| Term | Autumn A | Autumn B | Spring A | Spring B | Summer A | Summer B |
| Topic | Oceans and Islands
Pirates/Environmental Issues/Local Heroes |
London
Great Fire of London/Great Fire of Gateshead/Paddington |
Victorians | Save the Bees | ||
| Education Visits
Visitors in School |
Talk like a pirate day
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Panto | Visit to St Mary’s Heritage centre | Visitor – Chris Connaughton | Chopwell Woods | |
| Science
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Uses of everyday materials
Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching –
Explore materials – how/can they be changed? Record findings Sort materials linked to properties Recycling – changing use of objects Recycling station
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Animals, including humans
Notice that animals, including humans, have offspring which grow into adults Find out about and describe the basic needs of animals, including humans, for survival (water, food and air) Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene
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Plants
Observe and describe how seeds and bulbs grow into mature plants Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy
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Living things and their habitats
Explore and compare the differences between things that are living, dead, and things that have never been alive Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other Identify and name a variety of plants and animals in their habitats, including microhabitats Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. |
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| R.E.
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Christianity
What did Jesus teach? Is it possible to be kind to everyone all of the time? |
Christianity
Christmas – Jesus as a gift from God Why did God give Jesus to the World? |
Judaism
Passover How important is it for Jewish people to do what God asks them to do?
The Covenant How special is the relationship the Jews have with God?
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Judaism
Rites of passage and good works What is the best way for a Jew to show commitment to God?
Christianity Easter – Resurrection Is it true that Jesus came back to life again? |
Islam
Prayer at home Does praying at regular intervals everyday help a Muslim in his/her everyday life?
Community and Belonging Does going to the Mosque give Muslims a sense of belonging? |
Islam
Hajj Does completing Hajj make a person a better Muslim? |
| History
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The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods –
Explain what they think is important about the past and explain reasons why. Identify any important changes that happened at the time being studied.
The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods – Explain what they think is important about the past and explain reasons why. Identify any important changes that happened at the time being studied.
Retell stories that they have heard about the past. Pick out main elements of stories that they have heard about the past. Discuss what they have enjoyed most about stories from the past. Explain what they think is important about the past and explain reasons why. Identify any important changes that happened at the time being studied.
Fact finding/ create a pirate fact file -Edward Teach – Blackbeard
Grace Darling
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Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London
Identify old and new from artefacts. Use pictures and artefacts for answering questions about the past. Use a range of simple sources to devise historical questions. Summarise their learning into short sentences. Ask questions about what they have heard or see.
Retell stories that they have heard about the past. Pick out main elements of stories that they have heard about the past. Discuss what they have enjoyed most about stories from the past. Explain what they think is important about the past and explain reasons why. Identify any important changes that happened at the time being studied. Great Fire of London
Significant historical events, people and places in their own locality Use more complex phrases to describe time – a long time ago, centuries ago… Sort recent historical studies in to a broad time order, recognise some reasons for between the time being studies and now Great Fire of Gateshead
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The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods –
Joseph Swan CS Lewis, Lewis Carol Explain what they think is important about the past and explain reasons why. Identify any important changes that happened at the time being studied.
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| Geography
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Locational knowledge
Name and locate the world’s seven continents and five oceans
Human and physical geography Use basic geographical vocabulary to refer to: beach, cliff, coast, sea, ocean, harbour, port, season, weather
Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map Use world maps, atlases and globes to identify the countries, continents and oceans studied at this key stage mark some locations on a map of the UK – our town, our school visit, my holiday -Recognise characteristic physical and human features of places – built up, noisy, busy… -Identify parts of some physical features – e.g. coast -Understand similarities and differences in places -use aerial photographs to identify land use and other geographical features – Know that places are linked by paths or roads
-identify features on a map -know the main aspects of the British Isles using maps -draw simple maps and plans sometimes with keys -identify the main regions of the world- continents, equator, tropics. |
Geographical skills and fieldwork
Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment ( – Ask simple geographical questions -take and use digital photographs -make detailed sketches whilst on fieldwork and or labelled diagrams
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Geographical skills and fieldwork
Use simple fieldwork and observational skills to study the geography of their local area.
Compare and contrast the Newcastle and Gateshead quays from the time of the Great Fire of Gateshead to present day.
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Geographical skills and fieldwork
Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment -discuss changes in weather and seasons from a chart -Use tally charts and simple tables to collect information. -make a plan of the classroom -Express views about local area and environments -use vocabulary of size to classify- hamlet, town, city |
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| Art | To use a range of materials creatively to design and make products.
In sewing explore simple stitches – overlapping/layering materials to create effect. calendars To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. Colour Make different tones of one colour. Darken colours without using black. Drawing Show light within drawings. Use paint to produce images on a large scale. Group art linked to oceans
About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Say how other artists/craftmakers/designers have used colour, pattern and shape in their work. Create a piece of work in response to another artist’s work.
Alex Echo – in gallery Linked to oceans.
To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. Colour Make different tones of one colour. Darken colours without using black. Drawing Show light within drawings.
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To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
Colour Make different tones of one colour. Darken colours without using black. Drawing Show light within drawings. Use clay to build a functional form using two or more techniques. Clay models of London landmarks
About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Say how other artists/craftmakers/designers have used colour, pattern and shape in their work. Create a piece of work in response to another artist’s work.
Christopher Wren – Architect Rebuilding of St Pauls Renzo Piano – The Shard
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To use a range of materials creatively to design and make products.
In sewing explore simple stitches – overlapping/layering materials to create effect. Clothes for peg dolls
To print using lino William Morris
To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. Colour Make different tones of one colour. Darken colours without using black. Drawing Show light within drawings.
Use paint to produce images on a large scale. Group printing tasks, creating wallpaper
About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Say how other artists/craftmakers/designers have used colour, pattern and shape in their work. Create a piece of work in response to another artist’s work.
William Morris LS Lowry |
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| Design Technology
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Cooking and nutrition
Use the basic principles of a healthy and varied diet to prepare dishes Understand where food comes from. Name and sort foods into the five groups in the Eatwell Guide. Prepare simple healthy dishes safely and hygienically, without using a heat source. Follow procedures for safety Use appropriate equipment to weigh and measure Make a gingerbread pirate Create a menu for a Pirate Restaurant Make Seabiscuits Paper Plate – create a healthy dinner plate Create an Eatwell Guide spinning wheel
Work confidently within a range of contexts, such as imaginary, story based, playgrounds, local community, industry and the wider environment Design Design purposeful, functional, appealing products for themselves and other users based on design criteria Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology To research what materials products are made from To create templates and mock ups of own ideas State the purpose of the design and the intended use Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Use simple fixing materials e.g. temporary—paper clips and tape and permanent—glue and staples etc. Select from a range of tools and equipment explaining their choices Use finishing techniques (e.g. colour) Evaluate Explore and evaluate a range of existing products Evaluate their ideas and products against design criteria Suggest how their own and others‘ products could be improved Describe what their products are for and explain how their products will work. Use knowledge of existing products to help come up with ideas (such as moving picture books) Make simple judgements about their products and ideas against design criteria Design and make a floating pirate ship. Look at food packaging – effects on animals and the necessity of it. – Discuss various materials that may be used instead of plastic? Technical knowledge Build structures, exploring how they can be made stronger, stiffer and more stable Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products Discuss and research how products work as well as how and where they might be used (e.g. pirate ships) Explore the movements of wheels and axels. Use information and communication technology to develop (research) and communicate their ideas (recording, Stop Motion, instructional poster) Create a ships steering wheel (compare to other steering wheels)
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Cooking and nutrition
Use the basic principles of a healthy and varied diet to prepare dishes Understand where food comes from. Prepare simple healthy dishes safely and hygienically, without using a heat source. Understand that food has to be farmed, grown elsewhere or caught Follow procedures for safety Use appropriate equipment to weigh and measure Journeys – Farm to School, Field to School, River/Sea to School Making Bread Marmalade Sandwiches Design your own sandwich filling
Work confidently within a range of contexts, such as imaginary, story based, playgrounds, local community, industry and the wider environment Design Design purposeful, functional, appealing products for themselves and other users based on design criteria Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology To research what materials products are made from To create templates and mock ups of own ideas State the purpose of the design and the intended use Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Use simple fixing materials e.g. temporary—paper clips and tape and permanent—glue and staples etc. Select from a range of tools and equipment explaining their choices Use finishing techniques (e.g. colour) Evaluate Explore and evaluate a range of existing products Evaluate their ideas and products against design criteria Suggest how their own and others‘ products could be improved Describe what their products are for and explain how their products will work. Use knowledge of existing products to help come up with ideas (such as moving picture books) Make simple judgements about their products and ideas against design criteria Technical knowledge Build structures, exploring how they can be made stronger, stiffer and more stable Use information and communication technology to develop (research) and communicate their ideas (recording, Stop Motion, instructional poster) Box Model houses – – discuss materials that may burn faster/slower Link to Tinkerbell to the Rescue looking at the design of her house. Designing and making animal houses Design Design purposeful, functional, appealing products for themselves and other users based on design criteria Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Design (drawings and lables), Make and Evaluate (verbal) how 3D textiles (simple phone or pencil case, glove puppet) can be assembled from two identical fabric shapes. Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Use simple fixing materials e.g. temporary—paper clips and tape and permanent—glue and staples etc. Select from a range of tools and equipment explaining their choices Use finishing techniques (e.g. colour) Paddington Bear Glove/Finger Puppet Fabric Bookmarks Keyring Patchwork Houses
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Cooking and nutrition
Use the basic principles of a healthy and varied diet to prepare dishes Understand where food comes from. Name and sort foods into the five groups in the Eatwell Guide. Prepare simple healthy dishes safely and hygienically, without using a heat source. Understand that food has to be farmed, grown elsewhere or caught Follow procedures for safety Use appropriate equipment to weigh and measure Make Honey/Honeycomb – Bees Follow the journey honey makes From beehives to homes
Work confidently within a range of contexts, such as imaginary, story based, playgrounds, local community, industry and the wider environment Design Design purposeful, functional, appealing products for themselves and other users based on design criteria Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology To research what materials products are made from To create templates and mock ups of own ideas State the purpose of the design and the intended use Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Use simple fixing materials e.g. temporary—paper clips and tape and permanent—glue and staples etc. Select from a range of tools and equipment explaining their choices Use finishing techniques (e.g. colour) Evaluate Explore and evaluate a range of existing products Evaluate their ideas and products against design criteria Suggest how their own and others‘ products could be improved Describe what their products are for and explain how their products will work. Use knowledge of existing products to help come up with ideas (such as moving picture books) Make simple judgements about their products and ideas against design criteria Technical knowledge Build structures, exploring how they can be made stronger, stiffer and more stable Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products Use information and communication technology to develop (research) and communicate their ideas (recording, Stop Motion, instructional poster) Explore the movements of wheels and axels. Design and Create a moving vehicle (link to Victorian transport) Victorian toys Create a Jack in the Box Cup and Ball craft A Thaumatrope (string and a picture)
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| Music
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Use their voices expressively and creatively by singing songs and speaking chants and rhymes
-Use their own voices in many different ways -Imitate changes in pitch using their voice -Sing songs with more accurate pitch -Maintain a simple part in a round -Sing a wider range of songs from memory
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Play tuned and untuned instruments musically
-Follow verbal instructions -Beat out short rhythms and repeat short rhythmic patterns -Repeat short rhythmic phrases from memory -Perform simple accompaniments and simple rhythmic parts -Keep to a steady pulse -Begin to understand tempo, rhythm and tone -Imitate changes in pitch with tuned instruments -Begin to gain a sense of occasion when performing
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Use their voices expressively and creatively by singing songs and speaking chants and rhymes
-Use their own voices in many different ways -Imitate changes in pitch using their voice -Sing songs with more accurate pitch -Maintain a simple part in a round -Sing a wider range of songs from memory
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Listen with concentration and understanding to a range of high-quality live and recorded music
-Listen to simple elements of music -Verbally recall what they have heard with simple vocabulary. I.e loud, soft, high low etc -Identify a strong, steady pulse in music -Identify simple repeated rhythmic patterns |
Experiment with, create, select and combine sounds using the inter-related dimensions of music
-Create short melodic patterns and rhythmic phrases -Choose sounds to represent to different things in different ways -Make sequences of sounds and combine sounds for different purposes -Show some imagination in the use of sound -Create simple accompaniments |
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| Computing
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Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
Recognise common uses of information technology beyond school
Digital Literacy -Discuss and understand the school’s e-Safety SMART rules -Know what to do if they find something inappropriate online -Explore what cyber bulling means and how to deal with it -Understand that not everyone they meet online is automatically trustworthy e.g. FauxPaw video from iKeepSafe.org to highlight that not everyone is trustworthy Explore CEOP Thinkuknow resources, based on Hector’s World. www.thinkuknow.co.uk/5_7/
E safety posters Show me 5
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Use technology purposefully to create, organise, store, manipulate and retrieve digital content
Information Technology -Recognise different ways of using ICT and decide which to use -Make a simple slide show e.g. using digital photos -Use clipart to add and resize a picture -Use shortcuts to insert objects and delete them -Confidently find things on the internet -Use the library scanning system -Begin to word process short narrative and non-narrative texts -Develop basic editing skills including different presentational features (font size, colour and style) -Save, print, retrieve and amend work -Use key words to find information on the Internet |
Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
Create and debug simple programs Use logical reasoning to predict the behaviour of simple programs Computer Science- programming -Talk about how everyday devices can be controlled -Know that devices and actions on screen may be controlled by sequences of actions and instructions -Create a sequence of instructions to create a right-angled shape on screen -Create a sequence of instructions to control a programmable robot to carry out a pre-determined route to include direction, distance and turn (on screen or floor robot) -Experience a range of control devices such as cameras, sound recorders and other devices -Predict what might happen when controlling |
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| P.E.
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Futsal coach (multi skills)
Master basic movements including running, jumping, throwing, catching. |
Futsal coach (multi skills)
Master basic movements including running, jumping, throwing, catching. |
Gymnastics
Master basic movements including developing balance, agility and coordination. |
Dance
Explore and perform dances using simple movements and pattern. |
Games
Participate in team games, developing simple tactics for attacking and defending. |
Athletics
Master basic movements including running, jumping and throwing. |