your name?
How old are you?
When is your birthday?
Where do you live?
What type of house do you live in ?
How are you?
Where do you go to school?
What do you like / dislike?
What can you do?
What do you enjoy?
What is your favourite (food)?
Reading
1. develop as enthusiastic, independent and
reflective readers
2. read in a variety of situations including
reading: with support, independently, in
pairs, in a group, aloud, and listen whilst
following the print
Writing
ICT
ICT Skills Ladders
Work on introductions, likes / dislikes /
favourites. Both asking questions and
relevanty answers. Look to extend
sentences where possible.
Writing
1. write for a variety of purposes including:
• to present information
• to convey feelings and ideas
4. write in response to a variety of audio,
visual and audio-visual stimuli,
E.g. stories, poems, their interests, activities
and experiences in the classroom and
elsewhere, television programmes, a statue.
Children produce Amdanaf I Profile for
display.
Work through role play and dialogue drama.
Prepare and present a short talk about
yoruslef to a small group / class – use
digital cameras to video.
Play “Guess who?” in welsh.
Learn Welsh songs to reinforce patterns
where possible.
History
Key Skills
Subject Skills
Range
Children access the skills framework at
different levels which are recorded on skills
ladders.
Below are links to the skills ladders.
Chronological Awareness
1.
Use timelines to sequence
events
2.
Use appropriate key words to
estimate measure and describe
the passage of time
Carry Out
• Investigations into the history around them
and into the life of people at different times
and places in the past.
Whilst many of the skills areas will be
covered - Codes have been used to
identify skills focuses for this term.
Interpretation of History
1.
However it must be noted that children will
access the “ladder” at their own level – as
they develop their individual progress.
Thinking
Planning TP1, TP3
Develop
TD1, TD2
Reflect
TR1, TR2
this)
Historical Knowledge and
Understanding
1.
Identify differences between
ways of life at different times
2.
Identify significant people and
describe events within and
across periods
3.
Understand why people did
things, what caused specific
events and the consequences
of those events?
Communication
Oracy
CO1
Reading
CR2
Writing
CW2
Wider Communciation Skills CX1
ICT
ICT Skills Ladders
Number
Using Information
Calculating
2.
Identify the ways in which the
past is represented and
interpret
Distinguish between fact and
opinion, giving some evidence /
knowledge-based reasons for
NU2
NC1
Interpreting results and findings NI1
Historical Enquiry
1.
Plan the investigative approach
to be used, suggesting how to
find relevant information
2.
Use a range of sources,
including ICT
3.
Reflect on their findings and the
investigative approach used
Organisation and Communication
1.
Select, record, and organise
historical information
2.
Communicate ideas, opinions
and conclusions with increasing
independence in a variety of
ways, including ICT
Suggested Activities
• Discuss and identify each artefact and
create a timeline
• Estimate dates and time intervals
• The differences in people’s daily lives in
two contrasting periods of the 20th century
• Discuss whether the artefacts represent
the periods accurately
• Asking and answering questions
• Identify themes related to the artefacts
e.g. music, wars and weaponry, clothing,
food, houses and homes (décor)
discoveries, transport
• When Dr Who returns he will expects us to
have all the information for him (using text
and illustrations and models etc.)
• Split into groups / pairs to locate relevant
information and prepare a poster, timeline,
fashion show, disco, party, models, song for
the theme they have chosen
• Present or perform findings to class and
Dr Who
• Evaluate own and others’ presentations
• Prepare a set of statements related to
their own theme – fact and opinion
• Swap with another group to sort. Peer
check
• The pupils will use census reports,
graphical data, Ordnance Survey maps,
eyewitness accounts, paintings, poems,
artefacts to compare and contrast life in the
past.
• They will examine population growth,
ethnic diversity brought about by jobs,
changes in the environment, etc.
• Discuss reliability of the sources and then
rank statements in order of reliability on a
washing line or diamond nine
Geography
Key Skills
Children access the skills framework at
different levels which are recorded on skills
ladders.
Below are links to the skills ladders.
Whilst many of the skills areas will be
covered - Codes have been used to
identify skills focuses for this term.
However it must be noted that children will
access the “ladder” at their own level – as
they develop their individual progress.
Thinking
Planning TP1, TP3
Develop
TD1, TD2
Reflect
TR1, TR2
CR2
Writing
CW2
Carry out
– investigations of ‘geography in the news’,
topical events and issues in the local area
and the wider world
(linked to historical news)
Understanding places, environments and
processes
3. Describe the causes and consequences
of how places and environments change,
e.g. from past to present;
– Where is this place/environment?
What is it like and why? What is
happening and why?
– How is this place the same as or different
from other places/environments and why
Is it always the same? Why is it
changing?
– How are places and environments
linked/connected to other places and
environments?
- How am I and/or other people linked to
other parts of the world?
– How have people affected this
place/Environment
– How do people’s views differ about this
geographical issue and what do I think?
NU2
NC1
Interpreting results and findings NI1
Suggested Activities
Identify places that feature in key events of
the 20th century as they arise through topic
work (eg Germany WW2)
Use Atlases to locate these places include
use of index and grid references (Link to
work in maths on direction)
Ask and answer questions
- How can I and other people look after this
environment?
ICT
ICT Skills Ladders
Calculating
Locating places, environment and patterns
1. identify and locate places and
environments using globes, atlases, and
maps, e.g. use co-ordinates and four-figure
references
3. Use maps, imagery and ICT to find and
present locational information, E.g. draw
sketch maps using symbols and keys.
Interpret maps, and photographs including
oblique, aerial and satellite images
Communicating
2. make decisions about geographical
issues by distinguishing between fact and
opinion and considering different arguments
Wider Communciation Skills CX1
Number
Using Information
Range
Investigating
1. observe and ask questions about a
place, environment or a geographical issue,
E.g. How and why is our village changing?
Communication
Oracy
CO1
Reading
Subject Skills
Ask pertinent geographical questions:
Why did certain events of the 20th century
take place in specific locations (eg. Famine
in Ethiopia / Live aid)
Use satellite imagery on Google Earth to
compare landscapes.
How has the world / environment changed
since 1900? Why?
How has the way in which we live changed
in terms of transport and technology.
ICT
Key Skills
Subject Skills
Range
Children access the skills framework at
different levels which are recorded on skills
ladders.
Below are links to the skills ladders.
Find and analyse information
1. discuss the purpose of their tasks, the
intended audiences and the resources
needed
• use ICT tools and suitable information
sources safely and legally, in accordance
with LEA/school guidelines
Whilst many of the skills areas will be
covered - Codes have been used to
identify skills focuses for this term.
However it must be noted that children will
access the “ladder” at their own level – as
they develop their individual progress.
TD1, TD2
Reflect
TR1, TR2
2. create a range of presentations
combining a variety of information and
media, e.g. a poster combining text and
graphics, a multimedia presentation
Communication
Oracy
CO1
Reading
CR2
Writing
CW2
3. Share and exchange information safely
through electronic means, e.g. use of email, virtual learning environments.
Wider Communciation Skills CX1
ICT
ICT Skills Ladders
Number
Using Information
Calculating
3. select suitable information and make
simple judgements about sources of
information
Create and communicate information
1. create and communicate information in
the form of text, images and sound, using a
range of ICT hardware and software
Thinking
Planning TP1, TP3
Develop
2. find information from a variety of sources
for a defined purpose
NU2
NC1
Interpreting results and findings NI1
• use a range of ICT resources and
equipment independently and
collaboratively, e.g. cameras, scanners,
CD/DVD players, MP3 players, mobile
phones, PDAs
• use ICT sources of information and nonICT sources of information
• use ICT to explore and to solve problems
in the context of work across a variety of
subjects
• store and retrieve information they have
found or created
• evaluate their work and learning
• discuss new developments in ICT and the
use of ICT in the wider world.
Health, safety and Child Protection
Pupils should be taught how to use ICT
comfortably, safely and responsibly, and to
consider the hazards and risks in their
activities, e.g. the importance of not
disclosing personal details to strangers.
They should be able to follow instructions to
minimise risk to themselves and others.
Suggested Activities
General
•Revisit Pupil AUP
•Revise E-Safety for using internet / email
in school.
•Email will be used throughout the term as a
means of contacting The Doctor.
•Email will also be used to provide
opportunities for EHomework.
•Opportunities to interview experts from
various periods in 20th Century History.
Parents / Grandparents / Etc. Use of MP3
recorder / Digital Camcorder.
Unit 4A – Writing for Different Audiences
•Focus on how the computer can be used to
order our writing. Changing Fonts, pictures,
word art.
•Focus on editing skills that can be
transferred throughout common packages.
•Produce a newspaper report / page.
Unit 4F – Web Browsing – Short unit
•Rules for safe use
•Explore functions of web browser
(favourites / urls / tabs)
•Consider use of keywords for search
engines – explore how to refine.
•Think critically about website content.
Unit 5A – Introduction to multimedia
•Transfer skills from last years work in Word
and Publisher to powerpoint.
•Explore how Powerpoint and Photostory 3
can be used to communicate differently
from Word and Publisher.
•Produce work for the website including
images/audio/video/ and animation as
appropriate.
Unit 5 - Email – Short unit
•Explore further functionality of Email
including: attachments, file size, adress
books, creating groups, cc / bcc
Design Technology
Key Skills
Subject Skills
Children access the skills framework at
different levels which are recorded on skills
ladders.
Below are links to the skills ladders.
Designing
1. use a range of information sources to
generate ideas for products
2. investigate how existing products look
and function as a source of ideas for their
own products
3. develop a simple specification/recipe for
their products indicating their intentions and
approach
Whilst many of the skills areas will be
covered - Codes have been used to
identify skills focuses for this term.
However it must be noted that children will
access the “ladder” at their own level – as
they develop their individual progress.
Thinking
Planning TP1, TP3
Develop
TD1, TD2
Reflect
TR1, TR2
Communication
Oracy
CO1
Reading
CR2
Writing
CW2
Wider Communciation Skills CX1
ICT
ICT Skills Ladders
Number
Using Information
Calculating
NU2
NC1
Interpreting results and findings NI1
Making
1. work to their specification/recipe to
make products
3. measure, mark out, cut, shape, join,
weigh and mix a range of materials and
ingredients, using appropriate tools/utensils,
equipment and techniques
5. apply appropriate finishes to their
products
6. discuss their products, and evaluate their
work
Rigid and flexible materials
10. use a range of materials and
components, making choices based on their
developing knowledge of how they should
be used
11. learn about the efficient use of
materials
12. use techniques for reinforcing and
strengthening structures in their products,
Systems and Control
14. build simple low-voltage electrical
circuits within products, e.g. add a simple
lighting system to a model house that
includes a battery, switch and bulbs
Range
Suggested Activities
Pupils should be given opportunities to
develop their design and technology
capability through:
Design and build a model for a new
TARDIS
• Look at models of the “Police box”
• What 3D Shape is the basis of the model
• How consider how boxes are made –
challenge children to make a cuboid with art
straws – what are the challenges they cam
across?
•Imaginary Design – what would the Doctor
Design Specification be? What is your
specificatin / success criteria?
• Use 1cm wood to construct a TARDIS
• Use of triangle joins to strengthen corners
• Choice of materials to finish product –
include:
- CAD CAM pictures and laminates.
- Cardboard / Paper
• Challenge children to add a flashing light
bulb to their TARDIS
• tasks in which they explore and
investigate simple products in order to
acquire technological knowledge and
understanding that can be applied in their
designing and making
• tasks in which they learn about the
responsible use of materials, considering
issues of sustainability
• tasks in which they develop & practise
particular skills & techniques that can be
applied in designing & making
• tasks in which they design and make
products, focusing on different contexts and
materials.
Health and safety
Pupils should be taught how to use
tools/utensils and equipment safely and to
consider the hazards and risks in their
activities, behaviour and lifestyle. They
should be able to follow instructions to
control risk to themselves and others, e.g.
risk associated with hand tools.
Design and Make a Clock
Children will have been learning to tell the
time this term during PPA days and maths
lessons – linked to our TIMELORD theme.
Provide children with clock mechanism
Their design brief is to make a clock for
their bedroom at home to help them
practise telling the time.
(Cost implication = £1 per unit)
Consider primary function.
Look at a variety of clock of this type – how
are the faces of the clocks made?
How are they displayed?
Complete design, make and evaluation
process.
Art
Key Skills
Subject Skills
Range
Suggested Activities
Children access the skills framework at
different levels which are recorded on skills
ladders.
Below are links to the skills ladders.
Understanding
1. describe and make comparisons:
between their own work and that of
others
2. experiment with and examine the
methods used by other artists, craft
workers and designers from different:
periods, places and cultures
Understanding
Pupils should be stimulated and inspired,
where appropriate, by:
• other artists, craft workers and designers
• Images and artefacts from a variety of
historical and contemporary cultures and
contexts.
Explore some of the different art styles
which developed through out the 20th
century. (eg. Cubist, surrealist, geometric
abstract, pop art). Consider work of
Picasso, Dali, Mondrian, Warhol.
Use art books and internet to view work.
Investigating
1. select and record from: observation,
experience, memory and imagination.
3. organise: reference materials and
resources to develop ideas themes
and feelings
Investigating
Pupils should investigate:
•Made objects and environments
Whilst many of the skills areas will be
covered - Codes have been used to
identify skills focuses for this term.
However it must be noted that children will
access the “ladder” at their own level – as
they develop their individual progress.
Thinking
Planning TP1, TP3
Develop
TD1, TD2
Reflect
TR1, TR2
• Books, videos, digital-based resources,
internet, galleries, practising artist, craft
workers and designers, other resources
local and Welsh examples, different cultures
and periods.
Communication
Oracy
CO1
Reading
CR2
Writing
CW2
ICT
ICT Skills Ladders
Calculating
Challenge children to recreate the style of
each of these artists. Consider which
medium they would like to use to produce a
piece of work in that style – (eg digital
camera and computer for Warhol and
Mondrian?)
Consider success of Welsh designer Laura
Ashley (From Dowlais TOP!) Look at her
designs. Make a print on fabric.
Produce still life sketches of artefacts from
the 20th century.
Evaluate their own work and that of others
each week. Nominate an artist of the week.
Wider Communciation Skills CX1
Number
Using Information
•They should, where appropriate, apply to
their own work findings collected from:
and from a variety of contexts including:
Discuss children’s ideas and opinions about
the work of these artists – do they all like
each piece – who is right and who is
wrong?
NU2
NC1
Interpreting results and findings NI1
Making
3. use their experience and knowledge of
different materials, tools and techniques
experimentally, expressively.
Making
They should use a variety of:
• tools and equipment, Materials, e.g.
paints, pencils, crayons, pastels, charcoal,
inks, resistant materials, clays, sustainable
materials, textiles, digital-based media, etc.
• Processes, e.g. drawing, painting, printing,
multimedia, craft processes, threedimensional processes, digital-based
processes, etc.
Use imagination to design own alien /
spaceship / alien landscape.
Music
Key Skills
Subject Skills
Children access the skills framework at
different levels which are recorded on skills
ladders.
Below are links to the skills ladders.
Whilst many of the skills areas will be
covered - Codes have been used to
identify skills focuses for this term.
However it must be noted that children will
access the “ladder” at their own level – as
they develop their individual progress.
Thinking
Planning TP1, TP3
Develop
TD1, TD2
Reflect
TR1, TR2
Communication
Oracy
CO1
Reading
CR2
Writing
CW2
Wider Communciation Skills CX1
ICT
ICT Skills Ladders
Number
Using Information
Calculating
NU2
NC1
Interpreting results and findings NI1
Appraising
1.
Listen to and appraise music
during which they should:
2.
Make distinctions within the
musical elements
3.
Recognise and describe
musical characteristics
4.
Discuss and evaluate music,
making connections between
their own and others’ work.
Composing
1.
Improvise, compose and
arrange music during which
they should:
2.
2. Explore, use, create, select
and organise sounds for a
musical purpose
3.
Develop and refine musical
ideas, and evaluate their work
in order to improve it
4.
Communicate ideas and
emotions through music
Performing
1.
Play instruments, using
appropriate playing techniques
and with increasing dexterity
and control of sound
2.
Practice and evaluate their
performing in order to improve
during which they should:
3.
Maintain a part as a member of
a group in a part song
4.
Maintain an individual
instrumental part in a group
piece
5.
Imitate, memorise, internalise
(hear in their heads) and recall
musical patterns and songs
6.
Communicate with others when
performing
7.
Plan and make decisions about
which music to perform and how
to perform it
Range
Suggested Activities
• Listen to the music of others, of varied
genres and styles, from different times and
cultures
• Listen to and appraise music from a
number of decades in the 1900s –
classical, big band, swing, Motown, rock
and roll, punk, new romantic etc.
• Link with and extend pupils’ musical
experiences and include examples taken
from the European ‘classical’ tradition, folk
and popular music, the music of Wales, and
other musical traditions and cultures
• Composing activities should involve the
exploration and use of a wide range of
sound sources, e.g. pupils’ voices and
bodies, sounds from the environment,
instruments and music technology
• The stimuli for composing should be
musical, e.g. a five-note scale or sampled
sound, and extra-musical, e.g. a picture,
sculpture or poem
• Listen to pupils own compositions and
performances from different times
• Choose an era from the twentieth century
and identify the type of instruments from
the era
• Choose how to express these sounds
using voice, keyboard, PC, untuned and
tuned instruments, own Instruments
• Create an appropriate piece of music to
support the historical presentation
• Perform composition
• Self and peer evaluate performances
according to success criteria
Work to be linked where possible to units
from Music Express Book 5
See units:
Choir with Mr Morgan will be exploring
music of the 20th Century
PE
Key Skills
Subject Skills
Range
Children access the skills framework at
different levels which are recorded on skills
ladders.
Below are links to the skills ladders.
Health Fitness and well being activities
1. Engage in frequent and regular physical
activity beneficial to their health, fitness and
well-being.
5. Sustain activity over appropriate periods
of time in a range of different activities
6. Follow relevant rules and safety
procedures when exercising, and begin to
understand risk and how to take
responsibility for actions
Health Fitness and well being activities
activities that are:
•non-competitive forms of exercise
•Chosen for what they contribute to general
health, fitness goals and feelings of wellbeing.
Creative Activities
1. Develop, consolidate, apply basic
actions of travelling, balancing and stillness,
jumping and landing and rotation. Actions
should be developed using the floor and
apparatus, as appropriate
2. Recognise the principles of simple
composition and choreography in order to
use them to plan sequences and a range of
movement patterns
4. Determine success criteria relating to
the development of their performance using
key words related to their activity
6. Evaluate their own and others’
performances, using ICT when appropriate,
and ask relevant questions in order to
improve and make progress
Creative Activities
•In gymnastic activities, developing means
of travelling should include transferring
weight from hands and feet and climbing
activities.
•Rotation should include rolling and turning.
Whilst many of the skills areas will be
covered - Codes have been used to
identify skills focuses for this term.
However it must be noted that children will
access the “ladder” at their own level – as
they develop their individual progress.
Thinking
Planning TP1, TP3
Develop
TD1, TD2
Reflect
TR1, TR2
Communication
Oracy
CO1
Reading
CR2
Writing
CW2
Wider Communciation Skills CX1
ICT
ICT Skills Ladders
Number
Using Information
Calculating
NU2
NC1
Interpreting results and findings NI1
Adventurous Activities
1. Overcome challenges of a physical and
problem-solving nature with a partner or in a
small group
2. Acquire the skills necessary for the
activities undertaken, e.g. reading a
compass, map or instructions, tying a rope
or constructing a shelter
3. Identify why they should be mindful of
their own and others’ safety and how to
respect the environment
6. Plan and evaluate their individual or group
responses to challenges using key words related
to their activity
Suggested Activities
Gymnastics
• Explore various balances with and without
apparatus. Individually and with a partner.
• Evaluate each others work and refine
• Choose best balances to include in routine
• Explore movement and travelling.
Experiment how to travel across the hall
end in chosen balances.
• Introduce gymnastic jumps: Star, Straight,
Pike, Tuck, Straddle.
• Link travels, balances and jumps into a
sequence – Rehearse and refine.
• Perform sequence to class – record using
digital camera – evaluate own performance.
Orienteering
• Learn points of compass
• Learn how to orient a map and identify key
land marks. Look at other features of a map
– link to skills for Geography.
• Discuss safety procedures, and
boundaries for using school’s orienteering
course.
Adventurous Activities
•underpinned by problem solving,
•communication, leadership and teamwork
•Often have an outdoor living and learning
focus.
Participation in outdoor activities provides
opportunities:
•to increase awareness of the natural
environment
• Run series of orienteering challenges and
races. – include straight courses, star
challenges, and relays.
• Provide challenges which will allow
children opportunity to solve problems eg.
find the quickest route to retrieve answer –
not always necessary to reach checkpoints
in order.
• Receive co-ordinates from Dr – to retrieve
a package from somewhere in school /
grounds. Code to open document.
RE
Key Skills
Subject Skills
Range
Children access the skills framework at
different levels which are recorded on skills
ladders.
Below are links to the skills ladders.
Engaging with fundamental
questions
The World
Whilst many of the skills areas will be
covered - Codes have been used to
identify skills focuses for this term.
However it must be noted that children will
access the “ladder” at their own level – as
they develop their individual progress.
Exploring religious beliefs,
teachings and practice
Thinking
Planning TP1, TP3
Develop
TD1, TD2
Reflect
TR1, TR2
• explore and make links between religious
beliefs, teachings and practices
• identify the similarities and differences
within and across religions
Expressing personal responses
Communication
Oracy
CO1
Reading
CR2
Writing
CW2
• express and begin to justify their own
feelings and opinions in different ways, e.g.
orally, in writing, and through creative arts
• demonstrate how what they have learned
has impacted on their own views/ideas
Wider Communciation Skills CX1
ICT
ICT Skills Ladders
Number
Using Information
Calculating
• ask, discuss and respond to
fundamental questions raised by their
own experiences, the world around them
and aspects of religion
• interrogate a range of evidence from
religious and non-religious sources,
including other disciplines, in order to
consider the issues raised
NU2
NC1
Interpreting results and findings NI1
• the natural world and living things – how
religions show concern and responsibility,
e.g. stewardship; sustainability
Human Experience
• meaning and purpose of life – how
religious ideas, values and beliefs influence
people’s responses to life and death
• belonging – how local believers, through
home/community celebrations, share a
sense of identity and commitment
• relationships and responsibility – how the
importance of personal relationships and
responsibility to others is demonstrated by
Religions
Suggested Activities
Celebrations
Explore the significance, similarities and
differences of key celebrations and
festivals which are taking place throughout
the Autumn Term in some of the main world
religions. Consider how these celebrations
and beliefs impact on believers and the
societies they live in.
Judaism –
•Rosh hashannah – Jewish New Year
- New beginnings
- Forgiveness for wrongdoing
(Mid Sep)
•Yom Kippur – the day of atonement
- consider how our actions affect those
around us.
• Sukkot – Celebration of God’s provision
and thinking about those less fortunate than
ourselves – link to Christian Harvest time.
-Also link with PSE work in Shoebox
appeal.
Islam
• Ramadan – the month of fasting
What is fasting? Why do muslims do this?
Use internet to research.
•Eid – ul – fitr - Celebration end of the
fasting.
- Create Eid Cards using Geometric
shapes
Christianity
• Harvest festival – linked with Shoebox
appeal. Look into tradition of harvest in this
country.
• Christmas Celebrations – and the festivals
of light Hannukah, Diwali. Why do people
celebrate these light festivals in the winter?
Make Divas (hinduism)
Christmas Cards
PSE
Key Skills
Subject Skills
Range
Suggested Activities
Children access the skills framework at
different levels which are recorded on skills
ladders.
Below are links to the skills ladders.
• distinguish between ‘facts’, beliefs and
opinions
Active Citizenship
• develop respect for themselves and others
• value families and friends as a source of
mutual support
• value diversity and recognise the
importance of equality of opportunity
• the importance of democratic decisionmaking
• how injustice and inequality affect people’s
lives
Much PSE takes place throughout everyday
discussions which arise in the classroom,
as well as in discreet circle times.
Children are encouraged in all discussions
to consider their own opinions, but also to
respect the views of others.
Children are encouraged to reflect on their
own achievements and to take more
responsibility for their learning.
Whilst many of the skills areas will be
covered - Codes have been used to
identify skills focuses for this term.
However it must be noted that children will
access the “ladder” at their own level – as
they develop their individual progress.
TD1, TD2
Reflect
TR1, TR2
CR2
Writing
CW2
Wider Communciation Skills CX1
ICT
ICT Skills Ladders
Number
Using Information
Calculating
• make and maintain friendships and other
relationships
Moral and Spiritual Development
• explore their personal values
• that people differ in what they believe is
right and wrong
• That personal actions have
consequences.
Preparing for lifelong learning
• enjoy and value learning and
achievements
• take increasing responsibility for their
learning
Communication
Oracy
CO1
Reading
• work cooperatively to solve problems
• reflect on progress, identify strengths and
weaknesses and set targets for
Improvement
Thinking
Planning TP1, TP3
Develop
• form personal opinions and make
informed decisions
NU2
NC1
Interpreting results and findings NI1
Sustainable development / Global
Citizenship
• develop a positive attitude on issues of
poverty and fairness
•Consider how we make friends and
maintain friendships as we move in to a
new class.
•Set targets for the term re: work, behaviour
and ambition.
•Work co-operatively with others in paired
and group work – revisit S+L skills
•Respond to inequality in the world –
discuss issues such as Pakistan Floods,
Haiti etc – Take part in OCC Shoe Box
Appeal, and raise money for Children in
Need.
•Consider the importance of family through
discussions re WW2 Evacuation.
•Consider current war in Afghanistan how
does this effect the loved ones of soldiers.
How does this effect the people of
Afghanistan?
•Consider how different our country would
be if WW2 had turned out differently. Look
at the benefits of democratic decision
making.
TP 1
2
3
4
5
Thinking Skills - Plan
TD 1
2
3
4
5
6
7
8
Thinking Skills - Develop
TR
1
2
3
4
Thinking Skills - Reflect
CO1
CO2
Communication Skills - Oracy
CR1
CR2
Communication Skills - Reading
CW1
CW2
Communication Skills - Writing
CX1
CX2
Communication Skills - Wider
ICT 1
ICT 2
ICT Skills Ladders
NU1
NU2
NU3
Number Skills – Using Mathematical Information
NC1
NC2
Number Skills – Calculate
NI1
NI2
NI3
Number Skills – Interpret and present findings
Overview
In response to Curriculum 2008 and the Non Statutory skills framework, KS2 staff
at Abercanaid Community school are adapting their planning to refocus the theme
based approach, which has always been central to our ethos, whilst ensuring
coverage of the necessary skills and range from Curriculum 2008.
In order to achieve this KS2 will be adopting themes set out by ESIS in the
“Making the Links” project. This identifies a theme and 2 or 3 key subjects which
link together. Other subjects are also included throughout the term but in lesser
detail – linking when possible to the theme.
When using a theme based model it is important to adopt a flexible approach to
planning and teaching as some subjects lend themselves more readily to topics
than others. We are mindful as a staff that we need to ensure coverage of skills
and subject range.
Staff in KS2 will be working from the same theme each term. This will allow for
staff to collaborate on projects, planning, trips and theme days; to share ideas and
resources; identify clear opportunities for assessment to show progression; and to
ensure that year groups which are split across classes access work at the
appropriate level.
This terms topic is called TimeLord – and is structured around the history of the
20th century. Can the children of Abercanaid Community School help The Doctor
get his facts straight?