Branston Junior Academy
Topic Planning
Topic: The Romans are
coming!
Science
National Curriculum Objectives
Year 3/4 States of Matter:
Pupils should be taught to:
•
compare and group materials together, according to whether they are solids, liquids or
gases
•
observe that some materials change state when they are heated or cooled, and measure or
research the temperature at which this happens in degrees Celsius (°C)
•
identify the part played by evaporation and condensation in the water cycle and associate
the rate of evaporation with temperature.
Year 5/6 Properties and changing materials:
Pupils should be taught to:
•
compare and group together everyday materials on the basis of their properties, including
their hardness, solubility, transparency, conductivity (electrical and thermal), and response
to magnets
•
know that some materials will dissolve in liquid to form a solution, and describe how to
recover a substance from a solution
•
use knowledge of solids, liquids and gases to decide how mixtures might be separated,
including through filtering, sieving and evaporating
•
give reasons, based on evidence from comparative and fair tests, for the particular uses of
everyday materials, including metals, wood and plastic
•
demonstrate that dissolving, mixing and changes of state are reversible changes
•
explain that some changes result in the formation of new materials, and that this kind of
change is not usually reversible, including changes associated with burning and the action
of acid on bicarbonate of soda.
Computing
National Curriculum
Objectives
Chris Quigley Key Skills
Skills Journal Objectives
•
To code
I know how to stay safe online
To communicate
I can search images and
websites on Google
•
use technology safely,
respectfully and
responsibly; recognise
acceptable/unacceptable
behaviour; identify a
range of ways to report
concerns about content
and contact.
select, use and combine
a variety of software
(including internet
services) on a range of
digital devices to design
and create a range of
programs, systems and
content that accomplish
given goals, including
collecting, analysing,
evaluating and
presenting data and
information
To connect
To collect
I can use Microsoft word
including text and pictures
I can use Microsoft
Powerpoint to combine
pictures, words, animations
and sounds
I can use Excel including
conditional formatting
History
National Curriculum
Coverage
The Roman Empire and its impact on
Britain
Chris Quigley Key Skills
Skills Journal Objectives
To investigate and interpret the past
I can identify and describe
changes in specific periods
of History.
To understand chronology
This may include:
Julius Caesar’s attempted invasion in
55-54 BC
The Roman Empire by AD 42 and the
power of its army
Successful invasion by Claudius and
conquest, including Hadrian’s Wall
British resistance, for example,
Boudica
‘Romanisation’ of Britain: sites such
as Caerwent and the impact of
technology, culture and beliefs,
including early Christianity
To build an overview of world history
To communicate historically
I can explain how the past
can be represented i.e.
pictures, postcards and
so on.
I can use dates and
vocabulary relating to the
passing of time, including
ancient, modern, century
and decade.
I can place events,
people and changes
into correct periods of
time.
I can describe what I
know clearly in writing and
Pictures
I can handle artefacts
properly.
I can examine artefacts
and explain how they are
different, thinking about:
What it is made from, size,
signs of wear and tear,
purpose.
I can choose
appropriate sources
to answer questions
about specific people
and events.
I can combine sources
and information to form an
opinion.
Geography
National Curriculum
Objectives
Chris Quigley Key Skills
Pupils should be taught to:
Locational knowledge
name and locate counties and
cities of the United Kingdom,
geographical regions and their
identifying human and physical
characteristics, key
topographical features
(including hills, mountains,
coasts and rivers), and landuse patterns; and understand
how some of these aspects
have changed over time
Place knowledge
understand geographical
similarities and differences
through the study of human
and physical geography of a
region of the United Kingdom
Geographical skills and
fieldwork
use maps, atlases, globes and
digital/computer mapping to
locate countries and describe
features studied
use the eight points of a
compass, four and six-figure
grid references, symbols and
key (including the use of
Ordnance Survey maps) to
build their knowledge of the
United Kingdom and the wider
world
use fieldwork to observe,
measure, record and present
the human and physical
features in the local area using
a range of methods, including
sketch maps, plans and graphs,
and digital technologies.
To investigate places
To investigate patterns
To communicate
geographically
Skills Journal Objectives
I can draw my own simple
thematic map based on my
own data.
I can use the key to
interpret symbols and
marks on an OS map for
routes.
Art and Design
National Curriculum
Objectives
Chris Quigley Key Skills
Skills Journal Objectives
Pupils should be taught:
•
to create sketch books to
record their observations
and use them to review
and revisit ideas
•
to improve their mastery
of art and design
techniques, including
drawing, painting and
sculpture with a range of
materials [for example,
pencil, charcoal, paint,
clay]
•
about great artists,
architects and designers
in history.
To develop ideas
*No key objectives for 3d
models or great artists
To master techniques
To take inspiration from the
greats
Design Technology
National Curriculum
Objectives
Chris Quigley Key Skills
• understand and apply the
principles of a healthy and
varied diet
• prepare and cook a variety
of predominantly savoury
dishes using a range of
cooking techniques
• understand seasonality, and
know where and how a
variety of ingredients are
grown, reared, caught and
processed.
To master practical skills
Skills Journal Objectives
III can analyse taste, texture,
smell and appearance of a
range of foods.
I can join and combine a
range of ingredients.
I can work safely and
hygienically.
I can weigh and
measure using scales.
I can cut and shape
ingredients using tools and
equipment.
I can join and combine
food ingredients by
beating, kneading &
rubbing in.
Languages
National Curriculum Objectives
Chris Quigley Key
Skills
Skills Journal
Objectives
Pupils should be taught to:
listen attentively to spoken language and show
understanding by joining in and responding
explore the patterns and sounds of language
through songs and rhymes and link the spelling,
sound and meaning of words
engage in conversations; ask and answer
questions; express opinions and respond to those
of others; seek clarification and help*
speak in sentences, using familiar vocabulary,
phrases and basic language structures
develop accurate pronunciation and intonation so
that others understand when they are reading
aloud or using familiar words and phrases*
present ideas and information orally to a range of
audiences*
read carefully and show understanding of words,
phrases and simple writing
appreciate stories, songs, poems and rhymes in
the language
broaden their vocabulary and develop their ability
to understand new words that are introduced into
familiar written material, including through using a
dictionary
write phrases from memory, and adapt these to
create new sentences, to express ideas clearly
describe people, places, things and actions orally*
and in writing
understand basic grammar appropriate to the
language being studied, including (where
relevant): feminine, masculine and neuter forms
and the conjugation of high-frequency verbs; key
features and patterns of the language; how to
apply these, for instance, to build sentences; and
how these differ from or are similar to English.
To read fluently
Listen attentively to spoken
language and show
understanding by joining in
and responding
To speak confidently
To write imaginative
To understand the culture of
the countries in which the
language is spoken
Ask and answer basic
questions such as what is
your name, where do you
live, how old are you, what
time is it?
Write phrases from memory
and adapt these to create
new sentences
Use a dictionary to identify
unfamiliar words
Read carefully and show
understanding of words and
phrases
Speak in sentences using
familiar vocabulary
Name all the colours
Count up to 100
Name the days of the week
and month of the year
Music
National Curriculum
Objectives
Chris Quigley Key Skills
Skills Journal Objectives
Pupils should be taught to:
•
play and perform in solo
and ensemble contexts,
using their voices and
playing musical
instruments with
increasing accuracy,
fluency, control and
expression
•
improvise and compose
music for a range of
purposes using the interrelated dimensions of
music
•
listen with attention to
detail and recall sounds
with increasing aural
memory
•
use and understand staff
and other musical
notations
•
appreciate and
understand a wide range
of high-quality live and
recorded music drawn
from different traditions
and from great
composers and musicians
•
develop an understanding
of the history of music.
To perform
I can improvise repeated
patterns (ostinato).
To compose
To transcribe
To describe music
I can compose a
soundscape.
I can compose melodic
and rhythmic phrases.
Physical Education
National Curriculum
Objectives
Chris Quigley Key
Skills
Skills Journal Objectives
Pupils should be taught to:
• use running, jumping,
throwing and catching in
isolation and in
combination
• play competitive games,
modified where
appropriate [for example,
badminton, basketball,
cricket, football, hockey,
netball, rounders and
tennis], and apply basic
principles suitable for
attacking and defending
• develop flexibility, strength,
technique, control and
balance [for example,
through athletics and
gymnastics]
• perform dances using a
range of movement
patterns
• take part in outdoor and
adventurous activity
challenges both individually
and within a team
• compare their
performances with
previous ones and
demonstrate improvement
to achieve their personal
best.
To develop practical
skills in order to
participate, compete
and lead a healthy
lifestyle
Dance:
I can improvise.
I can choreograph motifs
using repetition, direction,
level, speed & space
I can choose my own
dance steps and
movements and then
develop them.
Swimming:
I can swim over 20 metres
using front crawl, back
stroke or breast stroke.
I can use a float to swim a
length using just my feet.
I can synchronise my
breathing with my stroke.
Tennis/ Badminton:
I can use forehand.
I can use backhand
I can strike a ball on the
volley.
RE
Lincolnshire Syllabus
Objectives
Chris Quigley Key
Skills
Skills Journal Objectives
Learning About
Religions & Exploring Human
Experience
To understand beliefs and
teachings
I can explain things that are
the same and different for
religious people.
A2
Acquire and develop knowledge and
understanding of some of the
influences of life experiences,
beliefs, values and faith traditions
upon individuals, communities,
societies and cultures.
To understand how beliefs
are conveyed
To understand values
To understand practices and
lifestyles
To reflect
Learning From Religions &
Responding to Human Experience
B1:1
Developing awareness of some of
the fundamental questions of life
raised by human experiences, and of
how religious teachings can relate to
them.
B1:3
Reflecting on their own beliefs,
values, perceptions and experiences
in the light of their study of religion.
B2
Develop positive attitudes of respect
towards other people who hold
views and beliefs that are different
from their own.
Pupils will be enabled to:
•
Consider their own
feelings about making journeys and
understand the beliefs and values of
others who have made journeys.
•
Appreciate why
many Christian missions take people
away from their homes.
•
Consider their own
life as a journey and what skills and
qualities are needed to take them
on their journey in the future.
I can describe and
compare the different
practices and experiences
involved with different
religious groups.
I can explain how
similarities and differences
between religions affect
peoples’ lives.
I can describe what
can be learned from
religious stories.
I suggest reasons for the similarities and
differences in
forms of religion :
I can compare some of the
things that influence me
with those that influence
other people.
I can explain things that
are important to me and
how they link me to other
people.
I can use stillness to
concentrate my thoughts.
I can compose and
ask and discuss
questions about
Who I am,
Where I belong.
I think about and compose
questions about the
meaning of life.
I can dwell on these
questions and make
suggestions.
I can think about what I
believe.
PSHE
Chris Quigley Key Skills
Skills Journal Objectives
To try new things
See KS2 Life Values on Skills Journal
To imagine
To work hard
To improve
To concentrate
To understand others
To push oneself
To not give up
PSHE objectives to be followed in SEAL booklets