BrindisheSchools’Curriculum
‘Theworldismyclassroom’
updatedAutumn2017
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‘Theworldismyclassroom’
Weliveinacosmopolitancapital,wherecommunitiesmustlearntorespect,liveandsharewitheachother.
Weliveinachangingeconomicclimatesoweneedtounderstandthevalueofmoneyandhowtomakegooddecisions.
Weliveinatechnologicallydrivenworldandareincreasinglyawareoftheeffectsofclimatechangeanddiminishingnaturalresources.
Futureworkpatternsandjobopportunitiesmaywellbedifferent-wemaywellneeddifferentskillsandattributes.Theworldissmaller-connectionsbetweenpeoplesandplacesaremoreimmediateandinterdependentthaneverbefore.Inorderthatwelearnwhatweneedtolearn,wemustlookbeyondourownschoolandtakeresponsibility,notonlyforourselvesbutalsofortheprogressandwell–beingofothersinourlocalcommunityandaroundtheworld.
AtBrindisheSchools,werecognisethatourchildrenareaverydiversegroupoflearners.Wewantthemalltobecreative,successfulandreflectivelearnerswhomakeprogressandachieve-whoknowhowtolivesafe,healthyandfulfillinglivesandwhobecomeconfident,responsiblecitizensandmakeapositivecontributiontosociety.WewantourBrindisheSchools’Curriculumtobebroad,flexibleandmodern,enablingteacherstoplanpersonalisedandhighlystimulatinglearningwhichquestionsandchallengesallchildren-acurriculumwhichfacilitatesthecombiningandconnectingofareas,whichgeneratesinnovativeapproachesandwhichpromoteschildren’sautonomy.
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Therearesixareasoflearning:
Sixareasoflearning
Maths,EconomicsandEnterprise
Communication,Languagesand
Literacy
Historical,Global,SocialandSpiritualUnderstanding
Physicalwellbeing,healthandlifestyles
CreativeandExpressiveArts
ScientificandTechnologicalUnderstandings
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EnglishFOCUS:ChildrenuseandapplytheirEnglishskillsconfidentlyandcompetentlyintheirlearningacrossthecurriculumandineverydaycontexts.Theyconveyideasandopinionsclearlyandrespondcreativelyandcriticallytoawiderangeofinformationandideas.
CHILDRENLEARNHOWTO
1. listenattentively,talkclearlyandconfidentlyabouttheirthoughts,opinionsandideas,listeningcarefullytootherssothattheycanrefinetheirthinkingandexpressthemselveseffectively
2. readaccuratelyandfluentlytocomprehendandcriticallyrespondtotextsofallkinds,onpaperandonscreen,inordertoaccessideasandinformation
3. write,presentandpublisharangeofideas,inawidevarietyofformsandwithawarenessofdifferentaudiencesandpurposes;communicatetheseideaswithaccuracyonpaper,onscreenandasaudiorecordings.
4. analyse,evaluateandcriticisearangeofusesoflanguageinordertodrawoutmeaning,purposeandeffect.
MathsFOCUS:Childrenuseandapplymathematics
confidentlyandcompetentlyintheirlearningandineverydaycontexts.Theyrecognisewheremathscanbeusedtosolveproblemsandareabletointerpretawiderangeofmathematicaldata.
CHILDRENLEARNHOWTO
1. representandmodelsituationsusingmathematics,usingarangeoftoolsandapplyinglogicandreasoninginordertopredict,planandtryoutoptions
2. usenumbersandmeasurementsforaccuratecalculationandanunderstandingofscale,inordertomakereasonableestimations
3. interpretandinterrogatemathematicaldataingraphs,spread-sheetsanddiagrams,inordertodrawinferences,recognisepatternsandtrends,andassesslikelihoodandrisk
4. usemathematicstojustifyandsupportdecisionsandproposals,communicatingaccuratelyusingmathematicallanguageandconventions,symbolsanddiagrams.
ComputingFOCUS:ChildrenuseandapplytheirICTknowledge,skillsandunderstandingconfidentlyandcompetentlyintheirlearningandineverydaycontexts.Theybecomeindependentanddiscerningusersoftechnology,recognisingopportunitiesandrisksandusingstrategiestostaysafe.
CHILDRENLEARNHOWTO
1. findandselectinformationfromdigitalandonlinesources,makingjudgementsaboutaccuracyandreliability
2. create,manipulateandprocessinformationusingtechnologytocaptureandorganisedata,inordertoinvestigatepatternsandtrends;exploreoptionsusingmodelsandsimulations;andcombinestillandmovingimages,soundsandtexttocreatemultimediaproducts
3. collaborate,communicateandshareinformationusingconnectivitytoworkwithandpresenttopeopleandaudienceswithinandbeyondtheschool
4. refineandimprovetheirwork,makingfulluseofthenatureandpliabilityofdigitalinformationtoexploreoptionsandimproveoutcomes.
Essentialsforlearningandlife
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LearningandThinkingSkillsFOCUS:Childrenhavetheskillstolearneffectively.Theycanplan,researchandcriticallyevaluate,usingreasonedargumentstosupportconclusions.Theythinkcreatively,makingoriginalconnectionsandgeneratingideas.Theyconsideralternativesolutionstoproblems.
CHILDRENLEARNHOWTO
1. investigate,askingrelevantquestions,identifyingproblems,analysingandjudgingthevalueofinformationandideas,questioningassumptions.Theyplansystematicallyusingtimeandresourceseffectively,anticipating,takingandmanagingrisks
2. createanddevelop,usingtheirimaginationtoexplorepossibilitiesandgenerateideas.Theytryoutinnovativealternatives,lookingforpatterns,recognisingdifferencesandmakinggeneralisations,predictingoutcomesandmakingreasoneddecisions
3. communicate,interactingwithdifferentaudiencesinavarietyofwaysusingarangeofmedia
4. evaluate,developingcriteriaforjudgingworkandsuggestingrefinementsandimprovements.
PersonalandEmotionalSkillsFOCUS:Childrentakeresponsibilityfortheirownlearningandshowinitiative,perseveranceandacommitmenttoself-improvement.Theyrecognisethatachievementbuildsself-confidenceandresilience,enablingthemtodealpositivelywithpraiseandconstructivecriticism.
CHILDRENLEARNHOWTO
1. identifytheirstrengthsandareasfordevelopment,reflectingonthesignificanceoftheirlearning
2. managetheirfeelingsusingappropriatestrategies,becomingincreasinglyawareoftheirownandothers’feelings
3. reflectonpastachievementsandexperiencestomanagefuturelearningandbehaviour
4. setgoalsfortheirpersonaldevelopmentandlearning,andworktowardsthem
5. workindependently,knowingwhentoseekhelp,dealingwithpressuresanddeadlines
6. developcontrolovertheirphysicalskillsandmovementsinarangeofcontextswithdexterityandconfidence.
SocialSkillsFOCUS:Childrendeveloptheskillstorespect,celebrateandworkwellwithotherpeople.Theyareresponsibleandadaptableandanticipateothers’viewsandfeelings.Theyappreciatethevalueofrulesforworkingtogether,andplayanactivepartingroupandclassroomactivities.
CHILDRENLEARNHOWTO
1. listenandrespondappropriatelytoawiderangeofpeople,showingempathyandunderstanding,andhavingtheconfidencetoraisetheirconcerns
2. adapttheirbehaviourtosuitdifferentsituations
3. workcollaborativelytowardscommongoals
4. taketurnsandshareasappropriate,statingtheirownviewsandneeds
5. negotiate,respectingothers’rightsandresponsibilities,andusestrategiestoresolvedisputesandconflicts
6. giveconstructivesupportandfeedbacktobenefitothersaswellasthemselves.
Essentialsforlearningandlife
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Guidetoplanning-Howtopersonalisethecurriculumandbuildinprogression
Planningprovidesastructureandcontextforteachersandlearners,aswellasaframeworkforreflectionandevaluation.AtBrindisheSchoolswevaluecreativityandcreativelearning.Forusthismeans:
v learningwhatweneedtolearninnewanddifferentways,andrecognisingthatwelearndifferentthingsindifferentways
v learningwhichislinked(topreviouslearning,torelatedexperiences,acrosssubjectboundaries)andlocatedinameaningfulcontextforchildren
v usingcreativeentrypoints(stimulatingstartingpoints)suchasartefacts,problems,stories,topicalevents,lettersorvisitors.
Ourcurriculumprovidesbreadthandbalance,securingthefundamentalsofEnglishandMathsandprepareschildrenforneweropportunitiesandchallengesthatfacetheminthe21stcentury.LongtermandmediumtermplanningThe long-termplan isstructuredwithinyeargroupsandacrosskeystages. Itensuresthatthemainaspectsofthecurriculum,withinthesixAreasofLearning,arecoveredovertimeandarenot repeatedunnecessarily. It isdetailed in theoverviewofContent for Learningand teachers need tomakedecisions from this about how theywould combine differentaspectsintotheirmediumtermplanningforeachterm/halfterm,throughouttheyear.Forexample learning about plants and animals or athletics may well be best placed in thesummerterm.Thoughtneedstobegiven,additionallytothelengthofeachterminrelationtothecontent.DailyMathsandEnglishcontinuetobeplannedfromtheNationalCurriculum.Asfaraspossible,learningintheseareaswillbelinkedtoothercurricularareas.ChoicefromtheContentforLearningisnotrandombuttheaspectsshouldbechosenandcombined,inawaythatreflectsthespecificneeds,interestsandcontextofthelearners.Forexample,aparticularconcernaboutchildren’sperceptionsofbodyimagecouldleadtoaplannedfocusonthepromotionofphysicalactivityandhealth,extendingalsotohealthyeatingatlunchtimestoenablethelearnerstoseethelinkbetweeneatingwell,physicalactivityandfeelinggoodaboutthemselves.
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Thereisnoexpectationthatanyaspectsshouldbedoneinaparticularorderorlinkedinaparticularway,butratherwheretheteachercanseenaturalandusefullinks.Schoolvisitsandtripsandlearningopportunitiesoutsidetheclassroomareanintegralpartoftheplanningprocess,idealascreativeentrypointsandverymuchencouraged.Someareas/topicsmayalsobetaughtdiscretelye.g.mathsorscience,iflinksarenotevident.Itisnotessentialforalltheaspectstobecoveredbuttherewouldclearlyneedtobeabalanceacrossthecontentandacrosstheyear.In-depthlearninginafewareasisbetterthanskimmingthesurfaceofmanyareas.Timingneedstobeconsidered,toallowappropriatedevelopmentofskills,knowledgeandunderstandingandthecontentmaythereforebeplannedacrossaseriesofweeklysessionsorinasingleblocke.g.oneortwodaystogether.
Therearethreefundamentalquestionsteachersshouldaskthemselveswhenplanning.v Whatskills,knowledgeandunderstandinghavethelearnersalreadyacquired?v HowdoIbuildonthisinordertoproviderelevantandchallenginglearning?v HowwillIbuildinflexibilitytoaddressdifferingneedsorpersonalisethelearning?
Teacherscanthenbuildinprogression,byreferringtothe‘early,middle,later’stagesforeachsubjectarea.Teachersuseassessmentforlearningtoascertaintheabilitylevelsandunderstandingofchildren.Fromthe‘early,middle,later’stages,thelearningintentionsareidentifiedandactivitiesareplannedtosecurethelearningoutcomes.Teachersthenplanawidevarietyandbalanceoffocusedteachingandwell-plannedopportunitiestouse,applyanddevelopknowledgeandskills.Somesamplehalf-termlyplansareavailableattheendofthisdocumentasastartingpoin
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Maths,EconomicsandEnterprise
Mathsv Seeseparatedocument–Number;Shape,Space
andMeasure;Datahandling;Problem-solvingEconomics&Enterprisev Recognisecoinsandnotesv Roleplay–exchangeofcoinsandnotes,
includingcards/vouchersv Discusswheremoneycomesfromv Talkaboutwhatmoneycanbespentonand
theirexperiencesofwhatitcanbespentonv Howtokeepmoneysafe&roleofbankingv Wantsandneeds–spendingmoney,budgetv Losingmoney–consequencesv Valueofmoney,havingmoreorless,considering
whatmoneydifferentpeoplehave
Communication,LanguagesandLiteracy
Teacharangeoftexttypesinwritingandskillsinreading
v Non-fiction(informationtexts,lists,labelsandcaptions,instructionsandrecounts)
v Poetry(usingthesenses,pattern&rhyme,poemsonatheme)
v Fiction(storieswithfamiliarsettings,storiesfromarangeofculturesandtraditions,traditional&fairystories,storiesaboutfantasticalworlds)
v GPS-spelling,punctuation,vocabulary,handwritingandgrammar
v Speaking,listeningandrespondingv Understandingandinterpretingtextsv Modernforeignlanguages
CreativeandExpressiveArts
v Drawingandsculpturev Paintingv Printinganddesignv Respondingtoartv Music–Performing(singing,playinginstruments)v Music–Composing(improvisingandcreating,
talkingaboutandrecordingcompositions)v Music-ListeningandResponding(exploring
sounds,rangeofgenresandresponses)v Exploringandmakingdramav Developingrangeofdramaskillsv Reflectingondramav Dance–acquiringanddevelopingskillsv Dance–selectingandapplyingskillsv Dance–evaluatingandimproving
Historical,Global,SocialandSpiritualUnderstanding
v Alocalstudy:playground/park/home/shopv Exploreacontrastingnon-Europeancountryv Fieldwork–photos,labels,tally,chartsv Makeandfollowsimplemapsandplansv IdentifykeyfeaturesandidentifyUKlocationsv RE–ChristianityandBuddhism–belief,story,
celebrations,symbols,leaders,belongingv Usingtimeline,sequencingeventsv Knowandrecountstoriesaboutthepastv Comparisonovertime–e.g.toys,homes,
clothes,transport,school,childrenv Alocalhistorystudy–houses,buildings,school,
ManorPark
Physicalwellbeing,healthandlifestyles
v Fitnessandhealth–warmup/cooldownv Games–ballskills,throwingandcatching,
passing,striking,fielding,racquetskillsv Gymnastics–travelling,rolling,jumping,creating
tension,balance,pathwaysv Athletics–running,jumping,throwingv Personalandsocial–opinions,feelings,showing
respect,problem-solvingv Citizenship–peoplewholivenearus,peoplein
ourcommunity,peopleatwork,bullyingv HealthyLiving–personalhygiene:diet,teeth,
exercise,ecoissuesv Keepingsafeinlocalareav Learnaboutprivacy,respectingprivacy&whoto
telliftheyhaveconcernsv Learnaboutfood,cultural/celebrationaspects,
healthy/balanceddiet,basiccookingskills
Year1–ContentforLearning
ScientificandTechnologicalUnderstandings
v Partsofthebodyandsensesv Animals–identify/name,classifyv Plants/trees–identify/name,describestructurev Materials–name/describe/group,
natural/manmadev Seasonalchanges–weather&daylengthv Scientificdiscoveriesandarangeofscientistsv NavigatingsimplewebsitesandMLEv Usingsimpledatahandlingsoftwarev E-safetyv Usingavarietyofdevicestorecord–cameras,
flips,video,iPads,bee-bots,etc.v Makingstructures,models–homes,playgroundsv Textiles–fingerpuppetsv Mechanisms–movingpictures/storyboardv Cookingandnutrition
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Maths,EconomicsandEnterprise
Mathsv Number;Shape,SpaceandMeasure;Data
handling;Problem-solvingEconomics&Enterprisev Recognisecoinsandnotes,includingarangeof
foreigncurrencyv Roleplaytodevelopanunderstandingofmoneyv Discusswheremoneycomesfrome.g.wages,
pocketmoneyetc.v Talkaboutwhatmoneycanbespenton,
recognisethatadultspaybills,payforfoodetc.v Discusshowtokeepmoneysafeandthe
importanceofbankingv Wantsandneeds–spendingmoney,budgetingv Losingmoneyandconsequencese.g.debtv Valueofmoney,havingmoreorless,considering
whatmoneydifferentpeoplehave
Communication,LanguagesandLiteracy
Teacharangeoftexttypesinwritingandskillsinreading
v Non-fiction(informationtexts,explanationsandnon-chronologicalreports)
v Poetry(patternsonthepage,descriptivepoetry,silly/nonsensepoetry)
v Fiction(storieswithfamiliarsettings,storieswithanauthorfocus,traditionalstoriesfromarangeofcultures,extendedstoriesandsignificantstories)
v GPS-spelling,punctuation,vocabulary,handwritingandgrammar
v Speaking,listeningandrespondingv Understandingandinterpretingtextsv Modernforeignlanguages
CreativeandExpressiveArts
v Drawingandsculpturev Paintingv Printinganddesignv Respondingtoartv Music–Performing(singing,playinginstruments)v Music–Composing(improvisingandcreating,
talkingaboutandrecordingcompositions)v Music-listeningandtesponding(exploring
sounds,rangeofgenresandresponses)v Exploringandmakingdramav Developingarangeofdramaskillsv Reflectingondramav Dance–acquiringanddevelopingskillsv Dance–selectingandapplyingskillsv Dance–evaluatingandimproving
Historical,Global,SocialandSpiritualUnderstanding
v Localarea-investigatewaystoimproveourenvironmente.g.localtraffic,litter,recycling
v ExplorelinksbetweenownlocalityandcontrastinglocalityoftheUK
v Usingmaps,atlases,globesv IdentifingkeyfeaturesandUKlocationsv RE–HinduismandIslam–belief,story,
celebrations,symbols,leadersv Sequencingevents,chronologicalorderv Knowandrecountstoriesaboutthepastv Comparesignificanteventsandpeopleinhistory
-localorthewiderworlde.g.Columbus,NeilArmstrong,MarySeacole,RosaParks,MaryAnning,etc.
v TheVictorians(possiblefoci:theseaside,inventions,explorers,famouspeople/events)
Physicalwellbeing,healthandlifestyles
v Fitnessandhealth–warmup/cooldownv Games–ballskills,throwingandcatching,
passing,striking,fielding,racquetskillsv Gymnastics–travelling,rolling,jumping,creating
tension,balance,pathwaysv Athletics–running,jumping,throwingv Personalandsocial–opinions,feelings,showing
respect,problem-solvingv Citizenship–peoplewholivenearus,peoplein
ourcommunity,peopleatwork,bullyingv HealthyLiving–personalhygiene&ecoissuesv Keepingsafeinlocalarea,caringforlocal
environmentv Importanceofprivacy,respctingprivacy,judging
acceptablephysicalcontactandwhoitissafetotalkto
v Learnaboutfood,cultural/celebrationaspects,healthy/balanceddiet,basiccookingskills
Year2–ContentforLearning
ScientificandTechnologicalUnderstandings
v Healthyfood,exerciseandhygienev Animals(inc.humans)-growing/changes,basicneedsv Groupingliving/non-livingthings;namesofplantsand
animals;habitats,inc.microhabitats;conditionsforgrowth(animalsandplants);simplefoodchains
v Plants-howseeds/bulbsgrow;plant’sneedsinordertogrow/stayhealthy
v Materials–propertiesandphysicalchangesv Scientificdiscoveriesandarangeofscientistsv NavigatingsimplewebsitesandMLEv Usingsimpledatahandlingsoftwarev E-safetyv Usingavarietyofdevicestorecord–cameras,flips,
video,iPads,bee-bots,etc.v Makingstructures,models–gardenseatsv Textiles–glovepuppet,sunhatv Mechanisms–axles:windingup(winchandpulley);
wheelsandaxles–vehiclesv Cookingandnutrition
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Maths,EconomicsandEnterprise
Mathsv Number;Shape,SpaceandMeasure;Data
handling;Problem-solvingEconomics&Enterprisev Exploringformsofmoney–cash,credit/debit
cards,cheques,internetbankingv Globaltrade–fairtradeissuesv Understandinghowwegetmoneyforworkv Recognisehouseholdexpenses/financial
commitmentsandkeepingmoneysafev Thinkaboutbudgeting,insurance,savingsv Balancewantsandneeds,prioritisingspendingv Donatingtocharityv Comparestandardsoflivingandcostoflivingin
differentplaces–internationalaidandcharities
Communication,LanguagesandLiteracy
Teacharangeoftexttypesinwritingandskillsinreading
v Non-fiction(report,recount,explanation,instruction,letters,persuasive,arugment/debate/discussion)
v Poetry(performancepoetry,shapepoetryandcalligrams,playingwithlanguage)
v Fiction(storieswithfamiliarsettings,mythsandlegends,adventureandmysterystories,exploringdialogueandplayscripts)
v GPS-spelling,punctuation,vocabulary,handwritingandgrammar
v Speaking,listeningandrespondingv Understandingandinterpretingtextsv Modernforeignlanguages
CreativeandExpressiveArts
v Drawingandsculpturev Paintingv Printinganddesignv Respondingtoartv Music–Performing(singing,playinginstruments)v Music–Composing(improvisingandcreating,
talkingaboutandrecordingcompositions)v Music-Listeningandresponding(exploring
sounds,rangeofgenresandresponses)v Exploringandmakingdramav Developingarangeofdramaskillsv Reflectingondramav Dance–acquiringanddevelopingskillsv Dance–selectingandapplyingskillsv Dance–evaluatingandimproving
Historical,Global,SocialandSpiritualUnderstanding
v Exploreactionsthatchangeandimproveenvironment–energy,water,traffic
v Exploretwocontrastingregions–localandanotherregionoftheUK;differentwayofliving;migration
v Widerfieldwork,compasswork,gridreferencesv Locationalgeography–countiesandcitiesofUKv Hinduism,Islam,Sikhism–beliefs,teachings,
worship,pilgrimage,sacredplaces,lifeanddeath,symbols,inspirationalpeople
v Timelines,dates,periodsoftime,BC,ADv Theachievementsoftheearliestcivilisationse.g.
AncientEgypt,AncientSumer,Indusvalley,Chinaetc.
v AnoverviewofthechangesinBritainfromtheStoneAgetotheIronAge
Physicalwellbeing,healthandlifestyles
v Fitnessandhealth–stamina,flexibilityv Games–buildingballskills,markingand
defending,ballcontrol,invasiongamesv Gymnastics–usefloor,matandapparatusto
performsequencesofactionsandpositionsv Athletics–teamevents,relays,javelin,discusv Personalandsocial–friendships,caringabout
others,feelings,positiveself-image,empathyv Citizenship–rulesathome,school,community,
self-responsibility,conflictv HealthyLiving–balanceddiet,teeth,exercise,
ecoissues,medicines/drugs,well-beingv Keepingsafeathome:firesafety,emergency
services,roadsafety,strangerdangerv Acceptablephysicalcontact&personal
boundariesv Learnaboutfood,cultural/celebrationaspects,
basiccookingskills,wherefoodcomesfrom
Year3–ContentforLearning
ScientificandTechnologicalUnderstandings
v Plants–identify/describefunctionsofparts,watertransportation,lifecycles,whattheyneedtogrow,pollination,seedformation/dispersal
v Animals–nutrition,skeletonsandmusclesv Rocksandsoils–compare/grouprocks,fossilformation,soil
production/compositionv Forcesandmagnets–surfaces,contact/non-contactforces;
magnetic,attraction/repulsion,polesv Light–light/dark/shadows,reflection,sundangersv Scientificdiscoveriesandarangeofscientistsv Developappropriateuseofinternet–extractingrelevantinfo,
refining,presentingv Usingdatahandlingpackagestocreatecharts,graphs,
presentations,databasesv Communicatingandshareideas–email,blogging,MLE–
includinge-safetyv Createfolders,savework,trouble-shootingv Structures–packaging(sandwiches)v Textiles–moneycontainersv Mechanicalcontrol–pneumatics(movingtoy)v Cookingandnutrition
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Maths,EconomicsandEnterprise
Mathsv Number;Shape,SpaceandMeasure;Data
handling;Problem-solvingEconomics&Enterprisev Formsofmoney–cash,credit/debitcards,
cheque,internetv Globaltrade–fairtradeissuesv Understandinghowwegetmoneyforworkv Recognisehouseholdexpenses/financial
commitmentsandkeepingmoneysafev Thinkaboutbudgeting,insurance,importanceof
savingv Balancewantsandneeds,prioritisingspendingv Donatingtocharityv Comparestandardsoflivingandcostoflivingin
differentplaces–internationalaidandcharities
Communication,LanguagesandLiteracy
Teacharangeoftexttypesinwritingandskillsinreading
v Non-fiction(e.g.report,recount,explanation,instruction,persuasive,lettter,argument/debate/discussion)
v Poetry(creatingimagesusingfigurativelanguage,performancepoetry)
v Fiction(storiessetinimaginaryworlds,storieslinkedtodifferentperiodsinhistory,storiesfromotherculturesandtraditions,storiesthatraiseissues)
v GPS-spelling,punctuation,vocabulary,handwritingandgrammar
v Speaking,listeningandrespondingv Understandingandinterpretingtextsv Modernforeignlanguages
CreativeandExpressiveArtsv Drawingandsculpturev Paintingv Printinganddesignv Respondingtoartv Music–Performing(singing,playinginstruments)v Music–Composing(improvisingandcreating,
talkingaboutandrecordingcompositions)v Music-Listeningandresponding(exploring
sounds,rangeofgenresandresponses)v Exploringandmakingdramav Developingrangeofdramaskillsv Reflectingondramav Dance–acquiringanddevelopingskillsv Dance–selectingandapplyingskillsv Dance–evaluatingandimproving
Historical,Global,SocialandSpiritualUnderstanding
v Exploringactionstochangeandimproveenvironment–energy,water,traffic
v Explorehuman/physicalgeographyofacontrastingEuropeancountry;differentwaysofliving;migration
v Widerfieldwork,compass,gridreferencesv Locationalgeography–Europeancountries/citiesv Christianity,Buddhism,Judaism–beliefs,
teachings,worship,pilgrimage,sacredplaces,lifeanddeath,symbols,inspirationalpeople
v Timelines,dates,periodsoftime,BC,ADv AstudyofanaspectorthemeinBritishhistory
thatextendspupils’chronologicalknowledgebeyond1066e.g.TudorsorNormans
v Invadersandsettlers–Romans,VikingsandAnglo-Saxons–overvieworanin-depthstudy
Physicalwellbeing,healthandlifestyles
v Fitnessandhealth–stamina,flexibilityv Games–buildingballskills,markingand
defending,ballcontrol,invasiongamesv Gymnastics–usefloor,matandapparatusto
performsequencesofactionsandpositionsv Athletics–teamevents,relays,javelin,discusv Swimming–watersafety,3basicstrokesv Personalandsocial–friendships,caringabout
others,feelings,positiveself-image,empathyv Refugees–humanrights,seekingasylumetc.v DrugEducation–medicines,smoking,alcohol,
peerpressurev Keepingsafeathome,firesafety,emergency
services,roadsafety,strangerdangerv Acceptable/unacceptablephysicalcontact&
personalboundariesv Learnaboutfood;howitsusedincelebration,
healthydiet,cookingskills
Year4–ContentforLearning
ScientificandTechnologicalUnderstandings
v Animals,inchumans–humandigestivesystem;teethvariety/functionandcare,foodchains/producers/predatorsandprey
v Livingthings/habitats-classifying,usingkeysforidentifying,naming,grouping;environmentalchangeandimpact
v Statesofmatter–solid/liquid/gas;temperaturechange,heating/cooling;watercycle–evaporationandcondensation
v Sound–vibrations;ear/mediumforhearing;patterns/pitch/volume;soundanddistance
v Electricity-commonappliances;simpleseriescircuits;switches;conductorsandinsulators
v Scientificdiscoveriesandarangeofscientistsv Refineinternetsearchingskills,e-safetyv Cyber-bullyingv Multimediapresentations,includingtext,images,sound,video,
hyperlinksv Stop-frameanimationv Basiccomputerprogrammingv Structures–strengtheningframeworks–photographframev Textiles–decorativeegwallhanging,sampler,coatofarmsv Mechanicalandelectricalcontrol–movingpictures;torch,
lighthouse,burglaralarmv Cookingandnutrition
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Maths,EconomicsandEnterprise
v Maths–seeseparatedocument–Number;Shape,SpaceandMeasure;Datahandling;Problem-solving
v Investigateandcompareinternetandmailordershopping
v Exploreconceptofcredit,repaymentsv Globaltrade,e.g.chocolatetradelinev Taxandpensionsv Householdexpenses–rent,utilitybills,credit
cards,insurancev Officialfinancialrecords,bankstatements,
receipts,accountsv Planforbudgeting,keepingrecordsv Principlesofrisk,probability,insurancev Savings,interestratesandfinancialorganisationsv Debts,bestbuys,goodvalue]v Ethicalconsiderationsinfinance-charity
Communication,LanguagesandLiteracy
Teacharangeoftexttypesinwritingandskillsinreading
v Non-fiction(report,recount,explanation,
instruction,persuasive,letterargument/debate/discussion)
v Poetry(contrastingpoeticstyleofdifferentpoets,classicnarrativepoetry,performancepoetry)
v Fiction(novelsbysignificantauthors,traditionalstories,fables,mythsandlegends,storiesfromothercultures&traditions,filmnarrative,olderliterature,dramaticconventions)
v GPS-spelling,punctuation,vocabulary,handwritingandgrammar
v Speaking,listeningandrespondingv Understandingandinterpretingtextsv Modernforeignlanguages
CreativeandExpressiveArts
v Drawingandsculpturev Paintingv Printinganddesignv Respondingtoartv Music–Performing(singing,playinginstruments)v Music–Composing(improvisingandcreating,
talkingaboutandrecordingcompositions)v Music-Listeningandresponding(exploring
sounds,rangeofgenresandresponses)v Exploringandmakingdramav Developingrangeofdramaskillsv Reflectingondramav Dance–acquiringanddevelopingskillsv Dance–selectingandapplyingskillsv Dance–evaluatingandimproving
Historical,Global,SocialandSpiritualUnderstanding
v Sustainability–identifyingandaddressinglocalissues–transport,energy,housing,etc.
v Climate,weather,erosion,watercycle,climatechange,pollutionandglobalwarming
v Atlases,globes,maps,compassbearing,contourlines,symbols,gridreferences
v Featuresandlocationsonworldscalev Hinduism,Islam,Sikhism–beliefsandconcepts,
ethics,morality,rightsandresponsibilities,globalissues,socialjustice
v Astudyofthewayoflifee.g.AncientGreece,beliefsandachievements–arts,architecture,education,language,medicine,health,games,Olympics,theatre,ships,soldiers,gods,myths,legends
v Anon-EuropeansocietythatprovidescontrastswithBritishhistorye.g.MayanorBeninc.900AD,earlyIslametc.
Physicalwellbeing,healthandlifestyles•
v Fitnessandhealth–importance,howtoimprovev Games–rulesandskills–tagrugby,hockey,
basketball,cricket,tennis,football,volleyballv Gymnastics–complexactions,control,
coordination,balances,sequencesv Athletics–pace,targets,speed,techniquev Outdoorandadventureactivitiesv Personalandsocial–prejudice,diversity,
bullying,homophobia,racism,media,self-imagev Citizenship:rules,laws,conflict,compromise,UNv Relationships–puberty,reproduction,sexual
health,dangerofdrugs,alcohol,peerpressurev Crime,riskysituations,strangers,travelv Recipes,ingredients,bread,culture/customs,
religion,cookingtechniques,packaging,foodhygiene,digestion,nutrients,processing
Year5–ContentforLearning
ScientificandTechnologicalUnderstandings
v Lifecycles:plant/animalreproduction;agingprocessinhumansv Propertiesandchangesofmaterials-compare/groupmaterials,
uses;solids,liquidsandgasesandchangesofstate,dissolvingandsolutions,separatingmixtures,burningandacids,reversible/irreversiblechanges
v Earthandspace-planets,sun,moon,Earth,dayandnightv Forces–gravity,friction,airandwaterresistance;mechanisms,
inclevers,pulleys,gears,andimpactonforcev Scientificdiscoveriesandarangeofscientistsv Referencingandeffective,reliableuseofinternetsearchesv Createtablesanddatabasestoanalysedatav Choosemediumforsharing,playingandcollaboratingonline;
cyberbullying,e-safetyv Usingadvancedtoolsinword/presentationv Significantinnovationsandinventionsindesigntechnologyv Structures–Kites,musicalinstrumentsv Textiles–bagsv Mechanicalcontrol–Cams(movingtoys)v Cookingandnutrition
13
Maths,EconomicsandEnterprise
Mathsv Number;Shape,SpaceandMeasure;Data
handling;Problem-solvingEconomics&Enterprisev Investigateandcompareinternetandmailorder
shoppingv Exploreconceptofcredit,repaymentsv Globaltrade,e.g.chocolatetradelinev Taxandpensionsv Householdexpenses–rent,utilitybills,credit
cards,insurancev Officialfinancialrecords,bankstatements,
receipts,accountsv Planforbudgeting,keepingrecordsv Principlesofrisk,probability,insurancev Savings,interestratesandfinancialorganisationsv Debts,bestbuys,goodvaluev Ethicalconsiderationsinfinance-charity
Communication,LanguagesandLiteracy
Teacharangeoftexttypesinwritingandskillsinreading
v Non-fiction(awiderangeofnon-fiction,
includingbiographyandautobiography,formalandinformalwritingopportunities)
v Poetry(readingandwritingpoetry–revision,thepowerofimagery,findingavoice)
v Fiction(readingandwritingnarrativeincludingextendednarrative,authorsandtexts,shortstorieswithflashbacks)
v GPS-spelling,punctuation,vocabulary,handwritingandgrammar
v Speaking,listeningandrespondingv Understandingandinterpretingtextsv Modernforeignlanguages
CreativeandExpressiveArts
v Drawingandsculpturev Paintingv Printinganddesignv Respondingtoartv Music–Performing(singing,playinginstruments)v Music–Composing(improvisingandcreating,
talkingaboutandrecordingcompositions)v Music-Listeningandresponding(exploring
sounds,rangeofgenresandresponses)v Exploringandmakingdrama(beliefandtension)v Developingrangeofdramaskillsv Reflectingondramav Dance–acquiringanddevelopingskillsv Dance–selectingandapplyingskillsv Dance–evaluatingandimproving
Historical,Global,SocialandSpiritualUnderstanding
v Sustainability–identifyingandaddressinglocalissues–transport,energy,housing,etc.
v Climate,weather,erosion,watercycle,climatechange,pollutionandglobalwarming
v Atlases,globes,maps,compassbearing,contourlines,symbols,gridreferences
v Featuresandlocationsonworldscalev Christianity,Buddhism,Judaism–beliefsand
concepts,ethics,morality,rightsandresponsibilities,globalissues,socialjustice
v Alocalhistorystudyinvestigatinghowanaspectinthelocalareahaschangedsince1930e.g.TheSecondWorldWar
v Thelifeandinfluenceofafamouspersonorinvention–anindependentstudychosenbythechild
Physicalwellbeing,healthandlifestyles•
v Fitnessandhealth–importance,howtoimprovev Games–rulesandskills–tagrugby,hockey,
basketball,cricket,tennis,football,volleyballv Gymnastics–complexactions,control,
coordination,balances,sequencesv Athletics–pace,targets,speed,techniquev Outdoorandadventureactivitiesv Personalandsocial–prejudice,diversity,
bullying,homophobia,racism,media,self-imagev Citizenship:rules,laws,conflict,compromise,UNv Relationships–puberty,reproduction,sexual
health,dangerofdrugs,alcohol,peerpressurev Transitiontosecondaryschoolv Crime,riskysituations,strangers,travelv Recipes,ingredients,bread,culture/customs,
religion,cookingtechniques,packaging,foodhygiene,digestion,nutrients,processing
Year6–ContentforLearning
ScientificandTechnologicalUnderstandings
v Classification-incplants,animalsandmicroorganismsusingcharacteristicstosortandgroup
v Animalsinchumans–humancirculatorysystem;diet,exercise,drugs,lifestyle;transportationofnutrientsandwaterinanimals
v Light–howwesee,travelinstraightlines,reflection,shadowsv Evolutionandinheritance–changesovertimeandfossils;
environments/adaptation/evolutioninplantsandanimals;offspring/variation
v Electricity–circuits,numberandvoltageofcells,switches,userecognisedsymbolsindrawingsofsimplecircuits
v Scientificdiscoveriesandarangeofscientistsv Appropriateuseofinternet,e-safetyv Choosemediumforsharing,playingandcollaboratingonlinev Usingadvancedtoolsinword/presentation,combiningtext,
images,soundandvideov Creatingfilmsandanimationsv Benefitsoftechnology,influenceonsocietyv Structures–sheltersv Textiles–slippersv Mechanicalandelectricalcontrol:fairgroundridev Cookingandnutrition
14
MATHS,ECONOMICSANDENTERPRISE
MATHS
EARLY MIDDLE LATER
Number–Year1
v Countreliably100objects,countingto
100,forwardsandbackwards,beginningwith0or1,orfromanygivennumber;recognisethatwhenrearranged,thetotalstaysthesame;readandwriteinnumerals
v Count,readandwritenumbersto100innumerals
v Countinmultiplesoftwo,fiveandten,forwardsandback;derivemultiplesuptothetenthmultiple
v Givenanumber,identifyonemoreandoneless
v Identifyandrepresentnumbersusingobjectsandpictorialrepresentationsincludingthenumbertrack
v Usethelanguageof:equalto,morethan,lessthan(fewer),most,leastinthecontextofcomparing
v Readandwritenumbersfrom1to20innumeralsandwords.
v Read,writeandinterpretmathematicalstatementsinvolvingaddition(+),subtraction(–)andequals(=)signs
v Representandusenumberbondsandrelatedsubtractionfactswithin20
v Addandsubtractone-digit(andtwo-digitmultiplesof10)andtwo-digit
Number–Year3
v countfrom0inmultiplesof4,8,50
and100;v find10or100moreorlessthana
givennumberto1000v recognisetheplacevalueofeachdigit
inathree-digitnumber(100s,10s,1s)v compareandordernumbersupto
1000v identify,representandestimate
numbersusingdifferentrepresentations
v readandwritenumbersupto1000innumeralsandinwords
v solvenumberproblemsandpracticalproblemsinvolvingallnumbercontent
v addandsubtractnumberswithuptothreedigits,usingformalwrittenmethodsofcolumnaradditionandsubtraction
v solveproblems,includingmissingnumberproblems,usingnumberfacts,placevalue,andmorecomplexadditionandsubtraction.(length,massandvolume)
v recallandusemultiplicationanddivisionfactsforthe3and4multiplicationtables
Number–Year5
v read,write,orderandcomparenumberstoatleast
100,000anddeterminethevalueofeachdigitv countforwardsorbackwardsinstepsofpowersof
10foranygivennumberupto1,000,000v addandsubtractnumbersmentallywith
increasinglylargenumbersv identifymultiplesandfactors,includingfindingall
factorpairsofanumber,andcommonfactorsof2numbers
v multiplynumbersupto4digitsbyaone-ortwo-digitnumberusingaformalwrittenmethod,includinglongmultiplicationfortwo-digitnumbers
v multiplyanddividenumbersmentally,drawinguponknownfacts
v dividenumbersupto4digitsbyaone-digitnumberusingtheformalwrittenmethodofshortdivisionandinterpretremaindersappropriatelyforthecontext
v read,write,orderandcomparenumberstoatleast1,000,000anddeterminethevalueofeachdigit
v roundanynumberupto1,000,000tothenearest10,100,1,000,10,000and100,000
v solvenumberproblemsandpracticalproblemsthatinvolveallnumbercontent
v useroundingtocheckanswerstocalculationsanddetermine,inthecontextofaproblem,levelsofaccuracy
v multiplyanddividewholenumbersandthose
15
numbersto20,includingzero,usingpracticalandwrittenmethods
v Solveone-stepproblemsthatinvolveadditionandsubtraction,usingconcreteobjectsandpictorialrepresentations,andmissingnumberproblems.
v Solveone-stepproblemsinvolvingmultiplicationanddivision,bycalculatingtheanswerusingconcreteobjects,pictorialrepresentationsandarrayswiththesupportoftheteacher.
v Describeapuzzleorproblemusingnumbers,practicalmaterialsanddiagrams;usethesetosolvetheproblemandsetthesolutionintheoriginalcontext
v Countacross100,forwardsandbackwards
v Compareandordernumbers,usingtherelatedvocabulary;explorewhat‘notequal’means
v Saythenumberthatis10moreorlessthanmultiplesof10
v Recallthedoublesofallnumberstoatleast10
v Recognisethatadditioncanbedoneinanyorder;
v Skipcountfor2s,5sand10sv Solveproblemsinvolvingdoublingand
halvingv Identifyandrepresentnumbersusing
objectsandpictorialrepresentationsincludingthenumberline
v Describesimplepatternsandrelationshipsinvolvingnumbersorshapes;decidewhetherexamplessatisfygivenconditions
v solveproblems,includingmissingnumberproblems,involvingmultiplicationanddivision,includingpositiveintegerscalingproblemsandcorrespondenceproblemsinwhichnobjectsareconnectedtomobjects.
v countfrom0inmultiplesof4,8,50and100;find10or100moreorlessthanagivennumberto10,000
v addandsubtractnumbersmentally,including:
o -athree-digitnumberand1so -athree-digitnumberand10so -athree-digitnumberand
100sv solveproblems,includingmissing
numberproblems,usingnumberfacts,placevalue,andmorecomplexadditionandsubtraction.(moeny)
v recallandusemultiplicationanddivisionfactsforthe6,7,8and9multiplicationtables
v writeandcalculatemathematicalstatementsformultiplicationanddivisionusingthemultiplicationtablesthattheyknow,includingfortwo-digitnumberstimesone-digitnumbers,usingmentalandprogressingtoformalwrittenmethods
v estimatetheanswertoacalculationanduseinverseoperationstocheckanswers
NumberYear4
v countinmultiplesof6,7,9,25and
involvingdecimalsby10,100and1000,drawinguponknownfacts
v solveproblemsinvolvingmultiplicationanddivision,includingusingtheirknowledgeoffactorsandmultiples,squaresandcubes
v solveproblemsinvolvingaddition,subtraction,multiplicationanddivisionandacombinationofthese,includingunderstandingthemeaningoftheequalssign
v interpretnegativenumbersincontext,countforwardsandbackwardswithpositiveandnegativewholenumbers,includingthrough0
v solvenumberproblemsandpracticalproblemsthatinvolvealloftheabove
v addandsubtractwholenumberswithmorethan4digits,includingusingformalwrittenmethods(columnaradditionandsubtraction)
v solveadditionandsubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy
v solveproblemsinvolvingmultiplicationanddivision,includingusingtheirknowledgeoffactorsandmultiples,squaresandcubes(volume),scalingbysimplefractionsandproblemsinvolvingsimplerates.
v knowandusethevocabularyofprimenumbers,primefactorsandcomposite(non-prime)numbers
v establishwhetheranumberupto100isprimeandrecallprimenumbersupto19
v recogniseandusesquarenumbersandcubenumbers,andthenotationforsquared(²)andcubed(³)
v readRomannumeralsto1,000(M)andrecogniseyearswritteninRomannumerals
Number–Year6v read,write,orderandcomparenumbersupto
10,000,000anddeterminethevalueofeachdigit
16
NumberYear2
v recognisetheplacevalueofeachdigit
inatwo-digitnumber(tens,ones)v compareandordernumbersfrom0up
to100;use<,>and=signsv readandwritenumberstoatleast100
innumeralsandinwordsv recallanduseadditionandsubtraction
factsto20fluently,andderiveanduserelatedfactsupto100
v addandsubtractnumbersusingconcreteobjects,pictorialrepresentations,andmentally,including:atwo-digitnumberand1s,�atwo-digitnumberand10s,2two-digitnumbers,�addingthreeone-digitnumbers
v showthatadditionof2numberscanbedoneinanyorder(commutative)andsubtractionof1numberfromanothercannot
v recogniseandusetheinverserelationshipbetweenadditionandsubtractionandusethistocheckcalculationsandsolvemissingnumberproblems.
v askandanswersimplequestionsbycountingthenumberofobjectsineachcategoryandsortingthecategoriesbyquantity
v countinstepsof2,3,and5from0,andin10sfromanynumber,forwardandbackward
v identify,representandestimate
1000;v find1000moreorlessthanagiven
number;v recognisetheplacevalueofeachdigit
inafour-digitnumber(1000s,100s,10s,and1s);orderandcomparenumbersbeyond1000;
v addandsubtractnumberswithupto4digitsusingtheformalwrittenmethodsofcolumnaradditionandsubtractionwhereappropriate;
v multiplytwo-digitandthree-digitnumbersbyaone-digitnumberusingformalwrittenlayout;
v solveproblemsinvolvingmultiplyingandadding,includingusingthedistributivelawtomultiplytwodigitnumbersbyonedigit,integerscalingproblemsandhardercorrespondenceproblemssuchasnobjectsareconnectedtomobjects.
v recogniseandusefactorpairsandcommutativityinmentalcalculations
v roundanynumbertothenearest10,100or1000;
v identify,representandestimatenumbersusingdifferentrepresentations;
v solvenumberandpracticalproblemsthatinvolveallofthenumberknowledgeandwithincreasinglylargepositivenumbers;
v addandsubtractnumberswithupto4digitsusingtheformalwrittenmethodsofcolumnaradditionandsubtractionwhereappropriate,includingdecimals
v estimateanduseinverseoperations
v roundanywholenumbertoarequireddegreeofaccuracy
v usenegativenumbersincontext,andcalculateintervalsacross0
v solvenumberandpracticalproblemsthatinvolvealloftheabove
v multiplymulti-digitnumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongmultiplication
v dividenumbersupto4digitsbyatwo-digitwholenumberusingtheformalwrittenmethodoflongdivision,andinterpretremaindersaswholenumberremainders,fractions,orbyrounding,asappropriateforthecontext
v dividenumbersupto4digitsbyatwo-digitnumberusingtheformalwrittenmethodofshortdivisionwhereappropriate,interpretingremaindersaccordingtothecontext
v performmentalcalculations,includingwithmixedoperationsandlargenumbers
v identifycommonfactors,commonmultiplesandprimenumbers
v usetheirknowledgeoftheorderofoperationstocarryoutcalculationsinvolvingthe4operations
v solveadditionandsubtractionmulti-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy
v solveproblemsinvolvingaddition,subtraction,multiplicationanddivision
v useestimationtocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriatedegreeofaccuracy
Fractions,Decimals,Percentages–Year5v compareandorderfractionswhosedenominators
areallmultiplesofthesamenumberv identify,nameandwriteequivalentfractionsofa
givenfraction,representedvisually,including
17
numbersusingdifferentrepresentations,includingthenumberline
v useplacevalueandnumberfactstosolveproblems.
v solveproblemswithadditionandsubtraction:usingconcreteobjectsandpictorialrepresentations,includingthoseinvolvingnumbers,quantitiesandmeasuresapplyingtheirincreasingknowledgeofmentalandwrittenmethods
v recallandusemultiplicationanddivisionfactsforthe2,5and10multiplicationtables,includingrecognisingoddandevennumbers
v calculatemathematicalstatementsformultiplicationanddivisionwithinthemultiplicationtablesandwritethemusingthemultiplication(×),division(÷)andequals(=)signs
v showthatmultiplicationof2numberscanbedoneinanyorder(commutative)anddivisionof1numberbyanothercannot
v solveproblemsinvolvingmultiplicationanddivision,usingmaterials,arrays,repeatedaddition,mentalmethods,andmultiplicationanddivisionfacts,includingproblemsincontexts.
FractionsYear1
v Recognise,findandnameonehalfasoneoftwoequalpartsofanobject,shapeorquantity.
v Recognise,findandnameonequarter
tocheckanswerstoacalculation;v solveadditionandsubtractiontwo-
stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy;
v useplacevalue,knownandderivedfactstomultiplyanddividementally,including:multiplyingby0and1;dividingby1;multiplyingtogether3numbers
v recallmultiplicationanddivisionfactsformultiplicationtablesupto12×12;
v readRomannumeralsto100(ItoC)andknowthatovertime,thenumeralsystemchangedtoincludetheconceptofzeroandplacevalue;
v countbackwardsthroughzerotoincludenegativenumbers;
v identifyfactorsandfactorpairs;v correspondence/integerscaling
problemsinmultiplicationFractionsandDecimals–Year3
v countupanddownintenths;v recognisethattenthsarisefrom
dividinganobjectinto10equalpartsandindividingone-digitnumbersorquantitiesby10
v recogniseandusefractionsasnumbers:unitfractionsandnon-unitfractionswithsmalldenominators
v addandsubtractfractionswiththesamedenominatorwithinonewhole[forexample,!"+
#"=
$"]
v compareandorderunitfractions,andfractionswiththesamedenominators
tenthsandhundredthsv recognisemixednumbersandimproperfractions
andconvertfromoneformtotheotherv addandsubtractfractionswiththesame
denominator,anddenominatorsthataremultiplesofthesamenumber
v recogniseandusethousandthsandrelatethemtotenths,hundredthsanddecimalequivalents
v recogniseandusethousandthsandrelatethemtotenths,hundredthsanddecimalequivalents
v rounddecimalswith2decimalplacestothenearestwholenumberandto1decimalplace
v read,write,orderandcomparenumberswithupto3decimalplaces
v solveproblemsinvolvingnumberupto3decimalplaces
v recognisemixednumbersandimproperfractionsandconvertfromoneformtotheotherandwritemathematicalstatements>1asamixednumber
[e.g. + = =1 ]v multiplyproperfractionsandmixednumbersby
wholenumbers,supportedbymaterialsanddiagrams
v readandwritedecimalnumbersasfractions[for
example,0.71= ]v recogniseandusethousandthsandrelatethemto
tenths,hundredthsanddecimalequivalentsv recapsolvingproblemsinvolvingnumberupto3
decimalplacesv recognisethepercentsymbol(%)andunderstand
thatpercentrelatesto‘numberofpartsper100’v writepercentagesasafractionwithdenominator
100,andasadecimalfractionv solveproblemswhichrequireknowingpercentage
anddecimalequivalentsof , , , , andthosefractionswithadenominatorofamultipleof
18
asoneoffourequalpartsofanobject.FractionsYear2
v Recognise,find,nameandwrite
fractions1/3,¼,2/4and¾ofalength,
shape,setofobjectsorquantityv writesimplefractions,forexample,½
of6=3andrecognisetheequivalenceof2/4and1/2
Geometry–Year1
v Recognise,visualiseandnamecommon
2-Dshapes,e.g.rectangles,includingsquares,circlesandtrianglesanddescribetheirfeatures
v Recognise,visualizeandname3-Dsolids,e.g.cuboids(includingcubes),pyramidsandspheres,anddescribetheirfeatures;usethemtomakepatterns,picturesandmodels.
v Usediagramstosortobjectsintogroupsaccordingtoagivencriterion;suggestadifferentcriterionforgroupingthesameobjects
v Visualiseanddescribeposition,directionandmovement,includingwhole,half,quarterandthree-quarterturns,ore.g.whenplacingormovingobjectsonagameboard.
Geometry–Year2
v identifyanddescribethepropertiesof
v solveproblemsthatinvolvealloftheabove.
v solveproblems,includingmissingnumberproblems,involvingmultiplicationanddivision,includingpositiveintegerscalingproblemsinvolvingtime
v recogniseandshow,usingdiagrams,equivalentfractionswithsmalldenominators
v usingdecimals,countupanddownintenths;recognisethattenthsarisefromdividinganobjectinto10equalpartsandindividingone-digitnumbersorquantitiesby10
v recognise,findandwritefractionsofadiscretesetofobjects:unitfractionsandnon-unitfractionswithsmalldenominators
Fractions&DecimalsYear4
v addandsubtractfractionswiththesamedenominator;
v recogniseandshow,usingdiagrams,familiesofcommonequivalentfractions
v solveproblemsinvolvingincreasinglyharderfractionstocalculatequantities,andfractionstodividequantities,includingnon-unitfractionswheretheanswerisawholenumber;
v countupanddowninhundredths;recognisethathundredthsarisewhendividinganobjectby100anddividingtenthsby10;
10or25v useallfouroperationstosolveproblemsinvolving
measure[forexample,length,mass,volume,money]usingdecimalnotation,includingscaling
Fractions,DecimalsandPercentages–Year6v usecommonfactorstosimplifyfractions;use
commonmultiplestoexpressfractionsinthesamedenomination
v compareandorderfractions,includingfractions>1v addandsubtractfractionswithdifferent
denominatorsandmixednumbers,usingtheconceptofequivalentfractions
v multiplysimplepairsofproperfractions,writing
theanswerinitssimplestform[forexample, ×
= ]v divideproperfractionsbywholenumbers[for
example, ÷2= ]v associateafractionwithdivisionandcalculate
decimalfractionequivalents[forexample,0.375]
forasimplefraction[forexample, ]v identifythevalueofeachdigitinnumbersgivento
3decimalplacesandmultiplyanddividenumbersby10,100and1,000givinganswersupto3decimalplaces
v multiplyone-digitnumberswithupto2decimalplacesbywholenumbers
v usewrittendivisionmethodsincaseswheretheanswerhasupto2decimalplaces
v solveproblemswhichrequireanswerstoberoundedtospecifieddegreesofaccuracy
v recallanduseequivalencesbetweensimplefractions,decimalsandpercentages,includingindifferentcontexts
RatioandProportion–Year6
19
2-Dshapes,includingthenumberofsidesandlinesymmetryinaverticalline
v identifyanddescribethepropertiesof3-Dshapes,includingthenumberofedges,verticesandfaces
v identify2-Dshapesonthesurfaceof3-Dshapes,[forexample,acircleonacylinderandatriangleonapyramid]
v compareandsortcommon2-Dand3-Dshapesandeverydayobjects.
v orderandarrangecombinationsofmathematicalobjectsinpatternsandsequences
v usemathematicalvocabularytodescribeposition,directionandmovement,includingmovementinastraightlineanddistinguishingbetweenrotationasaturnandintermsofrightanglesforquarter,halfandthree-quarterturns(clockwiseandanti-clockwise).
Measurement–Year1
v Compare,describeandsolvepractical
problemsfor:lengthsandheights(e.g.long/short,longer/shorter,tall/short,double/half);massorweight(e.g.heavy/light,heavierthan,lighterthan;capacityandvolume(e.g.,full/empty,morethan,lessthan,half,halffull,quarterfull)
v Measureandbegintorecordthefollowing:lengthsandheights;mass/weightandcapacityandvolume.
v Recogniseandknowthevalueof
v recogniseandwritedecimalequivalentsofanynumberoftenthsorhundredths;
v recogniseandwritedecimalequivalentsto#%,
#&,'%;
v rounddecimalswithonedecimalplacetothenearestwholenumber;
v comparenumberswiththesamenumberofdecimalplacesupto2decimalplaces
v solvesimplemeasureandmoneyproblemsinvolvingfractionsanddecimalstotwodecimalplaces
v findtheeffectofdividingaone-ortwo-digitnumberby10and100,identifyingthevalueofthedigitsintheanswerasones,tenthsandhundredths
Geometry–Year3
v draw2-Dshapesandmake3-Dshapesusingmodellingmaterials;recognise3-Dshapesindifferentorientationsanddescribethem
v recogniseanglesasapropertyofshapeoradescriptionofaturn
v identifyrightangles,recognisethattworightanglesmakeahalf-turn,threemakethreequartersofaturnandfouracompleteturn;identifywhetheranglesaregreaterthanorlessthanarightangle
v identifyhorizontalandverticallinesandpairsofperpendicularandparallellines.
v solveproblemsinvolvingtherelativesizesof2quantitieswheremissingvaluescanbefoundbyusingintegermultiplicationanddivisionfacts
v solveproblemsinvolvingthecalculationofpercentages[forexample,ofmeasuresandsuchas15%of360]andtheuseofpercentagesforcomparison
v solveproblemsinvolvingsimilarshapeswherethescalefactorisknownorcanbefound
v solveproblemsinvolvingunequalsharingandgroupingusingknowledgeoffractionsandmultiples
Algebra–Year6
v Pupilsshouldbetaughtto:v usesimpleformulaev generateanddescribelinearnumbersequencesv expressmissingnumberproblemsalgebraicallyv findpairsofnumbersthatsatisfyanequationwith
2unknownsv enumeratepossibilitiesofcombinationsof2
variables
Geometry–Year5v knowanglesaremeasuredindegrees:estimateand
compareacute,obtuseandreflexanglesv drawgivenangles,andmeasurethemindegrees(°)v identify:anglesatapointand1wholeturn(total
360°);anglesatapointonastraightlineandhalfaturn(total180°);othermultiplesof90°
v distinguishbetweenregularandirregularpolygonsbasedonreasoningaboutequalsidesandangles
v Identify3-Dshapes,includingcubesandothercuboids,from2-Drepresentations
v identify,measureandnameanglesatapointand1wholeturn(total360°)
v identifyanglesatapointand1wholeturn(total360°)
20
differentdenominationsofcoinsandnotes
v Tellthetimetothehourandhalfpastthehour
v Compare,describeandsolvepracticalproblemsfortime(e.g.quicker,slower,earlier,later;hours,minutes,seconds)
v Chooseandusesuitableuniformandnon-uniformunitsandmeasuringinstruments(e.g.aleverbalance,metrestickormeasuringjug).
v Measureandbegintorecordtime(hours,minutes,seconds)
v Sequenceeventsinchronologicalorderusinglanguage(e.g.beforeandafter,next,first,today,yesterday,tomorrow,morning,afternoonandevening).
v Recogniseanduselanguagerelatingtodates,includingdaysoftheweek,weeks,monthsandyears;orderdaysoftheweekandmonthsoftheyear
v Drawthehandsonaclockfacetoshowthetimetothehourandhalfpastthehour
v Describewaysofsolvingpuzzlesandproblems,explainingchoicesanddecisionsorallyorusingpictures
Measurement–Year2
v recogniseandusesymbolsforpounds(£)andpence(p);combineamountstomakeaparticularvalue
v finddifferentcombinationsofcoinsthatequalthesameamountsofmoney
v recogniseandusesymbolsforpounds(£)andpence(p);combineamountsto
Geometry–Year4
v compareandclassifygeometricshapes,includingquadrilateralsandtriangles,basedontheirpropertiesandsizes;
v identifylinesofsymmetryin2-Dshapespresentedindifferentorientations;
v completeasimplesymmetricfigurewithrespecttoaspecificlineofsymmetry.
v describepositionsona2-Dgridascoordinatesinthefirstquadrant;
v describemovementsbetweenpositionsastranslationsofagivenunittotheleft/rightandup/down;plotspecifiedpointsanddrawsidestocompleteagivenpolygon.
v identifyacuteandobtuseanglesandcompareandorderanglesuptotworightanglesbysize
Measurement–Year3
v measure,compare,addandsubtract:lengths(m/cm/mm);mass(kg/g);volume/capacity(l/ml)
v addandsubtractamountsofmoneytogivechange,usingboth£andpinpracticalcontexts
v estimateandreadtimewithincreasingaccuracytothenearestminute
v measuretheperimeterofsimple2-Dshapes
v tellandwritethetimefroman
v distinguishbetweenregularandirregularpolygonsbasedonreasoningaboutequalsidesandangles
v identify,describeandrepresentthepositionofashapefollowingareflectionortranslation,usingtheappropriatelanguage,andknowthattheshapehasnotchanged
v identify3-Dshapes,includingcubesandothercuboids,nets
v usethepropertiesofrectanglestodeducerelatedfactsandfindmissinglengthsandangles
Geometry–Year6
v draw2-Dshapesusinggivendimensionsandangles
v recognise,describeandbuildsimple3-Dshapes,includingmakingnets
v compareandclassifygeometricshapesbasedontheirpropertiesandsizesandfindunknownanglesinanytriangles,quadrilaterals,andregularpolygons
v illustrateandnamepartsofcircles,includingradius,diameterandcircumferenceandknowthatthediameteristwicetheradius
v recogniseangleswheretheymeetatapoint,areonastraightline,orareverticallyopposite,andfindmissingangles
Measurement–Year5v measureandcalculatetheperimeterofcomposite
rectilinearshapesincentimetresandmetresv calculateandcomparetheareaofrectangles
(includingsquares),includingusingstandardunits,squarecentimetres(cm²)andsquaremetres(m²),andestimatetheareaofirregularshapes
v solveproblemsinvolvingconvertingbetweenunitsoftime
21
makeaparticularvaluev chooseanduseappropriatestandard
unitstoestimateandmeasurelength/heightinanydirection(m/cm);mass(kg/g);temperature(°C);capacity(litres/ml)tothenearestappropriateunit,usingrulers,scales,thermometersandmeasuringvessels
v compareandorderlengths,mass,volume/capacityandrecordtheresultsusing>,<and=
v solvesimpleproblemsinapracticalcontextinvolvingadditionandsubtractionofmoneyofthesameunit,includinggivingchange
v tellandwritethetimetofiveminutes,includingquarterpast/tothehouranddrawthehandsonaclockfacetoshowthesetimes
v knowthenumberofminutesinanhourandthenumberofhoursinaday.
v compareandsequenceintervalsoftime
Statistics–Year1
v interpretsimplepictogramsStatistics–Year2
v interpretandconstructsimplepictograms,tallycharts,blockdiagramsandsimpletables
v askandanswerquestionsabouttotallingandcomparingcategorical
analogueclock,includingusingRomannumeralsfromItoXII,and12-hourand24-hour
v comparedurationsofevents[forexampletocalculatethetimetakenbyparticulareventsortasks].
v estimateandreadtimewithincreasingaccuracytothenearestminute;recordandcomparetimeintermsofseconds,minutesandhours;usevocabularysuchaso’clock,a.m./p.m.,morning,afternoon,noonandmidnight
v estimateandreadtimewithincreasingaccuracytothenearestminute;recordandcomparetimeintermsofseconds,minutesandhours;usevocabularysuchaso’clock,a.m./p.m.,morning,afternoon,noonandmidnight
Measurement–Year4
v estimate,compareandcalculatedifferentmeasures,includingmoneyinpoundsandpence;
v convertbetweendifferentunitsofmeasure[forexample,kilometretometre;hourtominute];measureandcalculatetheperimeterofarectilinearfigure(includingsquares)incentimetresandmetres;
v findtheareaofrectilinearshapesbycountingsquares
v read,writeandconverttimebetweenanalogueanddigital12-and24-hourclocks;
v convertbetweendifferentunitsofmetricmeasure[forexample,kilometreandmetre;centimetreandmetre;centimetreandmillimetre;gramandkilogram;litreandmillilitre]
v understandanduseapproximateequivalencesbetweenmetricunitsandcommonimperialunitssuchasinches,poundsandpints
v estimatevolume[forexample,using1cm³blockstobuildcuboids(includingcubes)]andcapacity[forexample,usingwater
v useallfouroperationstosolveproblemsinvolvingmeasure[forexample,length,mass,volume,money]usingdecimalnotation,includingscaling
Measurement–Year6v solveproblemsinvolvingthecalculationand
conversionofunitsofmeasure,usingdecimalnotationupto3decimalplaceswhereappropriate
v use,read,writeandconvertbetweenstandardunits,convertingmeasurementsoflength,mass,volumeandtimefromasmallerunitofmeasuretoalargerunit,andviceversa,usingdecimalnotationtoupto3decimalplaces
v convertbetweenmilesandkilometresv recognisethatshapeswiththesameareascanhave
differentperimetersandviceversav recognisewhenitispossibletouseformulaefor
areaandvolumeofshapesv calculatetheareaofparallelogramsandtrianglesv calculate,estimateandcomparevolumeofcubes
andcuboidsusingstandardunits,includingcubiccentimetres(cm³)andcubicmetres(m³),andextendingtootherunits[forexample,mm³andkm³]
Statistics–Year5v solvecomparison,sumanddifferenceproblems
usinginformationpresentedinalinegraphv complete,readandinterpretinformationintables,
22
data.v askandanswersimplequestionsby
countingthenumberofobjectsineachcategoryandsortingthecategoriesbyquantity
v solveproblemsinvolvingconvertingfromhourstominutes;minutestoseconds;yearstomonths;weekstodays.
Statistics–Year3
v interpretandpresentdatausingbarcharts,pictogramsandtables
v solveone-stepandtwo-stepquestions[forexample,‘Howmanymore?’and‘Howmanyfewer?’]usinginformationpresentedinscaledbarchartsandpictogramsandtables.
Statistics–Year4
v interpretandpresentdiscreteandcontinuousdatausingappropriategraphicalmethods,includingbarchartsandtimegraphs
v solvecomparison,sumanddifferenceproblemsusinginformationpresentedinbarcharts,pictograms,tablesandothergraphs.
includingtimetablesStatistics–Year6v interpretandconstructpiechartsandlinegraphs
andusethesetosolveproblemsv calculateandinterpretthemeanasanaverage
23
ECONOMICSandENTERPRISEThiscurriculumistobetaughtinadditiontothelearningaboutmoneyinthemathscurriculum.
Theaimisfortheeconomicslearningintentionsbelowtobeachievedthroughenterpriseprojectsduringtheyear.
EARLY MIDDLE LATERWhatmoneyisandtheexchangeofmoneyv Recognisethecoinsandnotesthatweuse.v Understandthatdifferentcountriesuse
differentcoinsandnotes.Pickoutforeigncoinsfromaselectionanddiscussthem.
v Understandtheexchangeofcoinsandnotes(andotherforms–cards/vouchers)forgoodse.g.exchangegoodsforcoinsinarole-playsituation,suchasaclassshop.
Wheremoneycomesfromv Recognisethatthereareregularand
unpredictablesourcesofmoneye.g.discusswheremoneymightcomefromsuchasearnings(e.g.fromenterpriseproject)andpocketmoney.
Wheremoneygoesv Beabletotalkaboutthingsthattheymay
wanttospendtheirmoneyone.g.discusshowtheclassmightspend£50onresources.
v Recognisethatadultsalsohavetospendmoneyonfamiliarthingslikehouseholdbillsandfoodbillsetc.
Lookingaftermoneyv Knowhowwecankeepmoneysafe,either
Whatmoneyisandtheexchangeofmoneyv Knowaboutformsofmoneyotherthan
cash(creditanddebitcards,cheque,vouchers,paymentbyphoneandinternet)andhowthepaymentsaremade.
v Begintodevelopunderstandingofhowglobaltradeworksandsomeoftheconsequences(e.g.FairTrade).
Wheremoneycomesfromv Understandhowwegetmoneyforwork/
earnings.v Understandthatwemaygetmoneywhen
thereisinsufficientornoworkthroughbenefitpayments.
Wheremoneygoesv Recognisehouseholdexpensesand
regularfinancialcommitments.
Whatmoneyisandtheexchangeofmoneyv InvestigateandcompareInternetandmailorder
shopping.v Begintounderstandtheconceptofcredite.g.
investigatedifferentcreditdealsavailable.Calculateandcomparetherepaymentsusingsimplifiedexamples.
v Furtherdevelopunderstandingofhowglobaltradeworks(e.g.understandingofthechocolatetradelineandincomesofeachgroup).
Wheremoneycomesfromv Understandthatweneedmoneyinretirement
throughpensions,howthisispaidfor,whenthishappensandwhy.
Wheremoneygoesv Recogniseanddiscussthevarietyofhousehold
expensese.g.rent,utilitybills,creditcardbills,insuranceetc.
v Begintounderstandwhymoney,suchastaxandpensioncontributions,isdeductedfromearningse.g.discusshowmoneydeductedastaxisusedtopayforthingslikeschools.
Lookingaftermoney
24
bygivingittoaresponsibleadultorlockingitaway.
v Begintounderstandtheimportanceofkeepingfinancialrecordse.g.organisearole-playbank.
Spendingmoneyandbudgetingv Knowthatwehavetopayforwhatwebuy.v Beabletoconsiderpossiblewaysof
spendingmoney,consideringwantsandneeds.
Basicriskandreturnv Understandtheconsequencesoflosing
moneyorhavingitstolene.g.discussifwelosesomethingthatitneedsreplacing.
Makingpersonallifechoicesv Choosehowtospendmoneye.g.pocket
money/classraisedmoney.
Lookingaftermoneyv Understandkeepingmoneysafeby
puttingitintoanaccount(givingittoabank,buildingsociety,orpostofficetolookafter).
v Understandtheimportanceofkeepingfinancialrecords.Howwouldyouknowifyoulostsomemoney?
Spendingmoneyandbudgetingv Understandthatwemayneedtosaveif
thereisn’tenoughmoneyforeverythingwewanttoorhavetobuy.
v Understandthatmoneyboxesarenottheonlywaytosavemoney.
v Begintounderstandhowtousebudgetstoplanspending.Havebasicunderstandingoftheterms‘budget’,‘expenditure’,‘income’and‘profit’.
Basicriskandreturnv Begintounderstandtheconceptof
insurance–e.g.isitworthensuringyourhouseagainstalienattack/againststormdamageortheft?
v Understandthatwemaymakemoneyfrommoneybysaving.
v Knowsomeoftheservicesprovidedbyfinancialorganisations(e.g.savingsaccounts,loans,mortgages).
v Knowaboutsomeofficialfinancialrecords.Comparebankstatements,tillreceipts,creditcardsetc.
v Developmethods(includingICT)forrecordingaccounts(income,spending).
Spendingmoneyandbudgetingv Beabletomakeaplanforbudgetingasumof
moneyfortheclass.v Developmethodsforkeepingrecordsofbudgets,
spending(includinginterestonanyborrowedmoney),income,expenditureandprofit.
Basicriskandreturnv Developunderstandingoftheprinciplesof
probabilityandinsurance–weighinguplikelihoodsofrisks.
v Developunderstandingofsavings,e.g.researchandcomparedifferentwaysofsavingmoney,includingeaseofaccessandinterestrates.
v Knowthatinterestratesforbothsavingsandborrowingmaychangeandthattheyhaveimplicationsonfinances.
v Furtherdevelopknowledgeandunderstandingofservicesprovidedbyfinancialorganisations(e.g.includingborrowing,linkedtointerest).
Makingpersonallifechoicesv Understandthedifferencebetween‘good’debt
(plannedandmanageable)and‘bad’debt(unplannedandunmanageable)e.g.investigate
25
v Begintotalkaboutthevalueofmoneye.g.discusswhether,orinwhatcircumstances,£5isalotofmoney.
v Begintobeabletotalkabouthowspendingmoneyandoursatisfactionfromthepurchasemayvarye.g.discusschildren’schoicesinthecontextof‘Wouldyourather….’ByJohnBurningham.Linktowantsandneeds.
Implicationsonfinancev Begintounderstandthatthereare
consequencestohavingmoreorlessmoneye.g.whathappensifyouhavenomoneyforsweets?Orforthebushome?Oriftheschoolhasnomoney?Linktowantsandneeds.
v Begintounderstandthatpeoplehavedifferentstandardsoflivingindifferentcountriese.g.findoutaboutdifferentincomesandpricesindifferentcountries.
Makingpersonallifechoicesv Decidehowtospendmoney,realor
imagined–e.g.whatwouldyoudoifyouweregiven£10?£100?£1,000?£10,000?
v Balanceneedsandwants,andprioritisespendingofalimitedbudget(e.g.throughdiscussionofarelatedbook).
v Beabletoassessbestbuysinavarietyofcircumstancese.g.Arethemostexpensivetrainersalwaysworthit?
v Knowthatcontrollingabudgetmayincludesavingmoneyforfuturewantsandneeds.
v Knowthatdonationstocharitymightbeincludedinspending.
Implicationsonfinancev Understandthatstandardsoflivingvary
acrosstimeandplacee.g.compareearningsandpricesnowadayswithanotherperiodofhistory.
v Discusswhyaparticularcountry/charityisappealingforinternationalaid–whatdotheywant?Howcouldwehelp?
mobilephonecharges–onwhichdealwouldyoufinditeasiesttomanageyourspending?
v Continuetoassessbestbuysinarangeofcircumstancese.g.isthebiggestboxalwaysthebestvalue?Comparing‘Buyone,getonefree’,‘3forthepriceof2’,half-priceetc.
v Discusshowspendingmoneyandoursatisfactionfromthepurchasecanvary,lookingat:howlongthingslast;howwelltheyperform;howlongwearestillinterestedintheme.g.comparemonetaryandpersonalvalueofcrazes(Pokémon,Yo-Yosetc.)ande.g.trousers.
Implicationsonfinancev Understandthatthereisanethicaldimensionto
financialdecisions,e.g.discusstheenvironmentalimplicationsofdifferentproducts.Isitworthpayingmoreforaproductthatdoeslessenvironmentaldamage?Considerthesituationswhendonationstocharityareneededandmade.
26
COMMUNICATION,LANGUAGESANDLITERACY
ENGLISH-NON-FICTION
EARLY MIDDLE LATERSpeakingv Describeincidentsfromtheirownexperience
inanaudiblevoicev Speakwithclarityanduseappropriate
intonationwhenreadingtextsaloudv Explainideasandprocessesusingappropriate
andadventurousvocabularyv Developunderstandingthroughpredicting,
imaginingandexploringideasListeningandrespondingv Listenwithsustainedconcentration,building
newstoresofwordsindifferentcontextsv Listentoandfollowinstructionsaccuratelyv Listentoothersinclass,askrelevant
questionsandfollowinstructionsv Listentoanadultandremembersome
specificpointsandidentifywhatthey’velearned
GroupDiscussionandinteractionv Taketurnstospeak,listentoother’s
suggestionsandtalkaboutwhattheyaregoingtodo
v Askandanswerquestions,makerelevantcontributions,offersuggestionsandtaketurns
v Ensurethateveryonecontributes,allocatetasks,andconsideralternativesandreachagreement
Speakingv Explainprocessorpresentinformation,
ensuringthatitemsareclearlysequenced,relevantdetailsareincludedandaccountsareendedeffectively
v Buildonvocabularyinordertogivedetailedexplanations
v TellstorieseffectivelyandconveydetailedinformationcoherentlyforlistenerswithanincreasingcommandofstandardEnglish
v Respondappropriatelytothecontributionsofothersinlightofdifferingviewpoints
v Developunderstandingthroughspeculating,hypothesising,imaginingandexploringideas
Listeningandrespondingv Listentoaspeaker,makenotesonthetalk
andusenotestodeveloparole-playorimprovisation
v Comparethedifferentcontributionsofmusic,wordsandimagesinshortextractsfromTVprogrammes
Groupdiscussionandinteractionv Usetalktoorganiserolesandactionv Activelyincludeandrespondtoallmembers
ofthegroupv Takedifferentrolesingroupsandusethe
languageappropriatetothem,includingrolesofleader,reporter,scribeandmentor
Speakingv Useandexploredifferentquestiontypesand
differentwayswordsareused,includinginformalandinformalcontexts
v Usethetechniquesofdialogictalktoexploreideas,topicsorissues
v Usearangeoforaltechniquestopresentpersuasiveargumentsandengagingnarratives
v Participateinwhole-classdebateusingtheconventionsandlanguageofdebate,includingstandardEnglish
v Presentaspokenargument,sequencingpointslogically,defendingviewswithevidenceandmakinguseofpersuasivelanguage
v Continuetodevelopunderstandingthroughspeculating,hypothesising,imaginingandexploringideas
Listeningandrespondingv Identifysomeaspectsoftalkwhichvary
betweenformalandinformaloccasionsv Identifydifferentquestiontypesandevaluate
theirimpactontheaudiencev Makenoteswhenlisteningforasustained
periodv Analyseandevaluatehowspeakerspresent
pointseffectivelythroughuseoflanguageandgesture
v Listenforlanguagevariationinformalandinformalcontexts
27
Dramav Exploreappropriatethemesthrough
improvisationandroleplayComprehension,understandingandinterpretingtextsv Identifythemaineventsandcharactersin
stories,andfindspecificinformationinsimpletexts
v Exploretheeffectofpatternsoflanguageandrepeatedwordsandphrases
v Drawtogetherideasandinformationfromacrossawholetext,usingsimplesignpostsinthetext
v Explainorganisationalfeaturesofatextincludingalphabeticalorder,layout,diagrams,captions,hyperlinksandbulletpoints
v Givesomereasonswhythingshappenv Deduceandinfercharacters'reasonsfor
behaviourfromtheiractionsandexplainhowideasaredevelopedinnonfictiontexts
Engagingwithandrespondingtotextsv Distinguishfictionandnon-fictiontextsand
thedifferentpurposesforreadingthemv Explaintheirreactionstotexts,commenting
onimportantaspectsv Linkwhattheyhavereadtotheirown
experiencesv Beintroducedtonon-fictiontextsthatare
structuredandorganisedindifferentwaysCompositionv Independentlychoosewhattowriteabout,
planandfollowitthroughv Orallyrehearsesentencesbeforewritingv Conveyinformationandideasinsimplenon-
narrativeforms
Dramav Createrolesshowinghowbehaviourcanbe
interpretedfromdifferentviewpointsv Interrogatetextstodeepenandclarify
understandingandresponsev Readextensivelyarangeofauthorsorgenres
andexperimentwithothertypesoftextCompositionv Composeandrehearsesentencesorally,
includingdialoguev Writenon-narrativetextsusingstructuresof
differenttext-typesv Selectandusearangeoftechnicaland
descriptivevocabulary(Appendix2)v Uselayout,format,graphicsandillustrations
fordifferentpurposesv Makedecisionsaboutformandpurpose,
identifysuccesscriteriaandusethemtoevaluatetheirwriting
v Developandrefineideasinwritingusingplanningandproblem-solvingstrategies
v Usesettingsandcharacterisationtoengagereader'sinterest
v Showimaginationthroughlanguageusedtocreateemphasis,humour,atmosphereorsuspense
v Chooseandcombinewords,imagesandother
v Identifythewaysspokenlanguagevariesaccordingtodifferencesinthecontextandpurposeofitsuse
v AnalysetheuseofpersuasivelanguageGroupdiscussionandinteractionv Planandmanageagrouptaskovertimeusing
differentlevelsofplanningv Understanddifferentwaystotaketheleadand
supportothersingroupsv Understandtheprocessofdecisionmakingv Understandanduseavarietyofwaysto
criticiseconstructivelyandrespondtocriticismDramav Reflectonhowworkinginrolehelpstoexplore
complexissuesv Deviseaperformanceconsideringhowto
adapttheperformanceforaspecificaudiencev Improviseusingarangeofdramastrategies
andconventionstoexplorethemessuchashopes,fearsanddesires
Comprehension,understandingandinterpretingtextsv Comparedifferenttypesofnarrativeand
informationtextsandidentifyhowtheyarestructured
v Makenotesonanduseevidencefromacrossatexttoexplaineventsorideas
v Appraiseatextquickly,decidingonitsvalue,qualityorusefulness
v Understandhowwritersusedifferentstructurestocreatecoherenceandimpact
v Recogniserhetoricaldevicesusedtoargue,persuade,misleadand/orswaythereader
v Understandunderlyingthemes,causesandpoints
28
v Createshortsimpletextsonpaperandonscreenthatcombinewordswithimagesandsounds
v Rereadsentencestoensurethattheymakesense
v Readtheirownlearningtoanaudience,clearlyenoughtobeheard
v Selectfromdifferentpresentationalfeaturestosuitparticularwritingpurposesonpaperandonscreen
v Drawonknowledgeandexperienceoftextsindecidingonandplanningwhattowrite
v Maintainconsistencyinnon-narrativepieces,includingpurposeandtense.
v Makeadditions,revisionsandcorrectionstotheirownwritinginresponsetotheirownevaluationsandthoseofothers
v Readtheirwritingaloudwithappropriateclarityandintonation
Textstructureandorganisationv Writechronologicalandnon-chronological
textsusingsimplestructuresv Groupwrittensentencestogetherinchunks
ofmeaningorsubjectv Useappropriatelanguagetomakedifferent
sectionshangtogether(cohesion)v Useplanninganddraftingtoestablishclear
sectionsforwriting
featuresforparticulareffectsv Summariseandshapematerialandideas
fromdifferentsourcestowriteconvincingandinformativenon-narrativetexts
v Assesstheeffectivenessoftheirownandotherswritingandsuggestimprovements
v Proposechangestogrammarandvocabularytoimproveconsistency
v Readtheirwritingaloudwithappropriateclarity,intonationandvolume
Textstructureandorganisationv Signalsequence,placeandtimetogive
coherencev Grouprelatedmaterialintoparagraphsv Organisetextsintoparagraphstodistinguish
betweendifferentinformation,eventsorprocesses
v Useadverbsandconjunctionstoestablishcohesionwithinparagraphs
v Makenotesonanduseevidencefromacrossatexttoexplaineventsorjustifyideas
v Deduceandinfercharacters'reasonsforbehaviourfromtheiractionsandexplainhowideasaredevelopedinnonfictiontexts
v Inferwriters'perspectivesfromwhatiswrittenandfromwhatisimplied
v Explorehowwritersuselanguageforcomicanddramaticeffects
Engagingwithandrespondingtotextsv Comparetheusefulnessoftechniques,suchas
visualisation,prediction,empathy,inexploringthemeaningoftexts
v Reflectonreadinghabitsandpreferencesandplanpersonalreadinggoals
v Readextensivelyarangeofauthorsorgenresandexperimentwithothertypesoftext
v Compareandcontrasthowwritersfromdifferenttimesandplacespresentexperiencesanduselanguage
v Sustainengagementwithlongertexts,usingdifferenttechniquestomaketextcomealive
v Compareandcontrasthowacommonthemeispresentedinpoetry,proseandothermedia
Compositionv Identifytheaudienceforandpurposeofthe
writingv Noteanddevelopinitialideasdrawingon
readingandresearchwerenecessaryv Reflectindependentlyandcriticallyonown
writingandeditandimproveitv Adaptnon-narrativeformsandstylestowrite
fictionorfactualtexts,includingpoemsv Varypaceanddevelopviewpointthroughthe
useofdirectandreportedspeech,portrayalofactionandselectionofdetail
29
v Createmulti-layeredtexts,includingtheuseofhyperlinks,linkedwithwebpages
v Assesstheeffectivenessoftheirownandother’swriting.Proposechangestovocabulary,grammarandpunctuationtoenhanceeffectsandclarifymeaning
v Performtheirowncompositionsusingappropriateintonation,volumeandmovementsothatthemeaningisclear
v Innon-narrative,establish,balanceandmaintainviewpoints
v Selectwordsandlanguagedrawingontheirknowledgeofliteraryfeaturesandformalandinformalwriting.Understandhowthisenhancesthemeaningofthetext.(e.g.dialect,questiontags,contractions,colloquialismetc.areexamplesofinformaltechniques)
v Settheirownchallengestoextendachievementandexperienceinwriting
v Usedifferentnarrativetechniquestoengageandentertainthereader
v Integratewords,imagesandsoundsimaginativelyfordifferentpurposes
v Usedifferentnarrativetechniquestoengageandentertainthereader
v Learntosummariselongerpassages
Textstructureandorganisationv Experimentwiththeorderofsectionsand
paragraphstoachievedifferenteffectsv Changetheorderofmaterialwithina
paragraph/sentencee.g.movingthetopicsentence
v Usevariedstructurestoshapeandorganisetextscoherently
v Useparagraphstoachievepaceandemphasisv Settheirownchallengestoextend
achievementandexperienceinwriting
30
v Usedifferentnarrativetechniquestoengageandentertainthereader
v Selectwordsandlanguagedrawingontheirknowledgeofliteraryfeaturesandformalandinformalwriting
v Integratewords,imagesandsoundsimaginativelyfordifferentpurposes
31
COMMUNICATION,LANGUAGESANDLITERACY
LITERACY–FICTIONANDPOETRY
EARLY MIDDLE LATERSpeakingv Tellstories,expressfeelingsanddescribe
incidentsfromtheirownexperienceinaclearvoice
v Retellstoriesandordereventsusingstorylanguage
v Readtextsaloudandinterpretthemusingsomevarietyinpaceandemphasis
v Tellstoriesandlistentoadiverserangeoftextsincludingstories,traditionaltalesaswellasstoriesfromotherculturesandtraditionsandbyawiderangeofdiverseauthors
v Learntorecitesomepoemsbyheartv Tellrealandimaginedstoriesusingfamiliar
storylanguagev Discussandclarifythemeaningofwords,
linkingnewmeaningtoknownvocabulary
Listeningandrespondingv Listenwithsustainedconcentrationandbuild
upnewbanksofwordsindifferentcontextsv Joininwithpredictablephrasesv Useawiderangeofstimuli,includingVisual
Literacy,andencouragechildrentoexpresstheirviewsabouthowastoryorinformationhasbeenpresented
GroupDiscussionandInteractionv Askandanswerquestions,makerelevant
contributions,offersuggestionsandtaketurns
Speakingv Sustainconversation,explainorgivereasons
fortheirviewsorchoicesv Increasedfamiliarityofawideanddiverse
rangeoftextsincludingmythsandlegends,retellingsomeoftheseorally
v Preparepoemsandplay-scriptstoreadaloudandperform;showinganunderstandingthroughtone,intonation,volumeandaction
v Tellstorieseffectivelyandconveydetailedinformationcoherentlyforlisteners
Listeningandrespondingv Followupothers'pointsandshowwhether
theyagreeordisagreeinwhole-classdiscussion/debate
Groupdiscussionandinteractionv Usetalktoorganiserolesandactionsv Activelyincludeandrespondtoallmembers
ofthegroupv Usethelanguageofpossibilitytoinvestigate
andreflectonfeelings,behaviourorrelationships
v Listeningtoanddiscussingawiderangeof
Speakingv Tellastoryusingnotesdesignedtocue
techniques,suchasrepetition,recap,humourv Presentaspokenargument,sequencingpoints
logically,defendingviewswithevidenceandmakinguseofpersuasivelanguage
v Usethetechniquesofdialogictalktoexploreideas,topicsorissues
v Usearangeoforaltechniquestopresentpersuasiveargumentsandengagingnarrativesincludingexpressingfeelings
v Participateinwhole-classdebateusingtheconventionsandlanguageofdebate,includingStandardEnglish
Listeningandrespondingv Identifydifferentquestiontypesandevaluate
theirimpactontheaudiencev Identifysomeaspectsoftalkthatvary
betweenformalandinformaloccasionsv Makenoteswhenlisteningforasustained
periodv Analyseandevaluatehowspeakerspresent
pointseffectivelythroughuseoflanguageandgesture
Groupdiscussionandinteractionv Planandmanageagrouptaskovertimeusing
differentlevelsofplanningv Understanddifferentwaystotakethelead
andsupportothersingroupsv Understandtheprocessofdecisionmaking
32
v Taketurnstospeak,listentoeachothers'suggestionsandtalkaboutwhattheyaregoingtodo
v Explaintheirviewswithinasmallgroup,decidehowtoreportthegroup'sviewstotheclass
v Workeffectivelyingroupsbyensuringthateachgroupmembertakesaturnchallenging,supportingandmovingon
v Ensurethateveryonecontributes,allocatetasks,consideralternativesandreachagreement
Dramav Useimprovisationandrole-playtoexplore
familiarthemesandcharactersv Actouttheirownandotherwell-known
stories,usingvoicesforcharactersv Presentpartoftraditionalstories,theirown
storiesorlearningfromdifferentpartsofthecurriculumformembersoftheirownclassorbeyond
v Adoptappropriaterolesinsmallorlargegroupsandconsideralternativecoursesofaction
v Considerhowmoodandatmospherearecreatedinliveorrecordedperformanceandperformancepoetry
Comprehension:understandingandinterpretingtextsv Identifythemaineventsandcharactersin
stories,andfindspecificinformationinsimpletexts
v Makepredictionsandinferencesaboutideas,eventsandcharactersbasedonwhathasbeensaidordone
texttypes,includingpoetry Dramav Usesomedramastrategiestoexplorestories
orissuesv Createrolesshowinghowbehaviourcanbe
interpretedfromdifferentviewpoints Comprehension:understandingandinterpretingtextsv Explorehowdifferenttextsappealtoreaders
usingvariedsentencestructuresanddescriptivelanguage
v Deduceandinfercharacters'feelingsinfictionandconsequencesinlogicalexplanations
v Deduceandinfercharacters'reasonsforbehaviourfromtheiractionsandexplainhowideasaredevelopedinnon-fictiontexts
v Explainhowwritersusefigurativeandexpressivelanguagetocreateimagesandatmosphere
v Recognisingdifferentformsofpoetrye.g.freeverseandnarrativepoetry
v Understandanduseavarietyofwaystocriticiseconstructivelyandrespondtocriticism
Dramav Reflectonhowworkinginrolehelpsto
explorecomplexissuesv Performascriptedscenemakinguseof
dramaticconventionsv Useandrecognisetheimpactoftheatrical
effectsindramav Roleplayorimproviseusingarangeofdrama
strategiesandconventionstoexplorethemessuchashopes,fears,desires
v Considertheoverallimpactofaliveorrecordedperformance,identifyingdramaticwaysofconveyingcharacters’ideasandbuildingtension
Comprehension:understandingandinterpretingtextsv Inferwriters'perspectivesfromwhatis
writtenandwhatisimpliedv Comparedifferenttypesofnarrativeand
informationtextsandidentifyhowtheyarestructured
v Explorehowwritersuselanguageforcomicanddramaticeffects
v Makenotesonanduseevidencefromacrossatexttoexplaineventsorideas
v Understandunderlyingthemes,causesand
33
v Exploretheeffectofpatternsoflanguageandrepeatedwordsandphrases
v Recognisethemainelementsthatshapedifferenttexts
v Checkforsenseandself-correctinaccuraciesusingsyntax,contexts,picturesandphonicknowledge
v Drawtogetherideasandinformationfromacrossawholetext,usingsimplesignposts
v Givesomereasonswhythingshappenandorcharacterschangedrawingontheirownexperiences
v Explorehowparticularwordsareusedinpoetry,includingwordsandexpressionswithsimilarmeanings
Engagingwithandrespondingtotextsv Selectbooksforpersonalreadingandgive
reasonsforchoicesv Visualiseandcommentonevents,characters
andideas,makingimaginativelinkstoownexperiences
v Engagewithbooksthroughexploringandenactinginterpretations
v Explainreactionstotexts,commentingonimportantaspects
v DiscussfavouritewordsandphrasesCompositionv Independentlychoosewhattowriteabout,
planandfollowitthroughv Orallyrehearsesentencesbeforewritingv Usekeyfeaturesofnarrativeinwritingv Createshortsimpletextsonpaperandusing
ICTthatcombinewordswithimages/soundsv Rereadsentencestomakesuretheymake
sensev Readtheirownlearningtoanaudience,
Engagingwithandrespondingtotextsv Makecomparisonswithinandacrosstextsv Shareandcomparereasonsforreading
preferences,extendingtherangeofbooksread
v Identifyfeaturesthatwritersusetoprovokereaders'reactions
v Empathisewithcharactersanddebatemoraldilemmasportrayedintexts
v Interrogatetextstodeepenandclarifyunderstandingandresponse
v Readextensivelyarangeofauthorsorgenresandexperimentwithothertypesoftext
v Explorehowandwhywriterswrite,includingthroughdiscussionwithauthorsatauthorvisitsandbycontactingthemonlineincludingthroughface-to-faceandonlinecontact
Compositionv Composeandrehearsesentencesorally
beforewritingv Selectandusearangeoftechnicaland
descriptivevocabularyv Usedifferenttemplates/scaffolds(e.g.
beginning,middleandend)towritenarrativesinwhicheventsaresequencedlogicallyandconflictsresolved
v Makedecisionsaboutformandpurpose;identifysuccesscriteriaandusethemtoevaluatetheirownwritingandsuggestimprovements
v Uselayout,format,graphicsandillustrationsfordifferentpurposes
v Developandrefineideasinwritingusingplanningandproblem-solvingstrategies
v Usesettingsandcharacterisationtoengagereader'sinterest
pointsofviewv Understandhowwritersusedifferent
structurestocreatecoherenceandimpactEngagingwithandrespondingtotextsv Reflectonreadinghabitsandpreferencesand
planpersonalreadinggoalsv Makecomparisonswithinandacrosstextsv Comparetheusefulnessoftechniquessuchas
visualisation,predictionandempathyinexploringthemeaningoftexts
v Comparehowacommonthemeispresentedinpoetry,proseandothermedia
v Comparehowwritersfromdifferenttimesandplacespresentexperiencesanduselanguage
v Sustainengagementwithlongertexts,usingdifferenttechniquestomakethetextcomealive
v Readextensivelyanddiscusspersonalreadingwithothers,includinginreadinggroups
Compositionv Identifytheaudienceforandpurposeofthe
writingv Noteanddevelopinitialideasdrawingon
readingandresearchwerenecessaryv Experimentwithdifferentnarrativeformsand
stylestowritetheirownstoriesv Adaptnon-narrativeformsandstylestowrite
fictionorfactualtexts,includingpoemsv Usedifferentnarrativetechniquestoengage
andentertainthereaderv Selectwords(e.g.verbforms)andlanguage
drawingontheirknowledgeofliteracyfeaturesandformalandinformalwriting(e.g.dialect,questiontags,contractions,colloquialismetc.areexamplesofinformal
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clearlyenoughtobeheardv Findandusenewandinterestingwordsand
phrases,includingstorylanguagev Drawonknowledgeandexperienceoftextsin
decidingandplanningwhatandhowtowritev Selectfromdifferentpresentationalfeatures
tosuitparticularwritingpurposesonpaperandusingICT
v Sustainforminnarrative,includinguseofpersonandtime
v Makeadventurouswordandlanguagechoicesappropriatetostyleandpurposeofthetext
v Makeadditions,revisionsandcorrectionstotheirownwritinginresponsetotheirownevaluationsandthoseofothers
v Readtheirwritingaloudwithappropriateclarityandintonation
Textstructureandorganisationv Writechronologicalandnon-chronological
textsusingsimplestructuresv Groupwrittensentencestogetherinchunksof
meaningorsubject(cohesion)v Useplanningtoestablishclearsectionsfor
writingv Useappropriatelanguagetomakesections
hangtogether
v Showimaginationthroughlanguageusedtocreateemphasis,humour,atmosphereorsuspense
v Chooseandcombinewords,imagesandotherfeaturesforparticulareffects
v Readtheirwritingaloudwithappropriateclarity,intonationandvolume
v LearntosummariselongerpassagesTextstructureandorganisationv Signalsequence,placeandtimetogive
coherencev Grouprelatedmaterialintoparagraphsv Organisetextsintoparagraphstodistinguish
betweendifferentinformation,eventsorprocesses
v Useadverbsandconjunctionstoestablishcohesionwithinparagraphs
techniques)v Settheirownchallengestoextend
achievementandexperienceinwritingv Integratewords,imagesandsounds
imaginativelyfordifferentpurposesincludingdialoguetodevelopcharacterandadvancetheaction
v Assesstheeffectivenessoftheirownandotherswritingandsuggestimprovements.Proposechangestovocabulary,grammarandpunctuationtoenhanceeffectsandclarifymeaning
v Performtheirowncompositionsusingappropriateclarity,intonationandmovementsothatmeaningisclear
v LearntosummariselongerpassagesTextstructureandorganisationv Experimentwiththeorderofsectionsand
paragraphstoachievedifferenteffectsv Usevariedstructurestoshapeandorganise
textscoherentlyv Useparagraphstoachievepaceandemphasis
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COMMUNICATION,LANGUAGESANDLITERACY
MODERNFOREIGNLANGUAGES
EARLY MIDDLE LATERSpeakingandlisteningv Listenandrespondtosimplerhymesand
songsv Recogniseandrespondtospecificsounds
andwordsv Listenattentively,repeatingwordsand
phrasesv Understandeverydayclassroomlanguage,
instructionsandpraise.Readingandwritingv Recognisesomefamiliarwordsinwritten
formv Experimentwithwritingsimple,singlewords
Speakingandlisteningv Listentostories,songs,rhymesandpoems
forenjoymentv Listenforspecificwordsandphrasesv Askandanswersimplequestionsv Expressopinionsandrespondtothoseof
othersv Speakinsentences,usingfamiliar
vocabulary,phrasesandbasiclanguagestructures
v Identifyspecificsounds,words,rhymesandletters
v UnderstandandexpresssimpleopinionsReadingandwritingv Makelinksbetweensomephonemes,rhymes
andspellingsv Readsimplewordsandphrasescarefullyand
pronouncethemaccuratelysothatotherscanunderstand
v Followashorttext,listeningandreadingatthesametime,andshowunderstandingofthetext
Speakingandlisteningv Listenattentivelyandunderstandmore
complexphrasesandsentencesv Speakinsentences,usingfamiliar
vocabulary,phrasesandbasiclanguagestructures
v Engageinconversationsv Askandanswerquestionsv Expressopinionsandrespondtothoseof
othersv Listentostories,songs,rhymesandpoems
forenjoymentv Understandthemainpointsandsimple
opinionsinaspokenstory,songorpassage.
v Usespokenlanguageconfidentlyforarangeofaudiences.
v Presentinformationandideasorallytoarangeofaudiences.
v Developaccuracyinpronunciationandintonation.
Readingandwriting
v Writephrasesfrommemoryandadaptthesetocreatenewsentences,toexpressideasclearly
v Writewords,phrasesandshortsentencesusingareferenceormodel
v Readwordsandphrasescarefullyandpronouncethemaccuratelysothatotherscanunderstand
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InterculturalUnderstandingv Beawareofthefactthatdifferentlanguages
arespokenbychildrenineachclassacrosstheschool.
v Learnaboutfestivalsandcelebrationsenjoyedbychildrenandfamiliesinourschool.
v Understandthattherearedifferentsymbols,objectsorproductsthatrepresentdifferentcountries.
Knowledgeaboutlanguagev Listenandlookforwordswhicharesimilar
anddifferentinotherlanguages.v Investigateandcomparesimplegreetingsin
differentlanguages.
v Writesimplewordsandphrases,sometimesusingamodel
v RecognisepatternsinsimplesentencesInterculturalUnderstandingv Learnaboutthedifferentlanguagesspoken
bythechildrenintheschool,includingtheirscriptsandnumbersystems.
v Learnaboutfestivalsandcelebrationsassociatedwithdifferentfaithtraditionsandculturalheritagesoffamiliesinourlocalschools/community.
v Comparedifferentsymbols,objectsorproductsthatrepresentdifferentcountries
v Identifysomeofthecountrieswherethelanguageisspoken
Knowledgeaboutlanguagev Listenandlookforwordswhicharesimilar
anddifferentinotherlanguages;recognisethatlanguagesborrowwordsfromotherlanguages.
v Drawonknowledgeofwordclasses,lettersandletterstringstohelpunderstandinginanewlanguage.
v Investigateandcomparecharacteristicsindifferentlanguageseg:wordclasses,
v Readandunderstandthemainpointsandsomedetailfromashortwrittenpassage
v Readshortauthentictexts(e.g.stories,songs,poemsandrhymes)forenjoyment
v Manipulatelanguagebychanginganelementinasentence
v Applyknowledgeofruleswhenbuildingsentencese.g.typicalconventionsofwordorderintheforeignlanguage.
InterculturalUnderstandingv Learnaboutthedifferentlanguagesspoken
bythechildreninschoolandbegintoidentifythepartsoftheworldwheretheselanguagesarepredominantlyspoken.
v Learnaboutfestivalsandcelebrationsassociatedwithdifferentfaithtraditionsandculturalheritagesinthewiderandglobalcommunity(andlinkwithUnicefRightsoftheChild)
v Recogniseandcomparedifferentsymbols,objectsorproductsthatrepresentdifferentcountries
v Recogniseandunderstandsimilaritiesanddifferencesbetweenpeopleandplaces
v Reflectonaspectsofeverydaylifeusingempathyandimaginationtounderstandotherpeople’sexperiences
Knowledgeaboutlanguage
v Listenandlookforwordswhicharesimilaranddifferentinotherlanguages;recognisethatlanguagesborrowwordsfromotherlanguages.
v InvestigateandcomparecharacteristicsofdifferentlanguageswithEnglisheg:wordclasses,structureandvocabulary.
v Drawonknowledgeofwordclasses,lettersandletterstringstohelpunderstandingin
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structureandvocabulary.v Begintousesimpledictionariestoexplore
newlanguage.v Beabletoaskforclarificationandhelp.v Begintounderstandhowhighfrequency
verbsareconjugatedandthatsomelanguageshavefeminine,masculineandneuterforms.
anewlanguage.v Developunderstandingofhowhigh
frequencyverbsareconjugatedandbegintoknowthegenderofsomecommonnouns.
v Useknowledgeofsentencestructureandbasicgrammarwhenreadingorcreatingasentenceinanewlanguage.
v Usedictionariestoexpandknowledgeofvocabularyandtosupportindependentlearningofanewlanguage.
v Beawareofdifferentstrategiestoovercomedifficultiesindependently,eg:askingateacher,peersupport,dictionaryandinternet.
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CREATIVEANDEXPRESSIVEARTS
VISUALARTS
Theartisticelements(colour,line,shape,space,form,texture,pattern,tone)arethebuildingblocksofvisualarts.Thelearningobjectivesoutlinedbelowseektodevelopchildren’sawarenessofandsensitivitytoeachoftheseelements.Childrenshoulddevelopanunderstandingofthecreativeprocess,includingtheuseoftechnologyandsketchbookstorecord,developandadaptideas.Childrenshouldknowaboutadiverserangeofartists,craftmakers,designersandarchitects.
Suggestedartists:(manyoftheseartistswillcrossintoarangeofdifferentartmovementsandareonlylinkedtosuggestedartisticmovements)
Impressionists-VincentVanGogh,ClaudeMonet,PaulCezanneEdgarDegas,EdouardManet,JulieManet,HenriMatisse,BerthaMorisont,MaryCassatt,EvaGonzales,LauraKnightSurrealism-SalvadorDali,ReneMagritte,PaploPicasso,FriedaKahlo,JoanMiro,MarcelDuchamp,ManRay,RemediosVaro,LeonoraCarringtonAbstract-Expressionism-JacksonPollock,HenryMoore(WW2,sculptureandpainting),BarbraraHepworth-Sculptor,LouiseBourgeois–sculptorOpArtPopArt–BrigetRiley(lineandopticalillusionpainting)Bauhaus-PaulKlee,WassilyKandinsky,JosefAlbers,GuntaStölzl(aweaver),BenitaOtte(aweaver),MargueriteFriedlaender-Wildenhain(ceramicist),IlseFehling(sculptorandsetdesigner)orAlmaSiedhoff-Buscher(toymaker)LászlóMoholy-NagyandLudwigMiesvanderRohePopArtists-AndyWarhol(PopArt)DavidHockney(Britishpainter,landscape,perspective,portraiture,photographyandtechnology),RoyLichtenstein,RobertRauschenberg,RichardHamilton,MarisolEscobar,CoritaKent,YayoiKusama(linkstoemotionalwellbeing)ArtDeco-Tamaradelempicka–(portraits),HenryMackintosh,Erte,YoungBritishArtists-RachelWhiteread–Sculptureandnegativespace,ChrisOpheli-painter,GillianWearing,ChapmenBrothers,SamTaylorWood,GarryHumeConceptualart/ContemporaryArtists-KaraWalker–AfricanAmerican–contemporarypainter,silouettist,printmaker,andinstillationartistandfilmmaker–exploresthemesofrace,gendersexualityandidentityinherwork.Usecarefullyassomeimageryisquiteviolent,CindySherman(photographyandportraitureandnarrative)JeffKoons–Sculptor,Banksy(contemporarystreetart-stencilsandsocialcommentary),Jean-MichelBasquiat,AnishKapoor,TakashiMurakami,ChuckClose(portraits)AndyGoldsworthy(natureassculpture)JennyHolzer,GeorgiaO’KeeffeUndefined/Miscellaneous-JulieMehretu–Ethiopian/AmericanPainter:abstractlayeringofpaintonacrylicforglobalurbanlandscapes
Glossary
ElementsofArt:Thevisualcomponentsofcolor,form,line,shape,space,texture,andtone
Colour:Anelementofartmadeupofthreeproperties:hue,value,andintensity.•Hue:nameofcolor•Value:hue’slightnessanddarkness(acolor’svaluechangeswhenwhiteorblackisadded)•Intensity:qualityofbrightnessandpurity(highintensity=colorisstrongandbright;lowintensity=colorisfaintanddull)
Form:Inrelationtoartthetermformhastwomeanings:itcanrefertotheoverallformtakenbythework–itsphysicalnature;orwithinaworkofartitcanrefertotheelementofshapeamongthevariouselementsthatmakeup
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Line:Linesoftendefinetheedgesofaform.Linescanbehorizontal,vertical,ordiagonal,straightorcurved,thickorthin.
Shape:Ashapeisoneofthesevenelementsofart.Whendefiningitwithinthestudyofart,shapeisanenclosedspace.Itsboundariesaredefinedbyotherelementsofartsuchaslines,tone,colors,andtextures.
Space:Anelementofartbywhichpositiveandnegativeareasaredefinedorasenseofdepthachievedinaworkofart.
Negativeandpositivespace:Negativespace,inart,isthespacearoundandbetweenthesubject(s)ofanimage.Theareaaroundpositiveshapes,thebackground,isnegativespace.Asolidpieceofsculptureoccupiesspace,andmakesthespacearounditcometolife.
Texture:Anelementofartthatreferstothewaythingsfeel,orlookasiftheymightfeeliftouched.
Tone:Thisreferstothelightnessordarknessofsomething.Thiscouldbeashadeorhowdarkorlightacolourappears.Tonesarecreatedbythewaylightfallsona3Dobject.Thepartsoftheobjectonwhichthelightisstrongestarecalledhighlightsandthedarkerareasarecalledshadows.
Shade:Shadeisthemixtureofacolorwithblack,whichreduceslightness.
Contrast:Contrastisaprincipleofart.Whendefiningit,artexpertsrefertothearrangementofoppositeelements(lightvs.darkcolors,roughvs.smoothtextures,largevs.smallshapes,etc.)inapiecesoastocreatevisualinterest,excitement,anddrama.
PrinciplesofArt:Balance,emphasis,movement,proportion,rhythm,unity,andvariety;themeansanartistusestoorganizeelementswithinaworkofart.
Composition:Inthevisualarts,compositionistheplacementorarrangementofvisualelementsoringredientsinaworkofart,asdistinctfromthesubject....Thetermcompositionmeans'puttingtogether'andcanapplytoanyworkofart,frommusictowritingtophotography,thatisarrangedusingconsciousthought.
Foreground/mid-ground/background:thegroundorpartssituatedinthefront/thegroundorpartssituatedinthefrontthegroundorpartssituatedbetweentheforegroundandbackground/thegroundorpartssituatedattheback.
Depthoffield:Isthedistancebetweenthenearestandfarthestobjectsinasceneandtheirfocus(typicallyusedinphotography)
Spatialrelationships:specifieshowsomeobjectsarelocatedinrelationtoeachother.
Drawing
Hatching/Crosshatching:Crosshatchingisanextensionofhatching,whichusesfineparallellinesdrawncloselytogethertocreatetheillusionofshadeortextureinadrawing.Crosshatchingisthedrawingoftwolayersofhatchingatright-anglestocreateamesh-likepattern.
Contour:Contourdrawing,isanartistictechniqueusedinthefieldofartinwhichtheartistsketchesthecontourofasubjectbydrawinglinesthatresultinadrawingthatisessentiallyanoutline
Proportion:
Perspective:isthetechniqueusedtorepresentthree-dimensionalobjectsonatwo-dimensionalsurface(apieceofpaperorcanvas)inawaythatlooksnaturalandrealistic.Perspectiveisusedtocreateanillusionofspaceanddepthonaflatsurface
Paintingorworkingwithcolour
Primary/secondary/tertiarycolours:acolor,asred,yellow,orblue/Asecondarycolorisacolormadebymixingtwoprimarycolorstogether:redandyellowto
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getorange,yellowandbluetogetgreen/acolorproducedbymixingtwosecondarycolors.
Doubleprimarysystem:
Colourwheel:Acolorwheelorcolourcircleisanabstractillustrativeorganizationofcolorhuesaroundacircle,whichshowstherelationshipsbetweenprimarycolours,secondarycolours,tertiarycoloursetc.
Complementarycolours:Twocoloursonoppositesidesofthecolorwheel,whichwhenplacednexttoeachothermakebothappearbrighter.
Colournotes:
Sculpture
Armature:Insculpture,anarmatureisaframeworkaroundwhichthesculptureisbuilt.Thisframeworkprovidesstructureandstability,especiallywhenaplasticmaterialsuchaswax,newspaperorclayisbeingusedasthemedium.
Slip:Isliquefiedclaywiththeconsistencyofheavycreamoftenusedfordecorationandjoining/smoothingseams.
Reliefsculpture:Reliefisasculpturaltechniquewherethesculptedelementsremainattachedtoasolidbackgroundofthesamematerial.ThetermreliefisfromtheLatinverbrelevo,toraise.Tocreateasculptureinreliefistogivetheimpressionthatthesculptedmaterialhasbeenraisedabovethebackgroundplane.
Printing
Etching:Printingtechniquewheretheartistscratchesoffthesurfaceofthemetalplatewheretheywantthelinetoappearinthefinishedpiece.Intraditionalpureetching,ametal(usuallycopper,zincorsteel)plateiscoveredwithawaxygroundwhichisresistanttoacid.
Reliefprinting:Reliefprintingisaprocesswhereprotrudingsurfacefacesoftheprintingplateorblockareinked;recessedareasareinkfree.Printingtheimageisthereforearelativelysimplematterofinkingthefaceofthematrixandbringingitinfirmcontactwiththepaper(e.glinoprinting,polystyrenetiles,blockprinting)
Screenprinting:isamethodofcreatinganimageonpaper,fabricorsomeotherobjectbypressinginkthroughascreenwithareasblockedoffbyastencil.
Blockprinting:Isanothertermforreliefprinting,typicallyusedwithwoodblockscarvedtocreatearelieftoprint.Thiscanalsobecreatedbybuildingcardboardorothermaterialsontoasurfacetocoverincolourandtransferontoanothersurface,usuallypaperortextiles.
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EARLY MIDDLE LATERPaintinganddrawingv Exploreshape,line,toneandpatternusinga
rangeofdrawingtools.v Usesketchbookstorecordanddevelop
ideas.v Mixdoubleprimarysystem–colourwheel
andshadecardsincludingprimaryandsecondarycolours.
v Developbrushcontrol,mixtodesiredconsistency.
v Describecoloursandshapes,nameandmatchcolourstofoundobjects
v Describepaintingsandexpresspersonalopinions
v Vocabulary:describeshape,sizeandtexture-round,oval,designandplan,long,thick,thick,thin,rough,smoothetc.
Drawingandsculpture(papier-mâchésculpture)v Developobservationalskillsbylinkingtothe
tactile.v Recordandcollectinformation,exploreand
developideasbasedonastimulus.v Developconstructionandmodellingskills
(recycledmaterials,clay,playdough)v Compareownworkwiththatofothersand
expressopinionsv Vocabulary:model,construct,sculpture,
paperlaminate,form,solid,hollowPrintinganddrawing(expressingideasandfeelings,exploringthenaturalworldthroughart)
Paintinganddrawingv Useviewfindertoselectareav Awarenessoftheabstractdevelopedfromthe
realistic,analyseshape,patternetc.v Usesketchbookstorecordanddevelopideas.v Developunderstandingofproportioninfigure
drawing,makecolournotesv Mixarangeoftonalcoloursincludingtertiary
coloursandexploringdifferentwaysofmakingcolourslighteranddarker.
v Explaindecisionsmadeandjustifychoicesofmedium,brushsizeetc.
v Begintodevelopunderstandingof‘layers’withinartwork.
v Vocabulary:composition,scale,tone,shade,foreground,mid-ground,background,designandplan
Drawing,sculpture,design(artistsfromothercultures:maskmakingdesigningandmakingartefacts:consideringartists/craftspeoplefrompast-modrocsculpture)v Usesketchbookstorecordanddevelopideasv Recordfromfirsthandobservationv Awarenessoffacialexpressionandproportionv Awarenessofmovementandformv Collectvisualinformationfromarangeof
sourcesv Usewiretoexplorelinearspaceandshow
movementv Usearangeofconstructionandmodelling
techniques,includingusingclayv Compareownworkwiththatofothersand
expressopinionsv Developartisticvocabularywhendescribing
Paintinganddrawing(developingvisualliteracybyexamininghowfeelingsandemotionsarecommunicatedbyartists,examininghowartistshavedepictedmovementinart)v Continuetodevelopawarenessofpattern,texture
andshapev Usedrawingtorecordobservationsdeveloping
greatercontrolwhendrawingv Usefirsthandobservationsaswellassecondary
sources.v Usesketchbookstorecordanddevelopideasv Recordlocalcolour,reflectivecolourandshadow
incompositionsthroughuseofcolourv Considertheeffectoflightv Usecolournotesaccuratelyv Examinespatialrelationshipsincompositions,to
beabletomodifyworkoveraperiodoftimev Combinevisualqualitiestoshowmovementv Findconnectionsbetweenownworkandthatof
otherartistsv Vocabulary:border,expressive,contour,
boundary,profile,transform,describe,surface,textures
Drawing,sculpture,design(designandmakingartefactsfromanonwesternculture–tilemaking.Developingvisualperception-figurativeclaysculpture)v Planideasusingsketchbooksv Toselectvisualinformationaboutchosentopic
andresearchindependentlyv Developobservationalwork-examineproportion
shapeandspacefromdirectexperiencev Exploreshape,lineandpatternin3dv Useclaytocreatereliefsculpturev Handletoolsappropriatelyandjoiningclaywith
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v Developobservationalskillsv Experimentwithdifferentmediav Exploreshape,line,toneandpatternv Useaviewfinderv Experimentwitharranging,ordering,
repeatingthroughmanipulationoftilev Developarangeofprintingtechniques
(Createownprintingblockonpolystyrenetilefromobservationaldrawing,Markmakingusingapressprint)
v Compareworkbydifferentwellknownartistsanddesigners
v Modifyandevaluateworkon-goingv Vocabulary:shade,tint,describetextureand
shape,viewfinder,texture-smooth,roughetc.pattern,repeat,regular,lines–curved,straight,zigzag
Possibleusesofmedia:v Powderandposterpaintsv Brushesofdifferentsizesv Chalkpastels,2b/4bpencils,coloured
pencils,recycledmaterials,newspaper,maskingtape,tissuepaper
v Watercoloursv Polystyrenetile,printinginks,rollersv Clayv iPadsappsanddrawprogrammes
RespondingtoArtv Beexposedtoadiverserangeofartand
artists,craftmakersanddesignersfromaroundtheworld.
v Tobeabletoexpressasimplepreference
ownwork,modelandcoveranarmatureusingmodroc
v Vocabulary:expression,emotion,paperlaminate,detail,decoration,model,armature,construct,form,balance,movement,proportion,solid,hollow
MixedMedia(printing,painting,collageetc.)(expressingideasandfeelings,developingvisualperceptionandrecordingobservations)v Analyseanddescribetexturesinsource
materialandthroughobservation,scaleofdifferentobjects,includingoverlappingshapes,.
v Translatedrawncompositionintocollagev Discriminateinuseofmaterialsandtechniquesv Findconnectionsbetweenownworkandthat
ofotherartistsv Vocabulary:collage,bumpy,composition,
balanced,proportion,tonalcoloursPossibleusesofmedia:v 2b/4bpencils,colouredpencilsv Doubleprimarypaints,differentsizebrushesv Chalkandoilpastelsv Materialsforsculpture-newspaper,masking
tape,paste,doubleprimary,decorativematerials(sequins,beadsetc.)
v Books,artefacts,paintings,etc.v Wire,cutters,pliers,wood,newspaper,
maskingtape,modroc,doubleprimarysystemv Naturalandman-madeobjectsv PVAglue,differentpapersandnatural
materialsforcollagev iPadsappsanddrawprogrammesRespondingtoArtv Beexposedtoadiverserangeofartandartists
craftmakers,designersandarchitectsfrom
increasedconfidencev Developuseofclay-slabbing,moulding,adding
texture,usingtools,v Talkabouttheprocessesinvolvedinownworkv Developlanguagetodescribe,modifyand
evaluateworkon-going.v Findconnectionsbetweenownworkandthatof
otherartistsv Vocabulary:form,solid,slip,structure,rigid,
malleable,hollow,construction,mass,support,mould,construct,natural,organic,symmetrical,repetitive,mirror,biscuitfiring
MixedMedia(printing,painting,collageetc.)(expressingideasandfeelings,developingvisualperceptionandrecordingobservations)v Analyseanddescribetexturesinsourcematerial
andthroughobservation,scaleofdifferentobjects,includingoverlappingshapes.
v Translatedrawncompositionintocollageusingtoneandcolournotesaccurately.
v Discriminatemoreappropriatelyinuseofmaterialsandtechniques
v Findconnectionsbetweenownworkandthatofotherartists
v Vocabulary:collage,bumpy,composition,balanced,proportion,tonalcolours
Possibleusesofmedia:v Tapestries/fabricsv Highlytexturedmaterials(hessian,fur,silks,
velvets,animalprintsetc.)v Chalkpastels,fixativev 2b4bpencilsv Clay,rollingpins,claytools,knives,slip,glazes
(couldbeairdriedclayifkilnunavailable)v Examplesoffigurativesculpture(e.g.Henry
Moore,MaggieHamblin)v Photosofchildreninrole/costumetouseas
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andtalkabouttheelementsofapicturethatappeals(ordoesnot)andgivesimplereasonswhy.
v Toexperienceartand/orartistsinsitubyvisitingagalleryormuseumtolinkwithaparticularlearningthemeorartisticskillormovement
aroundtheworld.v Developanunderstandingofmajorglobal
artistsandtheirimportanceandunderstandthecultural,socialandhistoricaldevelopmentofartforms.
v Beabletoexpressapreferenceandtalkabouttheelementsofapicturethatappeals(ordoesnot)andgivereasonswhy.
v Experienceartand/orartistsinsitubyvisitingagalleryormuseumtolinkwithaparticularlearningtheme,artisticskillormovement.
v Begintoassesstheirownartworkagainstgivencriteria
sourcev Rangeoffigurativeartwork,doubleprimarycolour
systemandrangeofbrushesv iPadsappsanddrawprogrammesRespondingtoArtv Beexposedtoadiverserangeofartandartists,
craftmakers,designersandarchitectsfromaroundtheworld.
v Usethelanguageofartanddesigntoexpressapreferenceandtalkabouttheelementsofapicturethatappeals(ordoesnot)andgivereasonswhy.
v Developanunderstandingofmajorglobalartistsandtheirimportanceandunderstandthecultural,socialandhistoricaldevelopmentofartforms.
v Begintodevelopaknowledgeofmajorschoolsofartandtheirproponents
v Experienceartand/orartistsinsitubyvisitingagalleryormuseumtolinkwithaparticularlearningtheme,artisticskillormovement.
v Assesstheirownandother'sworksofartagainstgivencriteria
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CREATIVEANDEXPRESSIVEARTS–MUSIC
Themusicalelements(timbre,tempo,dynamics,pulse,texture,pitch,duration,structureandstyle)arethebuildingblocksofmusic.Thelearningobjectivesoutlinedbelowseektodevelopchildren’sawarenessofandsensitivitytoeachoftheseelements.Themusicalelementsareinterrelatedandchildren’sunderstandingoftheseconceptswilldeepenovertime.Eachelementispresentinmostmusicalactivity,butsomelessonsmayfocusonasingleelement.
EARLY MIDDLE LATER
ListeningandRespondingExploringSoundsv environmental
o listentofamiliarsoundsintheirenvironmento describeandclassifysounds
v vocalo recognisethedifferencebetweenour
speakingandsingingvoiceso recogniseanduseavarietyofvocalsounds
v bodypercussiono discoverwaysofmakingsoundsusingbody
percussion,e.g.clap,click,slap,tap.v instruments
o explorewaysofmakingsoundsusingpercussioninstrumentsandexperimentwithtechniques
ListeningandRespondingtoMusicv listentoarangeofshortmusicalpiecesorextractsv respondimaginativelytomusicthroughmovementv talkaboutpiecesofmusic,givepreferencesand
illustrateresponsesv showthesteadybeatwhenlisteningtomusicv recognisethedifferencebetweenfast/slow
tempos,loud/softsounds,high/lowsoundsv listenandrespondtopatternsoflong/shortsounds
ExploringSoundsv environmental
o listento,identifyanddescribesoundso recogniseandclassifysounds
v vocalo recognisepitchdifferenceindifferentvoices,
e.g.male/female,adult/childv bodypercussion
o makeshortsequencesofsoundsusingbodypercussion
v instrumentso explorehowthesoundsofdifferent
instrumentscansuggestvarioussoundsandsoundpictures
ListeningandRespondingtoMusicv listentoarangeofshort,familiarandunfamiliar
musicalpiecesorextractsv talkaboutpiecesofmusic,givepreferencesand
illustrateresponsesinavarietyofwaysv showthesteadybeatwhenlisteningtomusicv differentiatebetweenmusicwithasteadybeatand
musicwithoutasteadybeatv identifyandshowtempoasfastorslow,orgetting
faster/slower.v differentiatebetweenloudandsoftsounds,ormusic
gettinggraduallylouderorsofterv identifysomefamiliesofinstruments
ExploringSoundsv environmental
o recognisehowsoundsareproduced/organized,e.g.soundwaves,resonance,echoes,vibrations
v vocalo explorearangeofsoundsthatthesingingvoiceandthe
speakingvoicecanmakev bodypercussion
o createcomplexsequencesofsoundsusingbodypercussion
v instrumentso explorehowthesoundsofdifferentinstrumentscan
suggestvarioussoundsandsoundpicturesListeningandRespondingtoMusicv listentoanddescribeabroadrangeofmusicalstylesand
traditionsfromavarietyofhistoricalperiodsv listentomusic,bothrecordedandliveandevaluateitin
termsofpersonalresponseandchoiceofinstrumentsv respondimaginativelytomusicinavarietyofways,e.g.
movement,dance,mime,poetry,writing,artv identifyfamiliesofinstruments,e.g.orchestral,folk,brass,
percussion,strings,woodwind,worldv distinguishthemaininstrumentheardinapiecev recogniseandunderstandhowtempoanddynamicchoices
contributetoanexpressiveperformancev recognisestrongandweak-beatpatterns,v determinesimpleform/structureandrepresentthrough
gestures
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PerformingSongSingingv recogniseandsingfamiliarsongsandmelodiesv recogniseandimitateshortmelodiesinechoes,
developingsenseofpitch,e.g.twoorthreenotetunesorsinginggames(basedonlah,sohandmi)
v showthesteadybeatinlisteningtosongsv show,whilesinging,whethersoundsmovefrom
hightolow,orlowtohighv performsongswithasenseofdynamics–softfora
lullaby/loudandenergeticforanactionsongPlayingInstrumentsv playsimplepercussioninstruments,tunedand
untunedv useinstrumentstoaccompanysongs,nursery
rhymesorchantsEarlyLiteracyv matchselectedsoundstoapictorialsourcev recogniseandperformsimplerhythmicpatterns
frompictorialsymbols
v singashorttwoorthreenotemelodyfromatwo-
linestave(mi,soh,lah)
SongSingingv singawideningrangeofsongswithincreasingvocal
control,confidenceandexpressionv performfamiliarsongswithincreasingcontrolof
pulse,tempo,pitchanddynamicsv performsimpleroundsintwoormorepartsv performarhythmicormelodicostinato(arepeated
pattern)toaccompanyasongPlayingInstrumentsv discoverdifferentwaysofplayingpercussionand
melodicinstrumentsv usepercussioninstrumentstoshowthebeator
rhythmwhenaccompanyingsongs/chantsv identifyandperformsimpletunesfrommemoryor
fromnotationLiteracyv recogniseandusesymbolstonotatemetre(time)
andrhythmv recognise,nameandclapinstickandstandard
notation‘ta’(crotchet,1beat),‘ti-ti’(quavers,2halfbeats),‘Z’(rest,1beat)
v singashorttwoorthreenotemelodyfromatwo-
linestave(doh,re,mi,soh,lah)
v singashortfive/sixnotemelodyfromatwo/three-
linestave
v recognisetheshapeofasimplemelody
SongSingingv recogniseandsingfrommemoryamoredemanding
repertoireofsongswithanawarenessofthemusic'ssocial,historicalandculturalcontexts
v singindependently,withincreasingawarenessandcontrolofpulse,tempo,pitch,dictionandpostureandwithincreasedcontrolofdynamics,phrasingandexpression
v relatewordsandmoodofasongtostyleofperformancev performarhythmicormelodicostinato(apatternthatis
repeatedoverandover)inaccompanyingasongv perform,aspartofagroup,songsthatincludesimplerounds
orharmonypartsPlayingInstrumentsv performarangeofplayingtechniquesonawideselectionof
percussionandmelodicinstrumentsv usepercussioninstrumentswithincreasingconfidenceand
skilltoaccompanytunes,songsandchantsv identifyandperformfamiliartunesfrommemoryorfrom
notationindependentlyLiteracyv recogniseandusesymbolstonotatemetre(time)and
rhythmv recognise,nameandclapinstickandstandardnotation‘ta’
(crotchet,1beat),‘ti-ti’(quavers,2halfbeats),‘Z’(rest,1beat),‘ta-a’(minim,2beats),‘ta-a-a’(dottedminim,3beats)and‘ta-a-a-a’(semibreve,4beats)
v singsomeshort,familiarmelodiesfromafivelinestave
v recognisetheshape(contour)ofamelodyandmovementby
stepsorbyleaps,fromagraphicscoreorfromnotationv usestandardsymbolstoread,singandplaysimplemelodies*
fromsight
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Composing
ImprovisingandCreatingv selectsounds(environments,vocal,body
percussionandinstruments)tocreatesimplesoundideas,.e.g.soundstorepresentpartsofstory,oracharacter–abear,frog,fairy,etc.
v inventandperformshort,simplemusicalpiecesv improvisenewanswerstoshortmelodicpatterns,
e.g.singingconversationsornewverses/wordstofamiliarsongsorrhymes
Talkingaboutandrecordingcompositionsv discussowncompositionsandcompositionsof
otherchildren,e.g.how/whyinstrumentswereselected,howsoundsweremade,likes/dislikes,etc.
v inventgraphicsymbolsforsinglesoundsorsoundeffects
v useICTtorecordcompositions
ImprovisingandCreatingv selectdifferentkindsofsounds(voice,body
percussion,un-tunedandtunedpercussion,simplemelodicinstruments,electronicinstruments)toportrayacharacter,asequenceofeventsoranatmosphereinsoundstories
v inventandperformsimplemusicalpiecesthatshowadevelopingawarenessofmusicalelements
v recall,answerandinventsimplemelodicandrhythmicpatterns,usingvoice,bodypercussionandinstruments
Talkingaboutandrecordingcompositionsv discussowncompositionsandcompositionsofother
children,e.g.how/whyinstrumentswereselected,howsoundswereproduced,whateffectswereproduced,whatchangesweremade,likes/dislikes,etc.
v deviseandusegraphicsymbolstorecordmusicalpatternsandinventions
v useICTtorecordcompositions
ImprovisingandCreatingv selectfromawidevarietyofsoundsources(voice,body
percussion,un-tunedandtunedpercussion,melodicinstrumentsandtechnology)forarangeofmusicalpurposes
v inventandperformpiecesthatshowanincreasingawarenessandcontrolofmusicalelements
v recall,answerandinventmelodicandrhythmicpatterns,usingvoices,bodypercussionandinstruments
Talkingaboutandrecordingcompositionsv reflectuponandevaluatehis/herworkandtheworkofother
childrendiscussingandexplaining
v deviseandusegraphicsymbolsand/orusestandardnotationtorecorddifferentlinesofmusicalpatternsandinventions
or
v useICTtorecordcompositions
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CREATIVEANDEXPRESSIVEARTS–DRAMAAcrossallyeargroups,dramaincludesthefollowingactivities:
v usingdramatosupportothercurriculumareas(history/MFL/scienceetc.)
v usingdramaasastartingpointforcreativity(e.g.writing/drawing/composingmusic)
v engagingwithdifferentthemes(growingup/diversityetc.)andissues(conflictbetweenfriends/solvingproblemsetc.)throughdrama
v improvisationv enteringintootherlivesandsituationsv adaptingdramascenesfordifferentaudiencesv workingindividually,inpairs,smallgroupsandwholeclass
DramaatBrindisheSchoolswillaimto:
v buildteamworkv buildself-esteemv supportsresiliencev developempathyv developself-awarenessv developspeakingandlisteningskills
EARLY MIDDLE LATERExploringandmakingdramav Usetheabilitytoplayatmake-believeto
enterfullyintoparticipationindrama.Movefromgameplayingtodramamaking.
v Understandswherethedrama(fiction)beginsandends.
v Acceptthesharednatureoftheform,takingturnstospeakandlistenalongsideothers(adultsandchildren)
v Begintorecognisetensionanditsroleinshapingthenarrative.
v Knowthatdramaisasafewaytoexploreissuesandstoriesthatmightbemorethreateningonacloserlevel.
v Understandthatthereisnorightonwrongindramaactivities(e.g.thattheendingofawellknownstorycanchange-Goldilocksismadetogoandapologisetothebears...)
v Begintoconsiderhowwevarylanguage
Exploringandmakingdramav Enterintothefictionaldramaticcontextwith
thesamespontaneityandfreedomthathe/shehasearlierappliedtomake-believeplay.
v Knoweverydramahasasignpostedbeginningandend
v Understandthephrase‘suspensionofdisbelief’anddevelopunderstandingofthelinebetweenfactandfictionindrama
v Abilitytoholdontoaroleforaslongasthedramaticactivityrequires.
v Usethedynamicsoftheirperformancetocontroltension
v Identifyhowtheuseofspaceandobjectscanhelpinbuildingthecontextandinsignifyingdramaticthemes.
v Understandthatrehearsalisrepetition,trialandimprovement.
ExploringandmakingDramav Distinguishbetweenthevariousdrama
genres–comedy,fantasy,tragedyetc.v Experimentingwithhowspaceandobjects
canhelpinbuildingthecontextandinsignifyingdramaticthemes.
v Developgreatersubtlyintheuseoflevels,paceandpausingtobuildtension
v Identifyuseofsymbolismasadramatic/literarytechnique,andbuilditintotheirownperformances
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accordingtoourroleandcircumstancesv Considertheimportanceoflisteningtoothers
inthegroup.
Dramaskillsandactivitiesv Understandwhenateacherisinrole,and
theyareinagrouprolerespondingtotheteacher
v Starttoperformthemselvesandwatchothersperform(asequence/freeze-frameorfewlinesofdialogue)
v Takepartinwholegroupmimedactivitiesthatarenarratedthroughbyanadult(e.g.‘Let’salldigfortheturnip’)
v Listenandcontributewhentheteacherasksforhelpinrecallingkeymomentsofdrama.
v Contributeopinionsandsuggestionsthatareappropriatetotheroleandthenarrative.
v Begintounderstandsimpleconventions(e.g.stillphotographstocaptureasharedmoment)
v Usecombinationsofmovementandgesturetoexpressandrespondtofeelings,ideas,storiesandexperiences.
Dramaskillsandactivitiesv Continuetoacceptteacherinroleandlook
forcuesofrolesfromwithinthelanguage.Adjustlanguagefunctionaccordingly(e.g.teacherbeginningwith:“Thankyouverymuchforattendingthismeetingtoday”)
v Respondtoothermembersofthegroupinroleandconsiderquestioningskills(e.g.throughhotseating)
v Usestillphotographsinordertoexploreavarietyofdifferentsituationsaspartofapair,wholegrouporsmallgrouptoexploresequenceandtomanipulatedifferenttimes–meanwhile,after,
v Usethoughttrackingtoshowsubtext.v Takepartinarepeatedsequence(e.g.each
persontopackoneiteminthesuitcase)understandtheuseofsymbolsandbeawareofusingtension.
v Begintousesimplescriptsandunderstandthatperformancecanpresentdifferentmeanings
v Workinpairsorsmallgroupstoplan,rehearseandpresentanidea,takingintoaccounttheaudience.
v Speakpersuasivelyduringdebates,takingastanceimposedbyteacher,usingStandardEnglish.
Dramaskillsandactivitiesv Workinroletoshapethesharedfictionand
explorefictionalrelationships.v Exploredifferentapproachestoacharacter’s
predicament–(whatif?ForumTheatre)v Considerhowusingspace,levelsmimed
actionandvarieddialoguecanbuildupapreparedpiecethatisdynamic.
v Understandthedifferencebetweennaturalisticandnon-naturalistictheatre
v Becomeincreasinglycomfortablewithusingnon-naturalisticconventionstoexploreanissue(e.g.goodangel/badangel,‘consciencealley’toexploreemotions)
v Recognisethatdramahasmanygenres(e.g.comedy,tragedyetc.)andadaptperformancestofitarangeofstyles
v Becomeincreasinglyfamiliarwithusingscriptandunderstandtheprocessthattakesthetextintoaction.
v Scriptdramaforothers.v Speakpersuasively,takingastance(imposed
byteacherorself-selected)duringdebates,usingappropriatelanguageandtone,andStandardEnglish;expressopinionsbackedupwithclearreasoning
v Preparereadings,withappropriateintonationtoshowtheirunderstanding.
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Reflectingondramav Usereflectiononaparticulardramaticaction
tocreatepossiblealternativecoursesfortheaction.
v Outofrole,abletotalkaboutpartsofthelessonthatwasmostenjoyableandwhy?
v Begintospeculateonalternativechoiceofaction;”whatdoyouthinkmighthavehappenedifJackhad….”
v Starttousepersonalexperiencesofreallifesituationsandcharacterstolinktothedrama
v Abletoretellthestoryofthedramatoathirdparty.
v Usethedramaasarehearsalforsimplewritingtasks–letters,instructions,sequencingetc.
Reflectingondramav Usethesharingofinsightsarisingoutofthe
dramatodeveloptheabilitytodrawconclusions,tohypothesiseaboutlifeandpeople.
v Tobeabletoreflectonthedramaandconsideroutofrole,howitcouldhavebeenmoreexciting
v Starttobehaveasarespectfulmemberofanaudienceandtorespondtoothers’workinanappropriateway,offeringmovingoncomments.Respondthoughtfullytotheatreperformances.
v Starttoreceiveotherpeople’sopinionsofaperformancepieceinapositiveway.
v Begintoarticulateopinionsaboutdramaonanacademiclevelandnotonapurelyemotivelevel.
v Understandthatdramacanbeusedtoasarehearsalforthethoughtsandfeelingsofanindividualcharacter.
v Toharnessthosefeelingstowriteinroleorusethedramaasacontextforotherwriting–instructions,diaries,newspapers,planning.
Reflectingondramav Reflectonaparticulardramaticactionin
ordertocreatepossiblealternativeactionsthatwillreflectmorecloselythelifepatternsbeingexamined.
v Plan,rehearseperformandmodifyapieceinresponsetothegroup’sideasandopinions.
v Knowhowtoofferconstructivepraisev Becomeincreasinglyusedtoscripts,modifng
andadaptingifneeded.v Knowhowtoperformasamemberofan
audienceandrespondthoughtfullytotheatreperformances.
v Knowthatthemakingisasimportantastheperformanceelement.
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CREATIVEANDEXPRESSIVEARTS–DANCEAtBrindisheSchoolsourdancecurriculumenableschildrentogainartisticskillsanddiscipline,aswellasdevelopingtheirabilityinphysicalinteraction,teamworking,problemsolving,observing,evaluating,verbalandnon-verbalcommunication.Throughdanceourchildrencollaboratewithotherartforms,andmakeconnectionswithdesigninspace,musicalityandcreativity.Weexploreadiverserangeofstyles(contemporary,street,modern,jive,flamencoetc.)choreographersanddancerse.g.MatthewBourne,DavidBintley,CarlosAcosta,IsadoraDuncan,AlvinAileyetc.
EARLY MIDDLE LATERAcquiringanddevelopingskillsv Identifyarangeofbodypartsandexplore
howtheycanmove(i.e.shoulders,elbows,hips,knees,ankles,fingers,wrists,neck…).
v Considerhowchangingspeed,levelanddynamicscanopenupnewopportunitiesformovement.
v Understandhowtomovesafelyandpurposefullyinpersonalandgeneralspace.
v Considerhowchanginglevel,speed,dynamicsanddirectioncanaffecthowwetravelthroughspace.
v Explore,remember,repeatandlinkarangeofactionswithcoordination,controlandexpression.
Selectingandapplyingskills,tacticsandcompositionalideasv Linkactionstocreatesimplemovement
phrases,withaclearbeginning,middleandend.
v Understandthatsimplemovementphrasescanbecombinedtocreateshortdances.
v Considerhowdynamicsofmovementcanchangebyrespondingphysicallytovariouspiecesofmusic.
v Composeandperformdancephrasesandshortdancesthatexpressandcommunicate
Acquiringanddevelopingskillsv Understandhowimprovisationcanbeusedas
atooltogeneratenewmovementideasandtoexploreavarietyofstimuli.
v Exploreandcreatecharacters,narrativeandstoriesinresponsetoarangeofstimuli.
Selectingandapplyingskills,tacticsandcompositionalideasv v Explorearangeofchoreographicdevices
(unison,canon,repetition)andusethesetodevelopphrasesofmovement.
v Understandhowtocreatedancemotifsandusethesetosupportanarrativeinchoreography.
v Begintoexploresolos,duets,trios,quartetsandsmallgroupchoreographyandexploreformation(lines,circles,invertedtriangles)
Acquiringanddevelopingskillsv Developtheirownstartingpoints(and
creativeentrypoints)fordance,incorporatingavarietydancestyles.
v Understandhowtoworkindependentlyandcollaborativelytocreatedances.
v Explore,improviseandcombinemovementideasfluentlyandeffectively.
Selectingandapplyingskills,tacticsandcompositionalideasv Composedancesusingcomplexandmulti
layereddancephrases,inter-changingformationsandarangeofdynamicchanges.
v Performdancesexpressively,usingarangeofperformanceskillsandmovementpatterns
v Createandstructuremotifs,phrases,sectionsandwholedancesincorporatingtheirunderstandingofeffectivechoreographicdevices.
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moods,ideasandfeelings,choosingandvaryingsimplecompositionalideas.
Knowledgeandunderstandingoffitnessandhealthv Understandtheimportanceofwarmingup
andcoolingdownv Noticechangesinbodytemperature,heart
rateandbreathingbeforeandafterwarmupactivities.
Evaluatingandimprovingperformancev Performsmallmovementphrasestopeers.v Copy,watch,anddescribedancemovementv Watchandevaluate(theirownandothers)
dancephrasesanddances,andusewhattheylearntoimprovetheirownwork
v Developanawarenessofrhythmic,dynamicandexpressivequalitiesinmovementphrases.andusetheseto
v Performmorecomplexdancephrasesanddancesthatcommunicatecharacterandnarrative
Knowledgeandunderstandingoffitnessandhealthv Knowanddescribewhattheyneedtodoto
warmupandcooldownfordance.v Understandhowadancewarmupcanbe
usedasacreativeentrypoint.
Evaluatingandimprovingperformancev Performchoreographicphrasestosmall
audiencesandconsiderwhatmakesagoodperformance.
v Describeandevaluatesomeofthecompositionalfeaturesofdancesperformedwithapartnerandinagroup
v Watchvideosoftheirownandotherswork.Talkabouthowtheymightimprovetheirdancesusingappropriatevocabulary.
v Describe,interpretandevaluatetheirownandothers’dances,takingaccountofcharacterandnarrative
Knowledgeandunderstandingoffitnessandhealthv Havetheabilitytoplananddelivertheirown
warmups,consideringsafety,bodyawarenessandcreativeentrypoints.
v Understandthatdancecanimprovemuscletone,strength,flexibility,endurance,agility,co-ordinationandoverallfitness.
v Understandwhydanceisgoodfortheiroverallhealthandwellbeing
Evaluatingandimprovingperformancev Describe,analyse,interpretandevaluate
dances(theirownandprofessionaldanceperformances)showinganunderstandingofsomeaspectsofstyleandcontext
v Watchvideosoftheirownperformancesandusetheseformomentsofself-evaluation.
v Understandhowadanceisformedandperformed.
v Evaluate,refineanddeveloptheirownandothers’worksuggestingwaystodeveloptechniqueandcompositionusingappropriatevocabulary.
v Performdancestoawideraudience–allowingconsideringforthetechnicalaspectsofaperformance(costume,lighting,setandmusicalaccompaniment)
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Glossary:Canon:achoreographicdevicewhereindividualsand/orgroupsperformthesamemovementphrasebutbeginningatdifferenttimes.Levels:thealtitudeofamovementinrelationtoitsdistancefromthefloor.Low:closetothefloorwiththeintentiondownwards;medium:thelevelofeverydaywalking;high:anymovementdonewithelevation,notnecessarilyajump.Itimpliesaliftingofthechestandanupwardfocus.Motif:amovementorgesturePhrase:twoormoremovements/gestureslinkedtogetherSequence:aseriesofmovements,longerthanaphrasebutshorterthanasectionofadance.Repetition:whereamovementorgestureisrepeatedforeffectUnison:twoormorepeopleperformingthesamemovementatthesametime
53
HISTORY
EARLY MIDDLE LATERChronologicalunderstandingv Canunderstandthedifferencebetween
thingsthathappenedinthepastandthepresent.
v Canusewordsandphrasessuchas:now,yesterday,lastweek,whenIwasyounger,alongtimeago,averylongtimeago,beforeIwasborn,whenmyparents/carerswereyoung,recently,whenmyparents/carerswerechildren,decades,andcenturies.
v Knowthathistoricaleventscanbesequencedandcanputpeople,eventsandobjectsinchronologicalorderonatimeline.
Knowledgeandunderstandingofevents,peopleandchangesinthepast v Findoutaboutpastandpresenteventsin
theirownlives,andinthoseoftheirfamiliesandotherpeopletheyknowandknowthataworldexistedbeforetheywereborn.
v Knowthataworldexistedbeforetheywerebornbystudyingeventsthataresignificant,nationallyorglobally.
v Investigateandunderstandthatthingschangeastimepassesandidentifydifferencesbetweenaspectsoftheirownlivesandpasttimes.
v Knowsomethingsthathappenedtootherpeopleinthepast,demonstratingknowledgeofaspectsofthepastbeyondlivingmemoryandofsomeofthemaineventsandpeoplestudied,ensuringthatexamplesusedare
Chronologicalunderstandingv Developanunderstandingthatthepastcan
bedividedintodifferentperiodsoftimeandthatatimelinecanbedividedintoperiodsi.e.BCandAD.
v Canusedatesandvocabularyrelatingtothepassingoftime,including:ancient,modern,BC,AD,BCE,ACE,centuryanddecade.
v Canplaceevents,peopleandchangesstudiedintocorrectperiodsoftimeonatimeline.
Knowledgeandunderstandingofevents,peopleandchangesinthepastv Findoutaboutcharacteristicfeaturesofthe
periodsandsocietiesstudied,includingtheideas,beliefs,attitudesandexperiencesofmen,womenandchildren,housesandsettlements,cultureandleisureactivities,clothes,wayoflifeandactionsofpeople,whatwasimportanttopeople’slives,richandpoor,ethnicdiversityofthesocieties,roleofmonarch/rulers,technology,science,artetc.,ensuringthathistoricalfiguresarerepresentativeandinclusive,includingLGBT+andminoritiesegAlanTuring,MarySeacole
v Findoutaboutthefeaturesofancientcivilizationsandwhytheydeveloped/failed.
v Findoutaboutkeypeopleandtheirrolesandknowkeyevents(i.e.HenryVIIIandhiswives,
Chronologicalunderstandingv Consolidateanunderstandingthatthepast
canbedividedintodifferentperiodsoftimeandthatatimelinecanbedividedintoperiods:BeforeChrist(AncientCivilizationssuchasAncientGreeksandEgyptiansorMayaetc.)RomansAnglo-Saxons,Tudors,Stuarts,Georgians,Victorians,21stcentury.
v Canusedatesandvocabularyrelatingtothepassingoftime,includingancient,modern,BC,AD,BCE,ACE,centuryanddecadetoplaceevents,peoplesetc.onatimeline.
v Canplaceevents,peopleandchangesintocorrectperiodsoftime.
Knowledgeandunderstandingofevents,peopleandchangesinthepastv Canuseanincreasingdepthoffactual
knowledgetorecogniseanddescribefeatures,thesocial,cultural,religiousandethnicdiversityofsocietiesandbegintomakelinksbetweenfeaturesofpastsocietiesandperiods.
v Canidentify,describe,explainreasonsforandresultsofhistoricalevents,situationsandchangesintheperiodsstudiedandmakelinksbetweentherelevantcausesandconsequences.Childrencandrawconclusionsandmakelinksbetweenhowdiversityandinclusivenesshaschangedandreflectonhowthathaschangedtheworldwelivein.egWWIIchangedgenderroles
v Canunderstandandexplainhowsomeofthe
54
diverseandreflectiveofoursociety.v Knowandrecountepisodesfromstories
aboutthepast.v Recogniseandbegintounderstandwhy
peopledidthings,whateventshappenedandtheresults.
v Comparepeopleandaspectsoflifeindifferenttimeperiods.
Historicalinterpretationv Childrenshouldbetaughttoidentifydifferent
waysinwhichthepastisrepresentedforexample:inpictures,plays,films,reconstructionsofthepast,museumdisplays,TVprogrammesandfictionalstories.
Historicalenquiryv Canusearangeofsourcesofinformation(for
example,stories,eye-witnessaccounts,picturesandphotographs,artefacts,historicbuildingsandvisitstomuseums,galleriesandsites,theuseofICT-basedsources) toaskandanswerquestionsaboutthepast.
v Studythewayoflifeofpeopleinthemoredistantpastwholivedinthelocalarea,elsewhereinBritainoroverseas.
Armada,dissolutionofmonasteriesetc.).v Begintogiveafewreasonsforandresultsof
themainhistoricalevents,featuresandchangesintheperiodstudied.
v DevelopagreaterunderstandingoflifeinBritainindifferentperiodsoftimeandhowpeopleandeventshaveinfluencedandshapedBritaintoday.
v Understandhowsomeoftheeventsfromthepastaffectlifetoday.
Historicalinterpretationv Begintorecogniseandshowsome
understandingthataspectsofthepasthavebeenrepresentedandinterpretedindifferentways(eghistoricalbias,whowaswritinglaw/textsatthetimewillinfluencetheperspectivefromwhichitisgivenfrom,andwillnotbeatruerepresentativesampleofthepopulationatthetime)
v Identifysomeofthedifferentwaysinwhichthepastisrepresentedfromdifferentpointsofview.
v Canlookatdifferentversionsofthesameeventinhistory,identifyingdifferencesintheaccountsandgivepossiblereasonswhytheyaredifferent.
v Knowthatarchaeologicalevidencefromthedistantpastissubjectiveandopentointerpretation.
Historicalenquiryv Knowwhereandhowevidencefromthe
distantpastisfoundi.e.archaeology.v Usearangeofdifferentsourcesof
information,includingICT,documents,
eventsfromthepastaffectlifetoday.Historicalinterpretationv Knowthatpeoplebothinthepastandnow,
includingthemselves,haveapointofviewandthatthiscanaffectinterpretationofthepast.
v Knowthatsomeevents,peopleandchangeshavebeeninterpretedindifferentwaysandsuggestpossiblereasonsforthis.
v Knowthatpeoplebothnowandinthepastrepresenteventsorideasinawaythatpersuadesothers.
v Understandthatitisimportanttoknowthatsomeevidencefromthepast(andpresent)ispropaganda,opinionormisinformation,andthatthisaffectsinterpretationsofhistory.
v Canevaluateevidencetochoosethemostreliableforms.
Historicalenquiryv Canaskandanswerquestions,relevanttothe
focusoftheenquiry,aboutthepastbyusingarangeofsourcesinwaysthatgobeyondsimpleobservations,makinginferencesanddeductionsfromobjects,artefacts,evidenceandpictures.
v Canuse,evaluateandbecriticalofarangeofsourcesofevidence.
v Developmoreindependentresearchskills,byfinding,evaluating,selectingandusingownsourcesofevidenceforindependentstudy.
55
Organisationandcommunication
v Begintoselect,organiseandcommunicateitemsofinformationaboutthepastforexampletalking,writing,drawing,painting,timelines,usingICT,dramaetc.
ContextforlearningYear1
1. Comparisonofsomethingovertimee.g.toys,homes,houses,clothes,transport,householdobjects,entertainment,school,andchildren.
2. Alocalhistorystudye.g.houses,buildings,theschool,ManorPark,etc.
Year21. Comparesignificanteventsandpeoplein
history,localorthewiderworlde.g.ElizabethIandQueenVictoria;ChristopherColumbusandNeilArmstrong;WilliamCaxtonandTimBerners-Lee;PieterBrugeltheElderandLSLowry;RosaParksandEmilyDavison;MarySeacoleand/orFlorenceNightingaleandEdithCavell.
2. TheVictorianse.g.Seasidethenandnow,inventions,explorers,famouspeopleandevents,Victorianchildhoodetc.
printedsources(e.g.archivematerials)theInternet,databases,pictures,photographs,music,artefacts,historicbuildings,visitstomuseumsandgalleriesandvisitstositestofindoutaboutevents,peopleandchangesinthepast.
v Askandanswerquestionsaboutthepastusingobservationsfromhistoricalsources.
v Begintoselect,organiseandcommunicateitemsofinformationaboutthepast.
Organisationandcommunicationv Select,organiseandcommunicatehistorical
informationfromdifferentsourcesinavarietyofwaysmakingaccurateuseofterms,datesandhistorical
ContextforlearningYear31. Theachievementsoftheearliestcivilisations-
anoverviewofwhereandwhenthefirstcivilisationsappearedandadepthstudyofoneofthefollowinge.g.AncientSumer,TheIndusValley,AncientEgypt,TheShangDynastyofAncientChina.
2. AnoverviewofthechangesinBritainfromtheStoneAgetotheIronAge.Howarchaeologistsfindoutabouttheancientpast.
Year41. AstudyofanaspectorthemeinBritish
historythatextendspupils’chronologicalknowledgebeyond1066e.g.AsignificantturningpointinBritishHistoryforexample:theTudors,theNormans,thefirstrailwaysortheBattleofBritain;thechangingpowerof
Organisationandcommunicationv Canrecall,select,organiseandcommunicate
historicalinformationinavarietyofwaysthatiswellstructuredandrelevanttothefocusoftheenquiryandaudience,makingappropriateuseofdatesandterms.
ContextforlearningYear51. AncientGreece-Astudyofthewayoflife,
beliefsandachievementsofthepeoplelivinginAncientGreeceandtheinfluenceoftheircivilisationontheworldtoday.Includingaspectsofthewayoflife:artsandarchitecture;houses;citizensandslaves;education:language;medicine,healthandhygiene;gamesandleisure;OlympicGames;playsandtheatre;shipsandtrading;soldiersandwarfare:AthensandSparta;godsandgoddesses,myths,legends;scholarsanddiscoverers.
2. Anon-EuropeansocietythatprovidescontrastswithBritishhistory–onestudychosenfrom:earlyIslamiccivilisation,includingastudyofBaghdadc.AD900;Mayancivilisationc.AD900;Benin(WestAfrica)cAD900-1300
Year6
56
monarchs;changesinanaspectofsocialhistoryforexamplecrimeandpunishmentfromtheAnglo-Saxonstopresent.
2. InvadersandSettlers–eachaspectneedstobecoveredbutcanbeanovervieworanindepthstudy:- theRomanEmpireanditsimpacton
Britaine.g.JuliusCaesar’sattemptedinvasionin55-54BC;theRomanEmpirebyAD42andthepowerofitsarmy;Britishresistance(Boudica);‘Romanisation’ofBritain.
- Britain’ssettlementbyAnglo-SaxonsandScotse.g.Anglo-Saxoninvasions,settlementsandkingdoms;Anglo-Saxonartandculture;Christianconversion;ScotsinvasionfromIrelandtonorthBritain(nowScotland).
- TheVikingandAnglo-SaxonstrugglefortheKingdomofEnglandtothetimeofEdwardtheConfessore.g.Vikingraidsandinvasion;resistancebyAlfredtheGreatandAthelstan,firstKingofEngland;Anglo-Saxonslawsandjustice;furtherVikinginvasionsandDanegeld;EdwardtheConfessorandhisdeathin1066.
1. Alocalhistorystudyinvestigatinghowanaspectinthelocalareahaschangedsince1930orhowthelocalitywasaffectedbyasignificantnationalorlocaleventordevelopment(e.g.Buildingoftherailways,theSecondWorldWar)orbytheworkofasignificantindividual.
2. ThelifeandinfluenceofaBritishfamouspersonorinvention-Anindependentstudywiththefocus/subjectselectedbythechild.
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GLOBALANDSOCIALISSUES,INCLUDINGGEOGRAPHYANDSUSTAINABILITY
EARLY MIDDLE LATERLocalEnvironmentv Year1-Findoutabouttheirownimmediate
localityandthekeyhumanandphysicalfeaturesthroughalocalstudyi.e.playground,park,homes,buildings,shops,improvingthelocalarea,routesandjourneysetc.
v Year2-Investigateissues,expressviewsandtakepartindecision-makingactivitiestoimprovetheirimmediateenvironment(i.e.localtraffic,litterproblems,savingenergyandwater,recyclingetc.)
ContrastingLocalityv Beawareofplacesbeyondimmediatelocal
areaandunderstandgeographicalsimilaritiesanddifferencesthroughstudyingthehumanandphysicalgeographyof:o Year1-Asmallareainacontrasting
non-Europeancountry(i.e.StLucia,India,SouthAfricaetc.throughletters/postcards,travelagents,planningaholiday,writingatravelbrochure,diary)
o Year2-AcontrastinglocalityoftheUnitedKingdom(studyofie.seaside,mountains,countryside,holidays,journeys,familylinks,explorers)
v Year1–canidentifyseasonalanddailyweatherpatternsintheUKandthelocationofhotandcoldareasoftheworldinrelationtotheEquatorandtheNorthandSouthPoles.
v ExplorelinksbetweentheirlocalityandotherplacesintheUKandbeyond(i.e.wherefoodcomesfrom,familiesandfriends).
LocalEnvironmentv Year3-Understandhowpeoplecantake
actionstochangeandimprovetheirenvironment(school/Lewisham),i.e.energyandwater,travelandtraffic,purchasingandwaste,buildingsandgrounds,localwellbeing,communitycohesion)
ContrastingLocalityv Identifysimilaritiesanddifferencesbetween
placesandenvironmentsandunderstandhowtheyarelinkedthrough:
o Year3-ThestudyofthehumanandphysicalgeographyofaregionintheUK.
o Year4-StudythehumanandphysicalgeographyofaregioninaEuropeancountry.
v Understandhowthedifferentwaysinwhichpeoplelivearoundtheworldhaveconsequencesfortheenvironmentandthelivesofothersfromlocaltoglobalscale(i.e.fairtrade,energyandwater).
v Studyofsettlements/communities-Whydopeoplemigrate?
LocalEnvironmentv Recognisehowhumanscandamage,improve,
andmanageenvironmentssustainablyandidentifyopportunitiesfortheirowninvolvement(Lewisham/London),(i.e.travelandtransportlinks,greenandsustainableenergysources,housing/commercialdevelopments,communitycohesionandtheirwantsandneeds).
ContrastingLocalityv Explorearangeofgeographicalprocesses
thatcausechangeinthephysicalworldindifferentplacesincludingclimatezones,biomesandvegetationbelts,rivers,mountains,volcanoesandearthquakes,climatechangeandglobalwarmingandthewatercycleandcomparingdifferentlocations.
v Understandthatcommunitiesandpeoplearediverse,changingandinterconnectedwiththeirenvironment(forexample,economicmigration,immigration,refugees,changeoflanduse,socialandeconomicchange)andhowtheychangeandadapttotheirenvironmentandeachother.
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Geographicalskillsv Usedigitalandothersourcestofindout
aboutandexploredistantandcontrastingplaces(globes,maps,GoogleEarth,photographsetc.)
v Developgeographicalskillsthroughfieldworkinschoolgrounds(i.e.labellingpicturesandphotographs,matchingplacestophotographs,measuringrainfall,observations,tallychartsandpictograms,followmaponsensorywalkaroundschoolandaddinformationetc.).
v Makesimplemaps&plans(i.e.arrangeand/ordrawaroundobjects,picturemapsfromstoriesandknownroutes).
v Drawandfollowsimplelarge-scalemaps&plans,usesimplesymbols,keys&number/letterco-ordinates,4pointsofthecompassanddirectionallanguage(nearandfar,leftandright)
v Askandanswergeographicalquestions(Whereisit/whatisitlike,howfarawayisit/wholivesthereWhatisthisplacelike/whyisitlikeit/howcanitbeimproved/howisitsame/differenttowhereIlive?)
v Expresstheirownviewsabouttheenvironment,people,places,andtheireffectoneachother.
Geographicalskillsv Begintounderstandthelinkbetweenhuman
andphysicalactivities.v Begintodevelopdecision-makingskills
(designingasettlement,whichfeaturestoincludeonmap,)
v Useappropriategeographicalvocabularyincommunicatingfindings(settlement,migration,immigrations,settler,population,refugee,community,city,suburbetc.).
v Begintoanalyseevidenceanddrawconclusions(comparepopulationdata,historicaldataandmapsandexplaintrends).
v Developgeographicalskillsthroughawiderrangeoffieldworktechniquesandinstruments(quadrantsampling,soiltestsandcomparisons,measuringdistances,collectandrecordevidenceandbegintoofferexplanations).
v Drawandfollowsimpleplansandmaps(fromaerialphotographs,ofknownarea,fromimagination,ofjourney)using8pointcompassdirection,4figuregridreferences,simplescale,mapsymbols(simpleorienteeringinschoolgroundsusingmaps),andidentifymainhumanandphysicalfeaturesonmap(roads,towns,rivers,mountains,land,sea,routes).
v Useavarietyofmapsusingdifferentscales(OSmaps,AtoZ,tube,European/worldmaps,historicalmapsandaccessdigitalmapsviaDigiMapandotheronlinemappingprograms).
v Askandrespondtogeographicalquestionswithincreasingprecisionanddetailandofferreasonsfortheirobservationsandjudgments.
Geographicalskillsv Understandhowbothphysicalandhuman
processesinfluencehumanpatterns.v Formulateenquiryquestions,describeand
explaingeographicalpatterns,similarities,differencesandphysicalandhumanprocessesusingappropriategeographicalvocabulary
v Usefieldworktocollect,record&presentdatainavarietyofways(annotatedpictures,photos,fieldsketches,piecharts).
v Describe&makecomparisonsbetweenthephysical&humanfeaturesofdifferentlocations&offersomeexplanationforthelocationofthefeaturesbyanalysingevidenceanddrawingconclusions.
v Useanddrawthematicmaps(climate,rainfall,vegetation,populationmaps).
v UseICTtohelpingeographicalinvestigationsv Continuetodevelopdecision-makingskills.v Investigateandunderstandlocal,nationaland
globalissues(globalwarming,pollution)indepth,consideringthedifferentinterestsinvolvedandhowdecisionsaremadewhichaffecttheenvironment.
v Useawiderangeofsecondarysourcesofinformation&data(climatemaps,populationdata,climatecharts&data).
v Consolidate,selectanduseappropriatefieldworktechniques,instruments&ICTtocollect,analyseandpresentdata,reachconclusionsandpresentfindings(annotatedpictures,photos,fieldsketches,piecharts,flowdiagrams,rivermeasurements,sketchmaps,transects).
v Explaindifferentviewsofdifferentpeopleandjustifyownviewsusingappropriatevocabulary.
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LocationalKnowledgev Canusebasicgeographicalvocabularyto
refertokeyphysicalandhumanfeaturesi.e.island,river,mountain,forest,beach,cliff,coast,hill,mountain,sea,ocean,river,soil,valley,vegetation,city,town,village,factory,farm,house,office,port,harbor,shop,road,railway,shopthroughmaps,pictures,stories,photos,visits
v Cannameandlocatethecontinentsandseasv Knowwhatmaps,plans,atlasesare&that
theyrepresentwhereplacesarelocated.v Cannameandlocatethefourcountriesand
capitalcitiesoftheUnitedKingdomanditssurroundingseas
v CanfindLondon,theThamesandknowwhereLewishamisinLondonandUK.
LocationalKnowledgev Year3-Thestudyofthehumanandphysical
geographyofaregionintheUK.v Year4-Thestudythehumanandphysical
geographyofaregioninaEuropeancountry.v Year3-Nameandlocatecountiesandcities
oftheUK,geographicalregionsandidentifyhumanandphysicalcharacteristics(hills,mountains,coasts,rivers)andlandusepatternsandunderstandhowsomeoftheseaspectshavechangedovertime.
v Year4-KnowlocationofBritishIslesinwidercontextwithinEurope.
v Year4-RecogniselocationandkeyfeaturesofEurope(countries,rivers,majorsettlements,capitalcities,mountainranges,majorseas),understandlinksandgeographicalsimilaritiesanddifferencesbetweenplaces
v Describeandunderstandkeyaspectsofhumangeography,includingtypesofsettlement,thenestingnatureofsettlements(LeeinLewishaminLondoninSEEnglandetc.),distributionofresourcesincludingenergy,food,mineralsandwater
v Understandrelationshipbetweenmap,atlasandglobeandlocatecountriesonallthree.
v Usesecondarysourcesofinformation(stories,documents,ICT,photographs,books,video,internet).
v Recogniseandusestandardmapsymbols,use6figuregridreferencestofollowdirectionsandlocatefeaturesonamap.
v Knowanduse16pointsofthecompassv Canuseatlases,globes,mapsandplansata
rangeofscalesforresearchandpresentation.v Understandandusecontourlinesonmaps.v Candescribeanddrawalocationfromamap.v Orienteeringusingcompassdirections,
compass,aligningmapandcompassandmapinanunknownlocation.
LocationalKnowledgev Useatlases,globes,mapsandplansatarange
ofscalestoidentifythelocationandcharacteristicsofarangeoftheworld’smostsignificanthumanandphysicalfeatures.
v Recognisekeyfeaturesandlocationsonworldscale.Locatetheworld’scountriesusingmaps,withfocusonNorthandSouthAmerica,concentratingontheirenvironmentalregions,keyphysicalandhumancharacteristics,countriesandmajorcities.
v Canidentifythepositionandsignificanceoflatitude,longitude.TheEquator,NorthernHemisphere,southernHemisphere,theTropicsofCancerandCapricorn,ArcticandAntarcticCircle,thePrime/GreenwichMeridianandtimezones
v Selectandusesecondarysourcesofinformation(stories,documents,ICT,photographs,books,video,internet,news).
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SPIRITUALUNDERSTANDING,INCLUDINGRE,FAITH,BELIEFS,ETHICSANDPHILOSOPHY
UsethelinktoLewishamAgreedSyllabusforREtosupportplanning
http://webfronter.com/lewisham/religiouseducationcommunity/index.shtmlSpiritualunderstandingwithinourschoolaimsto:v Promotethevaluesoftruth,justice,respectforallandcarefortheenvironment,withemphasisonpupilsvaluingthemselvesandothers;theroleof
thefamilyandthecommunityinreligiousbeliefandactivity;thecelebrationofdiversityinsocietythroughunderstandingsimilaritiesanddifferences;sustainabledevelopmentoftheearth.
v Developindependentandinterdependentlearning.Religiouseducationpromotesanenquiringapproachinwhichpupilscarefullyconsiderissuesofbeliefsandtruthinreligion.Itenhancesthecapacitytothinkcoherentlyandconsistently.Thisenablespupilstoevaluatethoughtfullytheirownandothers’viewsinareasonedandinformedmanner.
v Promotereligiousunderstanding,discernmentandrespectandchallengeprejudiceandstereotyping.Itseekstodeveloppupils’awarenessofthemselvesandothersandtopromotecommunitycohesion.Ithelpspupilstogainaclearunderstandingofthesignificanceofreligionsandbeliefsintheworldtodayandtolearnaboutthewaysdifferentfaithcommunitiesrelatetoeachother.
v Developthepromotionofspiritual,moral,socialandculturaldevelopment.Attheheartofourcurriculumisafocusonultimatequestionsandethicalissues.Thisfocusenablespupilstoappreciatetheirownandothers’beliefsandculturesandhowtheseimpactonindividuals,communities,societiesandcultures.
v Thepromotionofeachpupil’sself-worth.Asenseofself-worthhelpspupilstoreflectontheiruniquenessashumanbeings,sharetheirfeelingsandemotionswithothersandappreciatetheimportanceofformingandmaintainingpositiverelationships.
v Celebrate thediversityof religiousandhumanexperience. Itencouragespupils togrowwith theknowledge, skills, sensitivityandunderstanding todevelopasconfidentandproductivemembersoftheirlocalmulti-faithcommunityandtheworld.
Religiouseducationshouldhelppupilsto:v developapositiveattitudetowardsotherpeople,respectingtheirrighttoholddifferentbeliefsandtowardslivinginasocietyofmanyreligions/beliefs;v acquireanddevelopknowledgeandunderstandingofChristianityandtheotherprincipalreligionsandnon-religiousworldviewsrepresentedinUKv developanunderstandingoftheinfluenceofbeliefs,valuesandtraditionsonindividuals,communities,societiesandcultures;v developtheabilitytomakereasonedandinformedjudgementsaboutreligiousandmoralissues,withreferencetotheirownbeliefsandtheteachings
oftheprincipalreligionsandbeliefsrepresentedinGreatBritain;v enhancetheirspiritual,moral,socialandculturaldevelopmentby:
- developingawarenessofthefundamentalquestionsoflife,andhowreligiousteachingsandphilosophiescanrelatetothem;- respondingtosuchquestionswithreferencetotheteachingsandpracticesofreligionsandtotheirownunderstandingandexperience;- developingtheabilitytoreflectontheirownbeliefs,valuesandexperiencesinthelightoftheirstudy.
EARLY MIDDLE LATERv PupilsexploreChristianityandtwoother
principalreligions.v PupilslearnaboutChristianityandallfiveof
theotherprincipalreligions,recognisingthev Pupilsextendtheirunderstandingof
Christianityandtheotherprincipalreligionsin
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v TheylearnaboutdifferentbeliefsaboutGodandtheworldaroundthem.
v Theyencounterandrespondtoarangeofstories,artefactsandotherreligiousmaterials.
v Theylearntorecognisethatbeliefsareexpressedinavarietyofways,andbegintousespecialistvocabulary.
v Theybegintounderstandtheimportanceandvalueofreligionandbelief,especiallyforotherchildrenandtheirfamilies.
v Pupilsaskrelevantquestionsanddevelopasenseofwonderabouttheworld,usingtheirimaginations.
v Theytalkaboutwhatisimportanttothemandothers,valuingthemselves,reflectingontheirownfeelingsandexperiencesanddevelopingasenseofbelonging.
Knowledge,skillsandunderstandingLearningaboutreligionv explorearangeofreligiousstoriesandsacred
writingsandtalkabouttheirmeanings;v nameandexplorearangeofcelebrations,
worshipandritualsinreligion,notingsimilaritieswhereappropriate;
v identifytheimportance,forsomepeople,ofbelongingtoareligionandrecognisethedifferencethismakestotheirlives;
v explorehowreligiousbeliefsandideascanbeexpressedthroughtheartsandcommunicatetheirresponses;
v Identifyandsuggestmeaningsforreligioussymbolsandbegintousearangeofreligious
impactofreligionandbelieflocally,nationallyandglobally.
v Theymakeconnectionsbetweendifferingaspectsofreligionandconsiderthedifferentformsofreligiousexpression.
v Theyconsiderthebeliefs,teachings,practicesandwaysoflifecentraltoreligion.
v Theylearnaboutsacredtextsandothersourcesandconsidertheirmeanings.
v Theybegintorecognisediversityinreligion,learningaboutsimilaritiesanddifferencesbothwithinandbetweenreligionsandbeliefsandtheimportanceofdialoguebetweenthem.
v Theyextendtherangeanduseofspecialistvocabulary.
v Theyrecognisethechallengesinvolvedindistinguishingbetweenideasofrightandwrong,andvaluingwhatisgoodandtrue.
v Theycommunicatetheirideas,recognisingotherpeople’sviewpoints.
v Theyconsidertheirownbeliefsandvaluesandthoseofothersinthelightoftheirlearninginreligiouseducation.
Knowledge,skillsandunderstandingLearningaboutreligionv describethekeyaspectsofreligions,
especiallythepeople,storiesandtraditionsthatinfluencethebeliefsandvaluesofothers;
v describethevarietyofpracticesandwaysoflifeinreligionsandunderstandhowthesestemfrom,andarecloselyconnectedwith,beliefsandteachings;
v identifyandbegintodescribethesimilaritiesanddifferenceswithinandbetweenreligions;
alocal,nationalandglobalcontext.v Theydeepentheirunderstandingof
importantbeliefsandconcepts.v Theyapplytheirunderstandingofreligious
andphilosophicalbeliefs,teachingsandpracticestoarangeofultimatequestionsandethicalissues,withafocusonself-awareness,relationships,rightsandresponsibilities.
v Theyenquireintoandexplainsomepersonal,philosophical,theologicalandculturalreasonsforsimilaritiesanddifferencesinreligiousbeliefsandvalues,bothwithinandbetweenreligions.
v Theyreflectontheimpactofreligionandbeliefintheworld,consideringboththeimportanceofinterfaithdialogueandthetensionsthatexistwithinandbetweenreligionsandbeliefs.
v Theydeveloptheirevaluativeskills,showingreasonedandbalancedviewpointswhenconsideringtheirownandothers’responsestoreligious,philosophicalandspiritualissues.
Knowledge,skillsandunderstandingLearningaboutreligionv investigateandexplainthedifferingimpacts
ofreligiousbeliefsandteachingsonindividuals,communitiesandsocieties;
v investigateandexplainwhypeoplebelongtofaithcommunities
v considerthemeaningofarangeofformsofreligiousexpression,understandwhytheyareimportantinreligionandnotelinksbetweenthem;
v discussandevaluatehowreligiousbeliefsand
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words.Learningfromreligionv reflectonandconsiderreligiousandspiritual
feelings,experiencesandconceptssuchasworship,wonder,praise,thanks,concern,joyandsadness;
v askandrespondimaginativelytopuzzlingquestions,communicatingtheirideas;
v identifywhatmatterstothemandothers,includingthosewithreligiouscommitments,andcommunicatetheirresponses;
v reflectonhowspiritualandmoralvaluesrelatetotheirownbehaviour;
v Recognisethatreligiousteachingsandideasmakeadifferencetoindividuals,familiesandthelocalcommunity.
Suggestedcontextsforlearning:v Christianity.v Twootherprincipalreligions,oneofwhichis
areligiouscommunitywithasignificantlocalpresence.
v Asecularworldview,wherepupilsintroducethisfromtheirownexperienceasappropriate.
v TheNaturalWorldunit.
v investigatethesignificanceofreligioninthelocal,nationalandglobalcommunities;
v describeandbegintounderstandreligiousandotherresponsestoultimateandethicalquestions;
v Usespecialistvocabularyincommunicatingtheirknowledgeandunderstanding.
v useandinterpretinformationaboutreligionsfromarangeofsources
Learningfromreligionv reflectonwhatitmeanstobelongtoafaith
community,communicatingtheirownandothers’responses;
v respondtothechallengesofcommitmentbothintheirownlivesandwithinreligioustraditions,recognisinghowcommitmenttoareligionisshowninavarietyofways;
v discusstheirownandothers’viewsofreligioustruthandbelief,expressingtheirownideas;
v reflectonideasofrightandwrongandtheirownandothers’responsestothem;
v Reflectonsourcesofinspirationintheirownandothers’lives.
Breadthofstudyv Christianity.v Fiveotherprincipalreligionsincluding
religiouscommunitieswithasignificantlocalpresence.
v Asecularworldview,whereappropriate.
teachingsinformanswerstoultimatequestionsandethicalissues;
v applyawiderangeofreligiousandphilosophicalvocabularyconsistentlyandaccurately,
v interpretandevaluatearangeofsources,textsandauthorities,fromavarietyofcontexts;
v interpretavarietyofformsofreligiousandspiritualexpression.
Learningfromreligionv reflectontherelationshipbetweenbeliefs,
teachingsandultimatequestions,communicatingtheirownideasandusingreasonedarguments;
v evaluatethechallengesandtensionsofbelongingtoareligionandtheimpactofreligioninthecontemporaryworld,expressingtheirownideas;
v expressinsightsintothesignificanceandvalueofreligionandotherworldviewsonhumanrelationshipspersonally,locallyandglobally;
v reflectandevaluatetheirownandothers’beliefsaboutworldissuessuchaspeaceandconflict,wealthandpovertyandtheimportanceoftheenvironment,communicatingtheirownideas;
v expresstheirownbeliefsandideas,usingavarietyofformsofexpression.
Breadthofstudyv Christianityv Fiveotherprincipalreligionsatleastoneof
whichisareligiouscommunitywithasignificantlocalpresence,whereappropriate
v Asecularworldview,whereappropriate
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PossiblethematicunitsThesecoverseveraldifferentreligionsandtheirapproachestosimilarquestions,therebyallowingchildrentodevelopanunderstandingofthesimilaritiesaswellasthedifferencesbetweenreligionsv Believing:whatpeoplebelieveaboutGod,
humanityandthenaturalworld.v Story:howandwhysomestoriesaresacred
andimportantinreligion.v Celebrations:howandwhycelebrationsare
importantinreligion.v Symbols:howandwhysymbolsexpress
religiousmeaning.v Leadersandteachers:figureswhohavean
influenceonotherslocally,nationallyandgloballyinreligion.
v Belonging:whereandhowpeoplebelongandwhybelongingisimportant;myself:whoIamandmyuniquenessasapersoninafamilyandcommunity.
Experiencesandopportunitiesv Visitingplacesofworshipandfocusingon
symbolsandfeelings.
v Peace.v Journeyoflifeanddeath.v Transition/Bridging.PossiblethematicunitsThesecoverseveraldifferentreligionsandtheirapproachestosimilarquestions,therebyallowingchildrentodevelopanunderstandingofthesimilaritiesaswellasthedifferencesbetweenreligionsv Beliefsandquestions:howpeople’sbeliefs
aboutGod,theworldandothersimpactontheirlives.
v Teachingsandauthority:whatsacredtextsandothersourcessayaboutGod,theworldandhumanlife.
v Worship,pilgrimageandsacredplaces:where,howandwhypeopleworship,includingatparticularsites.
v Thejourneyoflifeanddeath:whysomeoccasionsaresacredtobelievers,andwhatpeoplethinkaboutlifeafterdeath.
v Symbolsandreligiousexpression:howreligiousandspiritualideasareexpressed.
v Inspirationalpeople:figuresfromwhombelieversfindinspiration.
v Religionandtheindividual:whatisexpectedofapersoninfollowingareligionorbelief?
v Religion,familyandcommunity:howv religiousfamiliesandcommunitiespractice
theirfaith,andthecontributionsthismakestolocallife.
v Beliefsinactionintheworld:howreligionsandbeliefsrespondtoglobalissuesofhumanrights,fairness,socialjusticeandtheimportanceoftheenvironment.
Possiblethematicunitsv Beliefsandconcepts:thekeyideasand
questionsofmeaninginreligionsandbeliefs,includingissuesrelatedtoGod,truth,theworld,humanlife,andlifeafterdeath.
v Expressionsofspirituality:howandwhyhumanself-understandingandexperiencesareexpressedinavarietyofforms.
v Ethicsandrelationships:questionsandinfluencesthatinformethicalandmoralchoices,includingforgivenessandissuesofgoodandevil.
v Rightsandresponsibilities:whatreligionsandbeliefssayabouthumanrightsandresponsibilities,socialjusticeandcitizenship?
v Globalissues:whatreligionsandbeliefssayabouthealth,wealth,war,animalrightsandtheenvironment?
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v Listeningandrespondingtovisitorsfromlocalfaithcommunities.
v Usingtheirsensesandhavingtimesofquietreflection.
v Usingartanddesign,music,danceanddramatodeveloptheircreativetalentsandimagination.
v Sharingtheirownbeliefs,ideasandvaluesandtalkingabouttheirfeelingsandexperiences.
v BeginningtouseICTtoexplorereligionsandbeliefsaspractisedinthelocalandwidercommunity
Possiblecontextforstudy
v Buddhism-TheBuddhav Christianity-TheBibleandChristmas;ALocal
Church;TheLifeandTeachingsofJesus;EasterandSymbols;Christmas(optional)
v Hinduism-worshippinggodatDiwali;worshipinthehome,worshipattemple.
v Islam-TheprophetMuhammed,LivingasaMuslim,theQur’an.
Experiencesandopportunitiesv Encounteringreligionthroughvisitorsand
visitstoplacesofworship,andfocusingontheimpactandrealityofreligiononthelocalandglobalcommunity.
v Discussingreligiousandphilosophicalquestions,givingreasonsfortheirownbeliefsandthoseofothers.
v Consideringarangeofhumanexperiencesandfeelings.
v Reflectingontheirownandothers’insightsintolifeanditsorigin,purposeandmeaning.
v Expressingandcommunicatingtheirownandothers’insightsthroughartanddesign,music,dance,dramaandICT.
v DevelopingtheuseofICT,particularlyinenhancingpupils’awarenessofreligionsandbeliefsglobally.
Possiblecontextforstudyv Buddhism-LivingasaBuddhist;v TheBuddhistCommunity–Sangha;v Thehomeshrine;ATempleorBuddhist
Centre;FollowingtheBuddha’sTeachingv Christianity-Thebible;beliefsaboutpeace;
localChristianplacesofworship;Christiancelebrations;ChristmasandEaster(optional)
v Hinduism-TheHinduhome;Godandbeliefs;sacredtexts
v Islam-ThefivepillarsofIslam;worshipofAllah,theMuslimhome;placesofworship;Festivals(IdulFitr,Ramadan),Charity(Zakat)
v Judaism-Shabbat(dayofrest);synagogue.
Experiencesandopportunitiesv Encounteringpeoplefromdifferentreligious,
culturalandphilosophicalgroups.v Visiting,wherepossible,placesofmajor
religioussignificanceandusingopportunitiesinICTtoenhancepupils’understandingofreligiondiscussing,questioningandevaluatingimportantissuesinreligionandphilosophy,includingultimatequestionsandethicalissues.
v Reflectingonandcarefullyevaluatingtheirownbeliefsandvaluesandthoseofothersinresponsetotheirlearninginreligiouseducation,usingreasoned,balancedarguments.
v Usingarangeofformsofexpression(suchasartanddesign,music,dance,drama,writing,ICT)tocommunicatetheirideasandresponsescreativelyandthoughtfully.
v Exploringtheconnectionsbetweenreligiouseducationandothersubjectareassuchasthearts,humanities,literatureandscience.
Possiblecontextforstudyv Buddhism-TheBuddhistCommunity
Worldwide,BuildingandPlacesintheWiderWorld,VaisakhaPujaorVesak/Wesak
v Christianity-Jesusashumananddivine;leadingaChristianlife;thecommercialisationofChristmas(optional);thejourneyoflifeanddeath;EasterwithafocusonEasternOrthodoxyorsimilar(optional)
v Hinduism-theHindulife;Mandir,Hinduisminthewiderworld
v Islam-pilgrimage(hajj)andIdulAdhav Judaism-Festivals-Sukkot,Hanukkah,Pesach;
AbrahamandtheTorah;Prayerandworship.
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v Sikhism-beliefsaboutGod,theGurus;SikhteachingsandSikhlife;theGurdwara;theGuruGranthSahib
v Sikhism-belongingtotheSikhcommunity;GuruGobindSingh.
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PHYSICALWELLBEING,HEALTHANDLIFESTYLES
EARLY MIDDLE LATER
PHYSICALEDUCATIONKnowledgeandunderstandingoffitnessandhealthv Understandwhywewarmupandcooldown
afterphysicalactivity.v Knowaboutthebenefitsofregularexercise
andhowtheirbodiesfeelwhentheyexercise.v Developingfundamentalskillsandphysical
literacyGymnastics(minimum2xhalftermperyear)Acquiringanddevelopingskillsv Showgoodawarenessofspace,apparatus&
theactionsofothers.v Knowthedifferencebetweentensionand
relaxationinthebody.v Canrecogniseandperformsimplepositions
andshapes(star,pike,tuck,dish,straddle,stretch,curl)
v Canperformbasicactionsincludingtravelling,rolling(forward,backward,log,teddy-bear),jumping,climbingandstillnesssafelyandwithincreasingcontrolandco-ordination.
v Withsupport,cancarryandsetupequipmentsafelyandrecogniserisksinvolved.
Selectingandapplyingskillsv Link&repeatbasicactionstocreateand
performashortmovementphrase.
Knowledgeandunderstandingoffitnessandhealthv Canrecognisethewaysinwhichstaminaand
flexibilitycanbeimprovedthroughregularphysicalactivities.
v Developarangeofactivitiesandmovementsforwarmingupandcoolingdownandknowthatthesewillvarydependingontheactivitytobeundertaken.
v Developingfundamentalskillsandphysicalliteracy
Gymnastics(minimum2xhalftermperyear)Acquiringanddevelopingskillsv Canperformanincreasingrangeofbasic
actionsandpositionswithmorecontrol,fluencyandco-ordination.
v Developstrengthandsupplenessandbegintotakeweightontheirhands.
v Canjumpontoandfromstoolsandboxessafelyandwithcontrol.
v Canmoveandplaceapparatussafelyandrecogniserisksinvolvedandcarryoutavisualriskassessment.
Selectingandapplyingskillsv Performcombinationsofgymnasticactions
usingfloor,mats&apparatus.
Knowledgeandunderstandingoffitnessandhealthv Knowthatregularphysicalactivityispartofa
healthylifestylev Canleadwarmupandcooldownactivities
appropriatetothemainactivityv Knowhowtoimprovetheirownhealthand
fitness.v Developingfundamentalskillsandphysical
literacy
Gymnastics(minimum2xhalftermperyear)Acquiringanddevelopingskillsv Canperformincreasinglymorecomplex
actions(cartwheels,vaults,headstands,handstands)andcombinationsofshapesandbalanceswithmorecontrolandco-ordination,emphasisingtension,extensionandtiming.
v Canperformcombinationsofgymnasticsactionswithdifferentlevels,speedsanddirectionsonboththefloorandapparatusindividually,withpartnersandinsmallgroups.
v Knowhowtosafelysupporttheweightofothersinbalancesandcounterbalances.
Selectingandapplyingskillsv Cancreateandperformlonger,fluent
sequencesusingplannedvariationincontrast
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v Canadaptasequencetoinvolveapparatus.v Explorethemessuchasbalance,pathways,
wideandnarrow,jumpingandlanding,stretchingandcurling,findingandusingspace,direction.
Evaluatingandimprovingperformancev Useappropriatelanguagetoevaluateown
andothersperformanceandsuggestwaystomakeimprovements.
GamesandFitnessAcquiringanddevelopingskillsv Developco-ordinationandcontroloftheir
physicalmovementsandarangeofequipment(racquet,target,striking,fieldingskills).
v Canthrow,hitandkickaballinavarietyofwaysandwithcontrol.
v Developbasictechniquesofthrowingunderarmandover-armandcatchingtoagoodlevelofconsistencywhenmovingandstandingstill
v Cantrack,interceptandstopballsandsmallequipment(passingandcatching).
v Developagility,balance,staminaandstrength.
Selectingandapplyingskillsv Showgoodawarenessofspaceandthe
actionsofothers(attackinganddefending,
v Cancombineactionsandshowclarityofshape,control,precision,withchangeofspeed,directionandlevelbothindividuallyandwithapartner.
v Explorethemessuchastransferofweight,flight,pushingandpulling,springingandlanding,symmetry,bridges,andreceivingbodyweight.
Evaluatingandimprovingperformancev Canidentifyandcommentontheirownand
othersgoodqualitygymnasticsperformanceusingappropriatevocabularyandcansuggestandimplementimprovement.
GamesandFitnessAcquiringanddevelopingskillsv Developavarietyofballskillssuchas
dribbling,stopping,passing,receivingandstrikingwithmoreaccuracyandconsistency.
v Learntothrowandcatchaballindifferentways(chestpass,overheadpass,bouncepass,over-arm,bowling,shooting).
v Throw,catch,pass,receiveandshootwithincreasingcontrolandaccuracywhenunderlimitedpressuretokeeppossessionandscoregoals.
v Developmarkinganddefendingskills.v Developskillsinfindingandusingspaceand
keepingcontrolofaballv Usearangeofequipmentsafelyandwith
developingcontrol.v Understandhowstrength,staminaandspeed
canbeimprovedbyplayingagame.Selectingandapplyingskillsv Canusesimplerulesfairlyandextendthemto
makeuptheirowngames.
andspeedtomatchagivencriteriaonbothfloorandapparatusindividually,inpairsandingroups.
Evaluatingandimprovingperformancev Canevaluatetheirownandothers
performance,explaininghowthesequenceisformedusingappropriateterminologybasedonagivencriteriausingappropriatevocabularyandcansuggestandimplementimprovement.
GamesandFitnessAcquiringanddevelopingskillsv Understandtheuseofpositioningamesand
theirrolewithintheteamwhenattackinganddefending.
v Developcommunicationskillsandworkasateamtousetacticstooutwitanopponent.
v Canusearangeofsending,receiving,shooting,striking(volley,forehand,backhand,etc.)fieldingandtravellingtechniqueswithincreasingcontrol,accuracyandspeed.
Selectingandapplyingskillsv Learntherulesandskillsneededtocompete
indifferentrecognisedgames(e.g.Tagrugby,
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passingandreceiving).v Beconfidentandsafeinthespacesusedv Canlistentoandfollowinstructions.v Candescribeandfollowsimplerulesand
knowhowtoscore.v Developco-operationandcommunication
withinateam(circlegames,co-operativegames,parachutegames).
v Developanunderstandingoffairplay.v Cancompeteinsmallsided(1v1,2v2,3v3)
games.v Canmakechoicesaboutappropriatetargets,
spaceandequipment.v Begintodevelopavarietyoftactics,choices
anddecisionmaking,usingspace,keepingtheballandscoringpoints.
v Havetheopportunitytoparticipateinintraandinterschoolcompetitions
Evaluatingandimprovingperformancev Canwatchothersandfocusonspecific
actionstoimproveownskills.AthleticsAcquiringanddevelopingskillsv Canmovesafelybetweenandaroundobjectsv Developrunningtechniqueatfast,medium
andslowspeed,changingdirectionandrunforlongerdistances.
v Performrunandjumpsequences.v Throwwithincreasingaccuracyatagiven
targetchangingtechniquefordistance.v Developgoodthrowingtechniques(underarm
andoverarm)withincreasingaccuracyanddistance.
v Canjumpandlandsafelyusingavarietyofjumps(1to1,2to2,2to1,1to2)
v Developstamina,strengthandspeed.
v Canusesimpletacticsforattacking,keepingpossessionoftheballandgettingintopositionstoscore(e.g.changeofpace,lengthanddirection)
v Playarangeofsmallteamgames(includinginvasiongames,strikingandfieldinggamesandnet/wallgames)from1v1to7v7,whichdemandchoices,decision-making,andusingspace,keepingtheballandscoring.
v Understandtheimportanceofmakingspace,communicatingwitheachotherandworkingco-operativelyasateam.
v Developco-operationandcommunicationwithinateam(circlegames,co-operativegames,parachutegames)
v Havetheopportunitytoparticipateinintraandinterschoolcompetitions
Evaluatingandimprovingperformancev Canidentifygoodperformanceandsuggest
waystoimprovetheirplay.AthleticsAcquiringanddevelopingskillsv Canunderstandanddemonstratethe
differencebetweensprintingandrunningforsustainedperiods.
v Knowandcandemonstratearangeofthrowingtechniques(chestthrow,overheadthrow,javelin,discus,shotputt)safelyandwithincreasingaccuracyanddistancetowardsatargetarea.
v Canperformarangeofjumps(standinglongjump,speedbounce,verticaljump,hop-skip-jump)showingconsistenttechnique,landingsafelywithcontrol.
.
kwik-stickshockey,basketball,highfives,kwikcricket,shorttennis,football,volleyball,rounders)
v Developskillsandtacticsspecifictoavarietyofgames.
v Understandtheneedfordifferenttacticsandselectappropriatelyforattackinganddefendingindifferentgames.
v Havetheopportunitytoparticipateinintraandinterschoolcompetitions
Evaluatingandimprovingperformancev Recognisestrengthsandweaknessesintheir
ownandothersperformanceandsuggestideasthatwillimproveperformance.
v Recognisethebenefitsofpracticeandreflectiontoimprovepersonalandgroupperformance.
AthleticsAcquiringanddevelopingskillsv Choosethebestpaceforarunningeventin
ordertosustainrunningandimprovepersonaltarget,speedandstamina.
v Showcontrolandpowerattakeoffinjumpingactivities,improvingtechniquesanddistance.
v Developincreasingaccuracy,techniqueanddistanceinarangeofthrowingactivities.
v Canpassandreceiveabatonaccurately.
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Selectingandapplyingskillsv Competeinarangeofteamevents.v Cantakepartinrelayactivity.Evaluatingandimprovingperformancev Canwatchandevaluateothersandfocuson
specificactionstoimproveownskills.ResourcesLCPAthletics/Games/Gymnasticsyr.1&2TOPSAthletics/Games/GymnasticscardsAVIVAindoorathleticsresourcepackFit4LifeNZfundamentalskillsonsharedstaffroomValSabineLeapfrogsyear1&2
Selectingandapplyingskillsv Competeinarangeofteameventsandraces.v Takepartinrelayactivitiesknowingwhento
runandwhattodo.Evaluatingandimprovingperformancev Canidentifygoodperformanceandsuggest
waystoimproveownandothersperformance.
v Relatedifferentathleticactivitiestochangeinheartrate,breathing
ResourcesLCPAthletics/Games/Gymnasticsyr.3&4TOPSAthletics/Games/GymnasticscardsAVIVAindoorathleticsresourcepackFit4LifeNZfundamentalskillsonsharedstaffroomLeapfrogsyear4&5ValSabineSwimmingv Understandbasicwatersafetybeingawareof
themselvesandothers.v Enjoywaterandincreaseconfidence.v Moveandfloatinwaterwithorwithout
swimmingaids.v Propelselfinwaterusing3basicstrokeson
frontandbackwithincreasingaccuracywithorwithoutaids.
v Swim25mbyyear6withoutaids.v Developcorrectbreathingtechniques.
Selectingandapplyingskillsv Competeinarangeofteamathleticevents
andraces.v Takepartinrelayracesusingbatonsand
changeofbaton.Evaluatingandimprovingperformancev Recognisestrengthsandweaknessesintheir
ownandothersperformanceandsuggestideasthatwillimproveperformance.
v Recognisethebenefitsofpracticeandreflectiontoimprovepersonalandgroupperformance.
ResourcesLCPAthletics/Games/Gymnasticsyr.5&6TOPSAthletics/Games/GymnasticscardsAVIVAindoorathleticsresourcepackFit4LifeNZfundamentalskillsonsharedstaffroomLeapfrogsPEYr.5&6ValSabineOutdoorandAdventureActivitiesv Developorienteeringandproblemsolving
skillsoffsiteinunfamiliarlocations.v Applyskillsandunderstandingtonew
challenges.v Takepartinproblemsolvingactivities
involvingplanningandaction.v Workcollaborativelyinpairsandsmallgroups
toovercomechallenges.v Takepartinchallengingoutdoorpursuitsthat
testskills,endurance,staminaandcharacter.
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PHYSICALWELLBEING,HEALTHANDLIFESTYLES
PSHME,INCLUDINGDRUGEDUCATIONANDSEXANDRELATIONSHIPSEDUCATION
Thisareaincludeshealtheducation,promotinggoodbehaviouranddevelopingchildren’sawarenessofthemselvesandothersinthelocalandworld-widecommunity.Itinvolveschildrenlearningtokeepthemselvesfitandhealthyanddevelopasetofpersonalvaluesandbeliefs,includingrespectforthemselvesandforothers.Itconcentratesondevelopingchildren’sknowledgeandunderstandingoftheirrolesandresponsibilitiesandhowtomakeapositivecontributionstosociety.Theylearnaboutdemocracyandhowlocalandnationalgovernmentworks.AtBrindisheSchoolsweteachourchildrentheimportanceofBritishValuesandBrindisheValueshttp://green.brindisheschools.org/attachments/download.asp?file=1&type=pdf
EARLY MIDDLE LATER
PersonalandSocialv Recognisewhattheylikeanddislike,how
tomakereal,informedchoicesthatimprovetheirphysicalandemotionalhealth.
v Recognisethatchoicescanhavegoodandnotsogoodconsequences
v Thinkaboutthemselves,tolearnfromtheirexperiences,torecogniseandcelebratetheirstrengthsandsetsimplebutchallenginggoals
v Recognisegoodanduncomfortablefeelings,avocabularytodescribetheirfeelingstoothersandtodevelopsimplestrategiesformanagingfeelings
v Describewaysinwhichtheyareallunique;understandthattherehasneverbeenandwillneverbeanother‘them’
v Communicatetheirfeelingstoothers,torecognisehowothersshowfeelingsandhowtorespond
v Sharetheiropinionsonthingsthatmattertothemandexplaintheirviewsthroughdiscussionswithoneotherpersonandthewholeclass
v Recognisepeoplewholookafterthem,theirfamilynetworks,whotogotoifthey
PersonalandSocialv Makeinformedchoices(including
recognisingthatchoicescanhavepositive,neutralandnegativeconsequences)andtobegintounderstandtheconceptofa‘balancedlifestyle’
v Reflectonandcelebratetheirachievements,identifytheirstrengthsandareasforimprovement,sethighaspirationsandgoals
v Deepentheirunderstandingofgoodandnotsogoodfeelings,toextendtheirvocabularytoenablethemtoexplainboththerangeandintensityoftheirfeelingstoothers
v Recognisewhentheyneedhelpandtodeveloptheskillstoaskforhelp.
v Recognisethattheymayexperienceconflictingemotionsandwhentheymightneedtolistento,orovercomethese
v Recogniseandmanage‘dares’v Usebasictechniquesforresistingpressure
todosomethingdangerous,unhealthy,thatmakesthemuncomfortableoranxiousorthattheythinkiswrong.
Citizenship
PersonalandSocialv Knowwhatpositivelyandnegatively
affectstheirphysical,mentalandemotionalhealth
v Recognisebullyingandabuseinallitsforms(includingprejudice-basedbullyingbothinperson,onlineandthroughsocialmedia)
v Knowhowpressuretobehaveinunacceptable,unhealthyorriskywayscancomefromavarietyofsources,includingpeopletheyknowandthemedia
v Learnabouttherolemoneyplaysintheirownandothers’lives,includinghowtomanagetheirmoneyandaboutbeingacriticalconsumer
v Developaninitialunderstandingoftheconceptsof‘interest’,‘loan’,‘debt’,and‘tax’(e.g.theircontributiontosocietythroughthepaymentofVAT)
v Knowwhatismeantbyenterpriseandbegintodevelopenterpriseskills
Citizenship
v Knowthatdifferencesandsimilaritiesbetweenpeoplearisefromanumberof
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areworriedandhowtoattracttheirattention
v Knowaboutthewaysthatpupilscanhelpthepeoplewholookafterthemtomoreeasilyprotectthem
v Identifytheirspecialpeople(family,friends,carers),whatmakesthemspecialandhowspecialpeopleshouldcareforoneanother.
v Knowaboutgrowingandchangingandnewopportunitiesandresponsibilitiesthatincreasingindependencemaybring
v Knowaboutchangeandlossandtheassociatedfeelings(includingmovinghome,losingtoys,petsorfriends)
Citizenshipv Knowthatpeopleandotherlivingthings
haverightsandthateveryonehasresponsibilitiestoprotectthoserights(includingprotectingothers’bodiesandfeelings)
v Recognisethedifferencebetweentheir‘needs’andtheir‘wants.’
v Recognisethattheirbehaviourcanaffectotherpeople
v Recognisewhatisfairandunfair,kindandunkind,whatisrightandwrong
v Taketurns,shareandunderstandtheneedtoreturnthingsthathavebeenborrowed
v Listentootherpeopleandplayandworkcooperatively(includingstrategiestoresolvesimpleargumentsthroughnegotiation)
v Offerconstructivesupportandfeedbacktoothers
v Recognisewaysinwhichwearethesameasallotherpeople;whatwehavein
v UnderstandthattherearebasichumanrightssharedbyallpeoplesandallsocietiesandthatchildrenhavetheirownspecialrightssetoutintheUnitedNationsDeclarationoftheRightsoftheChild
v Understandthatdifferencesandsimilaritiesbetweenpeoplearisefromanumberoffactors,includingfamilystructures,culture,ethnicity,race,religion,age,gender,genderidentity,sexualorientation,andability(see‘protectedcharacteristics’intheEqualityAct2010)
v Appreciatetherangeofnational,regional,religiousandethnicidentitiesintheUnitedKingdom
v Recogniseandchallengestereotypesv Recogniseandrespondappropriatelytoa
widerrangeoffeelingsinothersv Recognisedifferenttypesofrelationship,
includingthosebetweenacquaintances,friends,relativesandfamilies
v Knowthattheiractionsaffectthemselvesandothers
v Listenandrespondrespectfullytoawiderangeofpeople,tofeelconfidenttoraisetheirownconcerns,torecogniseandcareaboutotherpeople'sfeelingsandtotrytosee,respectandifnecessaryconstructivelychallengeothers’pointsofview
v Workcollaborativelytowardssharedgoalsv Understandthattheyhavedifferentkinds
ofresponsibilities,rightsanddutiesathome,atschool,inthecommunityandtowardstheenvironment;tocontinuetodeveloptheskillstoexercisetheseresponsibilities
factors,includingfamilystructures,culture,ethnicity,race,religion,age,gender,genderidentity,sexualorientation,andability(see‘protectedcharacteristics’intheEqualityAct2010)
v Realisethenatureandconsequencesofdiscrimination,teasing,bullyingandaggressivebehaviours(includingcyberbullying,useofprejudice-basedlanguage,‘trolling’,howtorespondandaskforhelp)
v Discussprejudiceanddiscrimination,diversityandrespectingbeliefsandpracticesofothers.
v Discussthesigns,effectsandstrategiesfordealingwithracism,sexism,religiousintolerance,xenophobia,homophobia,biphobiaandtransphobia.
v Recogniseandchallengestereotypesv Recognisehowimagesinthemedia(and
online)donotalwaysreflectrealityandcanaffecthowpeoplefeelaboutthemselves
v Exploreandcritiquehowthemediapresentinformation
v Criticallyexaminewhatispresentedtotheminsocialmediaandwhyitisimportanttodoso;understandhowinformationcontainedinsocialmediacanmisrepresentormislead;theimportanceofbeingcarefulwhattheyforwardtoothers
v Developstrategiestoresolvedisputesandconflictthroughnegotiationandappropriatecompromiseandtogiverichandconstructivefeedbackandsupporttobenefitothersaswellasthemselves
v Research,discussanddebatetopical
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commonwitheveryoneelsev Identifyandrespectthedifferencesand
similaritiesbetweenpeoplev Recognisethattheybelongtodifferent
groupsandcommunitiessuchasfamilyandschool
v Contributetothelifeoftheclassroomandschool
v Helpconstruct,andagreetofollow,group,classandschoolrulesandtounderstandhowtheseruleshelpthem
v Knowthatpeople’sbodiesandfeelingscanbehurt(includingwhatmakesthemfeelcomfortableanduncomfortable)
v Knowwhatimprovesandharmstheirlocal,naturalandbuiltenvironmentsanddevelopstrategiesandskillsneededtocareforthese(includingconservingenergy)
v Identifythe‘specialpeople’whoworkintheircommunityandwhoareresponsibleforlookingafterthemandprotectingthem;howpeoplecontactthosespecialpeoplewhentheyneedtheirhelp,includingdialling999inanemergency.
HealthyRelationships(SRE)v Knowthathumans,aswithallanimals,
reproduce.v Knowthathumansandanimalscan
produceoffspringandthesegrowintoadults.
v Describetheprocessofgrowingfromyoungtooldandhowpeople’sneedsmaychange
v Namethemainexternalpartsofthebody(includingexternalgenitalia)andthebodilysimilaritiesanddifferencesbetween
v Resolvedifferencesbylookingatalternatives,seeingandrespectingothers’pointsofview,makingdecisionsandexplainingchoices
v Developanunderstandingofwhatbeingpartofacommunitymeans,andaboutthevariedinstitutionsthatsupportcommunitieslocallyandnationally
v Tounderstandthatweliveinademocracyandthatwithindividuallibertycomesresponsibility.
v Torecognisewhyrulesandlawsareimportant.
v Considerthelivesofpeoplelivinginotherplaces,andpeoplewithdifferentvaluesandcustoms
HealthyRelationships(SRE)
v Recognisewhatconstitutesapositive,healthyrelationshipanddeveloptheskillstoformandmaintainpositiveandhealthyrelationships
v Knowthatthatcivilpartnershipsandmarriageareexamplesofapublicdemonstrationofthecommitmentmadebetweentwopeoplewholoveandcareforeachotherandwanttospendtheirlivestogetherandwhoareofthelegalagetomakethatcommitment
v Knowthatmarriageandcivilpartnershipsarecommitmentsfreelyenteredintobybothpeople,thatnooneshouldhavetogetmarriedorcivilpartneredtheydon’tabsolutelywanttodosoorarenotmakingthedecisionfreelyforthemselves
v Knowthattwopeoplewholoveandcareforoneanothercanbeinacommitted
issues,problemsandeventsthatareofconcerntothemandoffertheirrecommendationstoappropriatepeople
v Knowwhyandhowrulesandlawsthatprotectthemandothersaremadeandenforced;knowwhydifferentrulesareneededindifferentsituationsandhowtotakepartinmakingandchangingrules
v UnderstandthattherearebasichumanrightssharedbyallpeoplesandallsocietiesandthatchildrenhavetheirownspecialrightssetoutintheUnitedNationsDeclarationoftheRightsoftheChild
v Knowthattheuniversalrightsaretheretoprotecteveryoneandhaveprimacybothovernationallawandfamilyandcommunitypractices
v KnowthattherearesomeculturalpracticeswhichareagainstBritishlawanduniversalhumanrights,egforcedmarriage,under-agemarriage
v Realisetheconsequencesofanti-social,aggressiveandharmfulbehaviourssuchasbullyinganddiscriminationofindividualsandcommunities;todevelopstrategiesforgettingsupportforthemselvesorforothersatrisk
v Recognisetheroleofvoluntary,communityandpressuregroups,especiallyinrelationtohealthandwellbeing
v Understandthatresourcescanbeallocatedindifferentwaysandthattheseeconomicchoicesaffectindividuals,communitiesandthesustainabilityoftheenvironmentacrosstheworld
v Discussandrespond,whenappropriate,
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boysandgirlsv Recognisesimilaritiesanddifferences
(physicalandemotional)betweenthemselvesandothersandtreatotherswithsensitivity
v Knowwhatismeantby‘privacy’;theirrighttokeepthings‘private’;theimportanceofrespectingothers’privacy
v Judgewhatkindofphysicalcontactisacceptable,comfortable,unacceptableanduncomfortableandhowtorespond(includingwhototellandhowtotellthem)
Transition
v Learnabout‘change’,includingtransitions(betweenkeystagesandschools),loss,separation,divorceandbereavement
relationshipandnotbemarriedorinacivilpartnership
v Judgewhatkindofphysicalcontactisacceptableorunacceptable(forexamplehurting,touchingprivateareas,overlytactile)andhowtorespond,includingwhattheyshoulddoorsayiftheyfeeluncomfortable.
v Knowtheimportanceofsaying‘no’ifsomethingfeelswrongoruncomfortable.
v Understandtheconceptof‘keepingsomethingconfidentialorsecret’,whentheyshouldorshouldnotagreetothisandwhenitisrightto‘breakaconfidence’or‘shareasecret’
v Understandpersonalboundaries;toidentifywhattheyarewillingtosharewiththeirmostspecialpeople;friends;classmatesandothers;andthatweallhaverightstoprivacy
v Describetheprocessofgrowingfromyoungtooldandhowpeople’sneedsmaychange
v Understandthephysicalandemotionalchangesthatoccurduringpuberty,linkedtopersonalhygiene)andbereassuredthatemotionalchangesareanormal
Transition
v Learnabout‘change’,includingtransitions(betweenkeystagesandschools),loss,separation,divorceandbereavement
toworldeventssuchasnaturaldisasters,terroristattacksorspecialoccasions.
HealthyRelationships(SRE)
v Recognisewhatconstitutesapositive,healthyrelationshipanddeveloptheskillstoformandmaintainpositiveandhealthyrelationships
v Recognisewaysinwhicharelationshipcanbeunhealthyandwhomtotalktoiftheyneedsupport
v Knowthatforcinganyonetomarryisacrime;thatsupportisavailabletoprotectandpreventpeoplefrombeingforcedintomarriageandtoknowhowtogetsupportforthemselforothers
v Judgewhatkindofphysicalcontactisacceptableorunacceptableandhowtorespond(includinghurting,touchingprivateareas,forcing).
v Knowtherighttosay‘no’andwhatismeantby‘consent’
v Understandtheconceptof‘keepingsomethingconfidentialorsecret’,whentheyshouldorvatactionssuchasfemalegenitalmutilation(FGM)constituteabuseandareacrime,anddeveloptheskillsandstrategiesrequiredtogetsupportiftheyhavefearsforthemselvesortheirpeers
v Recognisethedifferencebetween,andthetermsassociatedwithgender,genderidentityandsexualorientation.
DrugEducation
v Knowwhich,whyandhow,commonlyavailablesubstancesanddrugs(includingalcohol,tobaccoand‘energydrinks’)can
74
damagetheirimmediateandfuturehealthandsafety;thatsomearerestrictedandsomeareillegaltoown,useandgivetoothers
Transition
v Learnabout‘change’,includingtransitionsbetweenschools(especiallygoingtosecondaryschool),loss,separation,divorceandbereavement
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HEALTHYLIVING,INCLUDINGKEEPINGSAFEHealthyLivingv Knowthatwehavearighttobehealthy
andaresponsibilitytokeephealthy.v Knowwhatconstitutes,andhowto
maintain,ahealthylifestyleincludingthebenefitsofphysicalactivity,rest,healthyeatinganddentalhealth
v Understandtheimportanceof,andhowto,maintainpersonalhygiene
v Knowthathouseholdproducts,includingmedicines,canbeharmfulifnotusedproperly
v SeescienceandP.EcurriculumKeepingSafev Knowrulesforandwaysofkeeping
physicallyandemotionallysafeincludingstrangerdanger,roadsafety,cyclesafety,safetyinthelocalenvironment(includingthepark)andrail,waterandfiresafety
v Recognisethattheysharearesponsibilityforkeepingthemselvesandotherssafe,whentosay,‘yes’,‘no’,‘I’llask’and‘I’lltell’includingknowingthattheydonotneedtokeepsecrets
v Knowwhothebestpeoplearetoaskforhelp.
v Knowthedifferencebetweensecretsandnicesurprises(thateveryonewillfindoutabouteventually)andtheimportanceofnotkeepinganysecretthatmakesthemfeeluncomfortable,anxiousorafraid
v Thinkaboutcaringfortheenvironment,issuessuchaslitter.
Esafety
HealthyLivingv Recogniseopportunitiesanddevelopthe
skillstomaketheirownchoicesaboutfood,understandingwhatmightinfluencetheirchoicesandthebenefitsofeatingabalanceddiet
v Knowthatwehavearighttobehealthyandaresponsibilitytokeephealthy.
v Understandhowsomediseasesarespreadandcanbecontrolled;theresponsibilitiestheyhavefortheirownhealthandthatofothers;todevelopsimpleskillstohelppreventdiseasesspreading
v Knowthatbacteriaandvirusescanaffecthealthandthatfollowingsimpleroutinescanreducetheirspread
v Learnaboutpeoplewhoareresponsibleforhelpingthemstayhealthyandsafe;howtheycanhelpthesepeopletokeepthemhealthyandsafe
v SeescienceandP.EcurriculumKeepingSafe,Homealone,safetyinthestreetsandindependenttravel
v Recognise,predictandassessrisksindifferentsituationsanddecidehowtomanagethemresponsibly(includingsensibleroaduseandrisksintheirlocalenvironmentorbeinghomealone)andtousethisasanopportunitytobuildresilience
v Recognisewhentheyneedhelpandtodeveloptheskillstoaskforhelp;tousebasictechniquesforresistingpressuretodosomethingdangerous,unhealthy,thatmakesthemuncomfortableoranxiousor
HealthyLivingv Knowthatwehavearighttobehealthy
andaresponsibilitytokeephealthy.v SeescienceandP.Ecurriculum
KeepingSafe,Homealone,safetyinthestreetsandindependenttravel
v Differentiatebetweentheterms,‘risk’,‘danger’and‘hazard’
v Recognisehowtheirincreasingindependencebringsincreasedresponsibilitytokeepthemselvesandotherssafe
v Developstrategiesforkeepingphysicallyandemotionallysafeincludingroadsafety(includingcyclesafety-theBikeabilityprogramme),andsafetyintheenvironment(includingrail,waterandfiresafety)
v Recognisewhatacrimeisandhowcommittingacrimecanaffectlives.
v Discusswhichsituationsareanti-social,legal,illegalorunacceptable.
v Recognisewhataweaponis,whysomepeoplemaycarrythemandwhattheconsequencesare.WhatshouldIdoifIknowthatsomeonehasagunorknife?
v Knowhowtokeepsafeontheroadsandrailwayswhentravellingindependently.
v Pre-emptwhatriskysituationsmayarisewhenhomealoneorwalkinghomealoneandconsiderwaysofkeepingsafe.
v Knowthatcarryingamobilephonecanhelpyoufeelsafebutitcanalsomakemeunsafe.Whataretherisksofcarryingamobilephone?
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v SeeComputingcurriculum thattheythinkiswrongv Followtheschoolrulesabouthealthand
safety,basicemergencyaidprocedures,whereandhowtogethelp
v Knowwhatismeantbytheterm‘habit’andwhyhabitscanbehardtochange
v Understandstrategiesforkeepingphysicallyandemotionallysafeincludingroadsafety,andsafetyinthelocalenvironment(includingrail,waterandfiresafety)
v Knowinanemergencywhoshouldbecontacted.Considersituationswhichareemergenciesandwhicharenot.Knowwhotheemergencyservicesareandhowtomakea999call.Knowemergencyphonenumbersofadultswhocanhelpus.
v KnowtheroleofthecharityCRIMESTOPPERS
v Discusssituationswhenchildrenareleftathomewhichmaybepotentiallydangerouse.g.lockedout,fireorastrangeratfrontdoor.Rehearseescapeplans
v Learnaboutroadsafetyandstrangerdangertraining.
Esafety
v SeeComputingcurriculum
v Understandthatsomestrangersmaybeunsafeandknowhowtodealwithasituationwhenfacedwithastrangertryingtocommunicatewithus.
v Knowwhatismeantmyarsonandwhyitmightbecarriedout.
Esafety
v SeeComputingcurriculum
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PHYSICALWELLBEING,HEALTHANDLIFESTYLES
HEALTHYLIVING,INCLUDINGFOODANDGROW,COOK,EAT
SeeDesignandTechnologyforlinkstotheDTcurriculum,foodtechnology.
EARLY MIDDLE LATERFoodv Combinefruitsorvegetablesaccordingto
theirsensorycharacteristicsv Learnabouttherangeoffruitand
vegetablesv Knowthatthereisawidevarietyoffruit
andvegetablesavailablewhichcanbegroupedandindividuallynamed
v Recognisethatfruitandvegetablesmayrequiretreatmentbeforebeingeatenandknowwhatthetreatmentis
v Learnbasicfoodhandling,hygienicpracticesandpersonalhygiene,includinghowtocontrolriskbyfollowingsimpleinstructions
v Knowthatfruitandvegetableshavenutritionalvalueandareanimportantpartofourdiet
v Considerthatfoodprocessingcanaffectappearance,texture,odourandtastetorecordtheresultsoftheirinvestigations
EnjoyingFoodv Understandtheimportantsocialaspectsof
foodandhowfamiliesinthepastate.v Knowthatlotsoffoodingredientsareused
aroundtheworldv Haveadeeperunderstandingofthecountry
theyarestudying,theirfoodandcustomsv Experiencefoodfromadifferentculture,
Foodv Combinefresh,precookedandprocessed
foodsaccordingtotheirsensorycharacteristics
v Considerthatpeoplehavedifferentpreferences
v Exploredatabasesthatareusefulforholdingsurveyinformation
v Dividefoodintodifferentgroupsv Recognisefoodsthatformahealthydietv Exploredifferentcombinationsofingredients
canaffectthetasteandtextureoftheproductv Useappropriatelanguagerelatedtofood
productsv Learnabouttheimportanceofhygienicfood
preparationandstoragev Recognisethatcombinationsofingredients,
preparationandcookingcanaffecttheendproduct
EnjoyingFoodv Understandtheimportantsocialaspectsof
foodandhowfamiliesinthepastusedtoeat.v Knowthatlotsoffoodingredientsareused
aroundtheworldv Recognisethatdietsaroundtheworldare
basedonthe5foodgroupsv Experiencefoodfromadifferentculture
Foodv Adaptarecipebyaddingorsubstitutingan
ingredientv Changeingredientsbyusingaheatsourcev Recognisethereisawidevarietyofbread
productsfromdifferentculturaltraditionsv Recognisethatbreadproductsarean
importantpartofabalanceddietv Investigateandevaluatebreadproducts
accordingtotheircharacteristicsv Useanappropriatevocabularytodescribe
breadproductsv Comparetheprocessesinvolvedinmaking
breadproducts–commercialanddomesticv Recognisethatingredientshavedifferent
characteristicsv Knowthattheproportionofingredientswill
affecttheproductv Applytherulesforbasicfoodhygieneand
othersafepracticesEnjoyingFoodv Recognisethatfoodaroundtheworldis
preparedindifferentways,sometimesbecauseofculture,customsandreligion
v Knowaboutacountryandhowitscustomsandculturecanaffectthefoodpeopleeat
v Experiencefoodfromadifferentculturev Understandhowdifferentfamilieseattheir
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understandhowdifferentfamilieseattheirmealsandknowhowtousebasicskillsandequipmenttopreparefood.
v Experiencethepartfoodhastoplayinspecial,socialoccasions
v Understandthatafamilysittingandeatingtogetherisagoodthingandthattakingpartinwhattheyeatathomeisfun.
Cookingv Recognisearangeofbasicingredients.v Knowthatingredientsareavailablefrom
differentshops/markets,orgrownathome.v Knowthatsomeingredientsneedtobe
preparedbeforetheycanbeeaten.v Knowthatsomeequipmenthasaspecial
jobandknowwhatthatspecialjobis,e.g.colander,peeler.
v Usearangeofsimpleequipment.v Usebasiccookingskillstomakeadish.v Knowthatdifferentfoodsneedtobestored
differently.v Knowthehygieneandsafetyrules,which
needtobefollowedbefore,duringandaftercooking.
v Knowthatpeopleeatdifferentfoodandmealsaccordingtothetimeofday,whotheyareandtheoccasion.
HealthyEatingv Understandthatfoodisabasicrequirement
oflife.v Understandthatweneedfoodtogrow,be
activeandmaintainhealth.v Talkaboutfoodstheylikeanddislikewith
reasons.v Understandthatweeatdifferentfood
dependingonthetimeofday,occasionand
v Learnskillstocreatefoodforspecialoccasionsv Understandthatafamilysittingandeating
togetherisagoodthingandthattakingpartinwhattheyeatathomeisfun
Cookingv Knowthatthereisavastrangeofingredients
usedaroundtheworld.v Understandthatdietsaroundtheworldare
basedonsimilarfoodgroups.v Knowthatfoodispreparedindifferentways
duetoanumberoffactors,includingcountry,culture,customandreligion
v Usetheeat-wellplateandconsidertheneedsofdifferentpeoplewhenplanningandcookingfood.
v Suggestanddemonstratehealthierwaystoprepareandcookfoods.
v Readandinterpretbasicnutritioninformationonfoodpackagingwhenmakingchoices.
v Planandpreparefoodappropriateforarangeofdifferentoccasions.
HealthyEatingv Understandthatarangeoffactorsdetermine
whatiseatenthroughouttheworld.Dietsvarybetweenindividualsforreasonssuchasavailability,preference,resources,time,cultureandreligion.
v Understandthatavarietyandbalanceoffoodanddrinkisneededinahealthydiet.
v Understandthatdifferentdietsmaycomprise
mealsandknowhowtousebasiccookingskillsandequipmenttopreparefood
v Experiencethepartfoodhastoplayinspecial,socialoccasions
Cookingv Writeandfollowrecipes.v Weighandmeasureaccurately.v Selectandusethemostappropriate
ingredientsandequipmenttoplanandcookarangeofdishes.
v Modifyexistingrecipes.v Demonstrateanextendedrangeoffoodskills
andtechniques.v Knowthatfoodcanspoilanddecaydueto
theactionofmicrobes,insectsandotherpests.
v Understandandusedatemarksandfoodstorageinstructionsonfoodpackaging.
v Demonstrategoodpersonalhygienewhencooking.
v Demonstrategoodfoodsafetyandhygienewhencooking.
HealthyEatingv Understandthatdifferenttypesoffood
providedifferentamountsofenergy.v Understandthatdifferentamountsoffood,
knownasportions,providedifferentamountsofenergy.
v Understandthatallfoodanddrinkprovidenutrients.
v Understandthatenergyisprovidedbythe
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lifestyle.v Sortaselectionoffoodsintotheeat-well
foodgroups.v Recognisethe5groupsfromtheeat-well
plate.v Puttogetherabalancedmealbychoosing
foodsfromdifferentfoodgroups.v Knowthateveryoneshouldeatatleast5
portionsoffruitandvegetableseveryday.FoodandFarmingv Understandthatallfoodcomesfromplants
oranimals.v Sortanumberoffoodsintoplantoranimal
groups.v Giveexamplesoffoodsfromanimal
sourcesv Giveexamplesoffoodsfromplantsources.v Knowhowanimalsarefarmed.v Knowhowplantsarefarmed.v Knowthatpeoplecangrowtheirownfood
athome.v Knowthatfoodischangedfromfarmto
forktomakeitsafetoeat.v Knowthefarmtoforkstagesforsome
basicfoods.
similarrawfoods,combinedindifferentways.v Identifyandclassifyunfamiliarandcomposite
dishesaccordingtothe5groupsdepictedintheeat-wellplate.
v Understandthedifferentproportionsofthemodelinrelationtotheirowndiet.
v Usetheeat-wellplatewhendevisingmealsandmenusforthemselvesandothers
FoodandFarmingv Namethesourcesofcommoningredients
foundinmeals.v NamesomefoodsproducedintheUK.v NamesomefoodsproducedoutsidetheUK.v Knowthatclimateandconditionsaffectwhen
andwherefoodisproduced.
nutrientscarbohydrate,fatandprotein.v Understandthatothernutrientsinclude
vitaminsandminerals,whichareneededtokeepthebodyhealthy.
v Understandthatsomefoodsalsoprovidefibre.Thebodydoesnotdigestthis.
v Recognisethattheamountofenergyandnutrientsprovidedbyfooddependsontheportioneaten.
v Understandthefunctionsofdifferentnutrients.
v Recognisethenutrientsprovidedbyeachsectionoftheeat-wellplate.
FoodandFarmingv Knowthatfoodgoesthroughbasicprocesses
beforeitreachesus.v Knowthatathomeweprocessfoodtomake
itedibleandsafe.v Knowthatfoodisprocessedonalargescale
inplacessuchasrestaurantsandfactoriestomakeitedibleandsafetoeat.
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SCIENTIFICANDTECHNOLOGICALUNDERSTANDING
SCIENCEAtBrindisheSchoolswebelievethattheskillsandknowledgetaught,learntandappliedthroughsciencearecrucialtothedevelopmentofeverychildandtheirunderstandingoftheworldaroundthemandthattheyshouldbuildonwhattheyalreadyknowandcando.Teachersplanfor,teachandassessthedifferenttypesofscientificenquiryskillsthatchildrenrequiretobeabletoinvestigateaccuratelyandexplainwhattheyhavefoundout.Workingscientificallytobothaskandanswerquestions,childrenwilllearntousesafelythesedifferenttypesofscientificenquiry:observingovertime;patternseeking;identifying,classifyingandgrouping;comparativeandfairtesting(controlledinvestigations);andresearchingusingsecondarysources.ChildrenwillalsodeveloptheirknowledgeofLifeProcessesandLivingThings(biology),MaterialsandtheirProperties(chemistry)andPhysicalProcesses(physics)throughhands-on,practicalexperiencesandwilllearnaboutrelatedmajorscientificdiscoveries,adiverserangeofscientistswhomadethemandtheprocessesinvolved.Childrenwillusetechnicalterminologyaccuratelyandprecisely,buildingupanextendedspecialistvocabularyandshouldreadandspellscientificvocabularyatalevelconsistentwiththeirincreasingwordreadingandspellingknowledgeatkeystage1and2.Theywillalsoapplytheirmathematicalknowledgetotheirunderstandingofscience,includingcollecting,presentingandanalysingdata.Whereverpossible,opportunitiesforoutdoorlearningwillbeplannedintothelearning.
Scientistsegs
Animals,includinghumans:AlcmaeonCroton–brainishumanthinkingorgan;DavidAttenborough–speciesandhabitats;Rontgen–xraymachine;Carr–MRImachine;LeonardodaVinci–skeletonandmuscles;GertyCuri–carbohydratemetabolism;HelenTaussig–children’sheartdisease;Fabrici–veinscontainvalves;Landsteiner–differentbloodtypes;Barnard–firsthearttransplant;MariaPereira–heartsurgeryadhesive;FlorenceNightingale,JosephListerandAlexanderFleming–germsandhygiene;GertrudeBellElion–Leukemia,HIVandMalariadrugs;LouisPasteur-vaccination
Plants:GeorgeWashingtonCarver-croprotationandpeanuts;DavidAttenborough–speciesandhabitats;DavidBellamy–botanist;BeatrixPotter–naturalscientistandauthor;CapabilityBrown–landscapearchitect;AlanTitchmarsh–gardener;CarolusClusius–botanistandhorticulturist;GertrudeJekyll–horticulturistandgardendesigner;CharlieDimmock-gardener;PercyThrower–horticulturistandgardener
Livingthingsandtheirhabitats:DianFossey–mountaingorillas;JaneGoodall–chimpanzees;DavidAttenborough–speciesandhabitats;CarlLinnaeus-classification;Aristotle-classification;AlexanderFleming–penicillin;Jenner–smallpoxvaccine;JosephLister–microbiology;RachelCarson–interrelationofalllivingthingsandfounderofenvironmentalscience;SarahMather–underwatertelescope;GilbertWhite–ecologist;SteveIrwin–natureexpert;SteveBackshall–naturalist;ChrisPackham-naturalistEvolutionandinheritance:MaryAnning–foundfirstplesiosaur;CarlLinnaeus–classification;CharlesDarwin–evolution;AlfredRusselWallace–evolution;GregorMendel–genetics;MaryKingsley–explorer;BarbaraMcClintock–genetics;MaryLeakey–prehistorichumansinAfrica;RosalindFranklin–DNA;JamesWatsonandFrancisCrick–DNARocks:MaryAnning–foundfirstplesiosaurProperties,usesandchangesofmaterials:MarieCurie–discoveredradiumandpolonium;IreneJuliet-Curie–discoveredcouldmakeradioactive
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elements;ShigeruBan–architectusingrecycledmaterialsindesign;JohnBoydDunlop–rubbertyres;CharlesMacintosh–waterproofmaterial;JohnLoudonMcAdam–roadbuilding;StephanieKwolek–Kevlar;BerthaBenz–brakepads;SpencerSilver–postitnotes;RuthBenerito–textiles;AntoineLavoisier–oxygen,hydrogenandchemicalelementsLight:IsaacNewton–whitelight;BenjaminFranklin–wavetheoryoflight;PatriciaBath–lasercataractsurgery;AlbertEinstein–particletheoryoflight/photons;BenjaminFranklin–wavetheoryoflight;Aristotle–cameraobscura;Alhazen–identifiedeyesightiscausedbylightenteringeyeEarthandspace:CarolineHerschel–firstnotedwomanastronomer;MariaMitchell–newcomet;AnnieCannon–systemtoclassifystars;EllenOchoa–imagesfromspace;JocelynBellBurnell–neutronstars;BrianCox;YvonneBrill–satellitepropulsion;Copernicus–suncentreofuniverse;Galileo–astronomerandtelescope;StephenHawking–blackholes;KatherineJohnson,DorothyVaughanandMaryJackson–JohnGlenn’ssafetraveltospace;ClaudiusPtolemy–starcatalogueandastronomicalcalculator;Hipparchus–motionoftheSunandMoon,predictionofsolareclipses;Al-Biruni–newmathematicalequationsrelatedtoastronomy/measuringradiusoftheEarth;Alhazen–motionoftheplanetsSound:AlexanderGrahamBellandThomasWatson–telephone;Hutchison–electrichearingaid;ThomasEdison–phonographForces:IsaacNewton–gravity;AlbertEinstein–theoryofrelativitity/gravity;LeonardodaVinci–helicopters;RobertFulton–firstsubmarine;Galileo–gravity;Wrightbrothers–aerodynamics;Archimedes–waterdisplacement;Aristotle–motion,forceandresistance;Al-Biruni–createdhydrodynamicsElectricity:HumphryDavyandThomasEdison–lightbulb;BenjaminFranklin–lightning;NikolaTesla–alternatingcurrentelectricity
EARLY MIDDLE LATERWorkingScientificallyv askingsimplequestionsandrecognisingthat
theycanbeansweredindifferentways–askingpeoplequestions,usingsimplesecondarysources,conductingsimpletests
v observingclosely,usingsimpleequipment(forexample,handlenses,eggtimers)
v performingsimpletestsv identifying,comparing,classifyingand
groupingobjects,materialsandlivingthingsv usingtheirobservationsandideastosuggest
answerstoquestionsv gatheringandrecordingdatatohelpin
answeringquestionsv observingchangesovertimeandbeginningto
noticepatternsandrelationshipsv beginningtousesimplescientificlanguage
WorkingScientificallyv askingrelevantquestionsandusingdifferent
typesofscientificenquiriestoanswerthemv settingupsimplepracticalenquiries,
comparativeandfairtestsv makingsystematicandcarefulobservations
and,whereappropriate,takingaccuratemeasurementsusingstandardunits,usingarangeofequipment,includingthermometersanddataloggers
v gathering,recording,classifyingandpresentingdatainavarietyofwaystohelpinansweringquestions
v talkingaboutcriteriaforgrouping,sortingandclassifying,andusingsimplekeys
v beginningtolookfornaturallyoccuringpatternsandrelationshipsanddecidingwhat
WorkingScientificallyv planningdifferenttypesofscientificenquiries
toanswerquestions,includingrecognisingandcontrollingvariableswherenecessary
v takingmeasurements,usingarangeofscientificequipment,withincreasingaccuracyandprecision,takingrepeatreadingswhenappropriate
v makingtheirowndecisionsaboutwhatobservationstomake,whatmeasurementstouseandhowlongtomakethemfor,andwhethertorepeatthem
v recordingdataandresultsofincreasingcomplexityusingscientificdiagramsandlabels,classificationkeys,tables,scattergraphs,barandlinegraphs
v usingtestresultstomakepredictionstoset
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LifeProcessesandLivingThingsYear1Plantsv identifyandnameavarietyofcommonwild
andgardenplants,includingdeciduousandevergreentrees
v identifyanddescribethebasicstructureofavarietyofcommonfloweringplants,includingtrees
Animals,includinghumansv identifyandnameavarietyofcommon
animalsincludingfish,amphibians,reptiles,birdsandmammals
v identifyandnameavarietyofcommonanimalsthatarecarnivores,herbivoresandomnivores
v describeandcomparethestructureofa
datatocollecttoidentifythemv recordingfindingsusingsimplescientific
language,drawings,labelleddiagrams,keys,barcharts,andtables
v reportingonfindingsfromenquiries,includingoralandwrittenexplanations,displaysorpresentationsofresultsandconclusions
v usingresultstodrawsimpleconclusions,makepredictionsfornewvalues,suggestimprovementsandraisefurtherquestions
v identifyingdifferences,similarities,patternsorchangesrelatedtosimplescientificideasandprocesses
v usingstraightforwardscientificevidencetoanswerquestionsortosupporttheirfindings
v recognisingwhenandhowsecondarysourcesmighthelpanswerquestionsthatcannotbeansweredthroughpracticalinvestigations
LifeProcessesandLivingThingsYear3Plantsv identifyanddescribethefunctionsof
differentpartsoffloweringplants:roots,stem/trunk,leavesandflowers
v exploretherequirementsofplantsforlifeandgrowth(air,light,water,nutrientsfromsoilandroomtogrow)andhowtheyvaryfromplanttoplant
v investigatethewayinwhichwateristransportedwithinplants
v explorethepartthatflowersplayinthelifecycleoffloweringplants,includingpollination,seedformationandseeddispersal
Animals,includinghumansv identifythatanimals,includinghumans,need
upfurthercomparativeandfairtestsv reportingandpresentingfindingsfrom
enquiries,includingconclusions,causalrelationshipsandexplanationsofanddegreeoftrustinresults,inoralandwrittenformssuchasdisplaysandotherpresentations
v usinganddevelopingkeysandotherinformationrecordstoidentify,classifyanddescribelivingthingsandmaterials,andidentifyingpatternsthatmightbefoundinthenaturalenvironment
v identifyingscientificevidencethathasbeenusedtosupportorrefuteideasorarguments
v recognisingwhichsecondarysourceswillbemostusefultoresearchtheirideasandbeginningtoseparateopinionfromfact
v talkingabouthowscientificideashavedevelopedovertime
v exploringideasandraisingdifferentkindsofquestions
LifeProcessesandLivingThingsYear5Livingthingsandtheirhabitatsv describethedifferencesinthelifecyclesofa
mammal,anamphibian,aninsectandabirdv describethelifeprocessofreproductionin
someplantsandanimalsAnimals,includinghumansv describethechangesashumansdevelopto
oldageYear6Livingthingsandtheirhabitatsv describehowlivingthingsareclassifiedinto
broadgroupsaccordingtocommonobservablecharacteristicsandbasedonsimilaritiesanddifferences,includingmicro-organisms,plantsandanimals
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varietyofcommonanimals(fish,amphibians,reptiles,birdsandmammals,includingpets)
v identify,name,drawandlabelthebasicpartsofthehumanbodyandsaywhichpartofthebodyisassociatedwitheachsense
Year2Livingthingsandtheirhabitatsv exploreandcomparethedifferencesbetween
thingsthatareliving,dead,andthingsthathaveneverbeenalive
v identifythatmostlivingthingsliveinhabitatstowhichtheyaresuitedanddescribehowdifferenthabitatsprovideforthebasicneedsofdifferentkindsofanimalsandplants,andhowtheydependoneachother
v identifyandnameavarietyofplantsandanimalsintheirhabitats,includingmicro-habitats
v describehowanimalsobtaintheirfoodfromplantsandotheranimals,usingtheideaofasimplefoodchain,andidentifyandnamedifferentsourcesoffood
Plantsv observeanddescribehowseedsandbulbs
growintomatureplantsv findoutanddescribehowplantsneedwater,
lightandasuitabletemperaturetogrowandstayhealthy
Animals,includinghumansv noticethatanimals,includinghumans,have
offspringwhichgrowintoadultsv findoutaboutanddescribethebasicneedsof
animals,includinghumans,forsurvival(water,foodandair)
v describetheimportanceforhumansofexercise,eatingtherightamountsofdifferenttypesoffood,andhygiene.
therighttypesandamountofnutritionandthattheycannotmaketheirownfood,gettingnutritionfromwhattheyeat
v identifythathumansandsomeotheranimalshaveskeletonsandmusclesforsupport,protectionandmovement
Year4Livingthingsandtheirhabitatsv recognisethatlivingthingscanbegroupedin
avarietyofwaysv exploreanduseclassificationkeystohelp
group,identifyandnameavarietyoflivingthingsintheirlocalandwiderenvironment
v recognisethatenvironmentscanchangeandthatthiscansometimesposedangerstolivingthings
Animals,includinghumansv describethesimplefunctionsofthebasic
partsofthedigestivesysteminhumansv identifythedifferenttypesofteethinhumans
andtheirsimplefunctionsv constructandinterpretavarietyoffood
chains,identifyingproducers,predatorsandprey
v givereasonsforclassifyingplantsandanimalsbasedonspecificcharacteristics
Animals,includinghumansv identifyandnamethemainpartsofthe
humancirculatorysystem,anddescribethefunctionsoftheheart,bloodvesselsandblood
v recognisetheimpactofdiet,exercise,drugsandlifestyleonthewaytheirbodiesfunction
v describethewaysinwhichnutrientsandwateraretransportedwithinanimals,includinghumans
Evolutionandinheritancev recognisethatlivingthingshavechangedover
timeandthatfossilsprovideinformationaboutlivingthingsthatinhabitedtheEarthmillionsofyearsago
v recognisethatlivingthingsproduceoffspringofthesamekind,butnormallyoffspringvaryandarenotidenticaltotheirparents
v identifyhowanimalsandplantsareadaptedtosuittheirenvironmentindifferentwaysandthatadaptationmayleadtoevolution
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MaterialsandtheirPropertiesYear1Everydaymaterialsv distinguishbetweenanobjectandthe
materialfromwhichitismadev identifyandnameavarietyofeveryday
materials,includingwood,plastic,glass,metal,waterandrock
v describethesimplephysicalpropertiesofavarietyofeverydaymaterials
v compareandgrouptogetheravarietyofeverydaymaterialsonthebasisoftheirsimplephysicalproperties
Year2Usesofeverydaymaterialsv identifyandcomparethesuitabilityofa
varietyofeverydaymaterials,includingwood,metal,plastic,glass,brick,rock,paperandcardboard,forparticularuses
v findouthowtheshapesofsolidobjectsmadefromsomematerialscanbechangedbysquashing,bending,twistingandstretching
PhysicalProcessesYear1Seasonalchangesv observechangesacrossthefourseasonsv observeanddescribeweatherassociatedwith
theseasonsandhowdaylengthvaries
MaterialsandtheirPropertiesYear3Rocksv compareandgrouptogetherdifferentkinds
ofrocksonthebasisoftheirappearanceandsimplephysicalproperties
v describeinsimpletermshowfossilsareformedwhenthingsthathavelivedaretrappedwithinrock
v recognisethatsoilsaremadefromrocksandorganicmatter
Year4Statesofmatterv compareandgroupmaterialstogether,
accordingtowhethertheyaresolids,liquidsorgases
v observethatsomematerialschangestatewhentheyareheatedorcooled,andmeasureorresearchthetemperatureatwhichthishappensindegreesCelsius(°C)
v identifythepartplayedbyevaporationandcondensationinthewatercycleandassociatetherateofevaporationwithtemperature
PhysicalProcessesYear3Lightv recognisethattheyneedlightinordertosee
thingsandthatdarkistheabsenceoflightv noticethatlightisreflectedfromsurfacesv recognisethatlightfromthesuncanbe
dangerousandthattherearewaystoprotecttheireyes
v recognisethatshadowsareformedwhenthelightfromalightsourceisblockedbyasolid
MaterialsandtheirPropertiesYear5Propertiesandchangesofmaterialsv compareandgrouptogethereveryday
materialsonthebasisoftheirproperties,includingtheirhardness,solubility,transparency,conductivity(electricalandthermal)andresponsetomagnets
v knowthatsomematerialswilldissolveinliquidtoformasolution,anddescribehowtorecoverasubstancefromasolution
v useknowledgeofsolids,liquidsandgasestodecidehowmixturesmightbeseparated,includingthroughfiltering,sievingandevaporating
v givereasons,basedonevidencefromcomparativeandfairtests,fortheparticularusesofeverydaymaterials,includingmetals,woodandplastic
v demonstratethatdissolving,mixingandchangesofstatearereversiblechanges
v explainthatsomechangesresultintheformationofnewmaterials,andthatthiskindofchangeisnotusuallyreversible,includingchangesassociatedwithburningandtheactionofacidonbicarbonateofsoda
PhysicalProcessesYear5Earthandspacev describethemovementoftheEarth,and
otherplanets,relativetotheSuninthesolarsystem
v describethemovementoftheMoonrelativetotheEarth
v describetheSun,EarthandMoonasapproximatelysphericalbodies
v usetheideaoftheEarth’srotationtoexplain
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objectv findpatternsinthewaythatthesizeof
shadowschangeForcesandmagnetsv comparehowthingsmoveondifferent
surfacesv noticethatsomeforcesneedcontact
betweentwoobjects,butmagneticforcescanactatadistance
v observehowmagnetsattractorrepeleachotherandattractsomematerialsandnotothers
v compareandgrouptogetheravarietyofeverydaymaterialsonthebasisofwhethertheyareattractedtoamagnet,andidentifysomemagneticmaterials
v describemagnetsashavingtwopolesv predictwhethertwomagnetswillattractor
repeleachother,dependingonwhichpolesarefacing
Year4Soundv identifyhowsoundsaremade,associating
someofthemwithsomethingvibratingv recognisethatvibrationsfromsoundstravel
throughamediumtotheearv findpatternsbetweenthepitchofasound
andfeaturesoftheobjectthatproduceditv findpatternsbetweenthevolumeofasound
andthestrengthofthevibrationsthatproducedit
v recognisethatsoundsgetfainterasthedistancefromthesoundsourceincreases
Electricity(Pupilsshouldknowabouttheprecautionsforworkingsafelywithelectricity.)v identifycommonappliancesthatrunon
electricity
dayandnightandtheapparentmovementofthesunacrossthesky
Forcesv explainthatunsupportedobjectsfalltowards
theEarthbecauseoftheforceofgravityactingbetweentheEarthandthefallingobject
v identifytheeffectsofairresistance,waterresistanceandfrictionthatactbetweenmovingsurfaces
v recognisethatsomemechanisms,includinglevers,pulleysandgears,allowasmallerforcetohaveagreatereffect
Year6Lightv recognisethatlightappearstotravelin
straightlinesv usetheideathatlighttravelsinstraightlines
toexplainthatobjectsareseenbecausetheygiveoutorreflectlightintotheeye
v explainthatweseethingsbecauselighttravelsfromlightsourcestooureyesorfromlightsourcestoobjectsandthentooureyes
v usetheideathatlighttravelsinstraightlinestoexplainwhyshadowshavethesameshapeastheobjectsthatcastthem
Electricity(Pupilsshouldknowabouttheprecautionsforworkingsafelywithelectricity.)v associatethebrightnessofalamporthe
volumeofabuzzerwiththenumberandvoltageofcellsusedinthecircuit
v compareandgivereasonsforvariationsinhowcomponentsfunction,includingthebrightnessofbulbs,theloudnessofbuzzersandtheon/offpositionofswitches
v userecognisedsymbolswhenrepresentingasimplecircuitinadiagram
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v constructasimpleserieselectricalcircuit,identifyingandnamingitsbasicparts,includingcells,wires,bulbs,switchesandbuzzers
v identifywhetherornotalampwilllightinasimpleseriescircuit,basedonwhetherornotthelampispartofacompleteloopwithabattery
v recognisethataswitchopensandclosesacircuitandassociatethiswithwhetherornotalamplightsinasimpleseriescircuit
v recognisesomecommonconductorsandinsulators,andassociatemetalswithbeinggoodconductor
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SCIENTIFICANDTECHNOLOGICALUNDERSTANDING
DESIGNANDTECHNOLOGYInKeyStage1and2,throughavarietyofcreativeandpracticalactivities,pupilsshouldbetaughttheknowledge,understandingandskillsneededtoengageinarepetitiveprocessofdesigning,makingandevaluating.Theaimisthatallpupils:developthecreative,technicalandpracticalexpertiseneededtoperformeverydaytasksconfidentlyandtoparticipatesuccessfullyinanincreasinglytechnologicalworld;buildandapplyarepertoireofknowledge,understandingandskillsinordertodesignandmakehigh-qualityprototypesandproductsforawiderangeofusers;critique,evaluateandtesttheirideasandproductsandtheworkofothers;understandandapplytheprinciplesofnutritionandlearnhowtocook.Thetopicsbelow(e.g.homes,puppets,packaging,kites)aremerelysuggestionsforteachers.Itisthedesign,makingandevaluatingprocessthatpupilsshouldbetaught.Teachersplanatleastonestructure,onemechanismsandonetextilesprojectperyear.Suggestedactivitiesandlearningobjectivescanbefoundbelow.Aspartoftheirworkwithfood,pupilsshouldbetaughthowtocookandapplytheprinciplesofnutritionandhealthyeating(see‘Physicalwellbeing,healthandlifestyles’/’Healthyliving,includingfoodandgrow,cook,eat’sectionofcurriculumforobjectives).
DESIGNING,MAKINGANDEVALUATINGKeyStage1Designv designpurposeful,functional,appealingproductsforthemselvesandotherusersbasedondesigncriteriav generate,develop,modelandcommunicatetheirideasthroughtalking,drawing,templates,mock-upsand,whereappropriate,informationand
communicationtechnologyMakev selectfromandusearangeoftoolsandequipmentsafelytoperformpracticaltasks(forexample,cutting,shaping,joiningandfinishing)v selectfromanduseawiderangeofmaterialsandcomponents,includingconstructionmaterials,textilesandingredients,accordingtotheir
characteristicsEvaluatev exploreandevaluatearangeofexistingproductsv evaluatetheirideasandproductsagainstdesigncriteria
Technicalknowledgev buildstructures,exploringhowtheycanbemadestronger,stifferandmorestablev exploreandusemechanisms(forexample,levers,sliders,wheelsandaxles)intheirproductsv usepatterntemplates,markout,cutandjoinmaterialsusingsimplesewingtechniques
Skillsv focusedpracticaltaskstodevelopthenecessaryskillsformakingaparticularproduct
Cookingandnutritionv usethebasicprinciplesofahealthyandvarieddiettopreparedishesv understandwherefoodcomesfrom
KeyStage2
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Designv useresearchanddevelopdesigncriteriatoinformthedesignofinnovative,functional,appealingproductsthatarefitforpurpose,aimedat
particularindividualsorgroupsv generate,develop,modelandcommunicatetheirideasthroughdiscussion,annotatedsketches,cross-sectionalandexplodeddiagrams,
prototypes,patternpiecesandcomputer-aideddesignMakev selectfromanduseawiderrangeoftoolsandequipmentsafelytoperformpracticaltasks(forexample,cutting,shaping,joiningandfinishing)
accuratelyv selectfromanduseawiderrangeofmaterialsandcomponents,includingconstructionmaterials,textilesandingredients,accordingtotheir
functionalpropertiesandaestheticqualities
Evaluatev investigateandanalysearangeofexistingproductsv evaluatetheirideasandproductsagainsttheirowndesigncriteriaandconsidertheviewsofotherstoimprovetheirworkv understandhowkeyeventsandindividualsindesignandtechnologyhavehelpedshapetheworld
Technicalknowledge
v applytheirunderstandingofhowtostrengthen,stiffenandreinforcemorecomplexstructuresv understandandusemechanicalsystemsintheirproducts(forexample,gears,pulleys,cams,leversandlinkages)v understandanduseelectricalsystemsintheirproducts(forexample,seriescircuitsincorporatingswitches,bulbs,buzzersandmotors)v applytheirunderstandingofcomputingtoprogram,monitorandcontroltheirproductsv makeandusepatterntemplates,markout,cut,pinandjoinmaterialsusingarangeofdifferentsewingandembroiderystitches
Skills
v focusedpracticaltaskstodevelopthenecessaryskillsformakingaparticularproductCookingandnutrition
v understandandapplytheprinciplesofahealthyandvarieddietv prepareandcookavarietyofpredominantlysavourydishesusingarangeofcookingtechniquesv understandseasonality,andknowwhereandhowavarietyofingredientsaregrown,reared,caughtandprocessed
ExplorekeyeventsandindividualsinDesignTechnology;LearnaboutCAD(computeraideddesign)
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EARLY MIDDLE LATERStructuresYear1egHomes,Playgroundsv Usesimplemethodsformakingfreestanding
structuresstrongerandmorestablev Namedifferenttypesofaproductandmain
featuresv Observecarefully,drawandnamesimple
mathematicalshapesinthecontextofaproductv Usebasiccutting,shapingandjoining
techniquesfor3Dmodelling,forexamplewithpaperandcardusinggluesandmaskingtape
v Makesimplehingesv Useconstructionkitstoaidmodellingv Makesuggestionsastohowtoproceedv Assemble,joinandcombine2Dand3D
materialsintoamodelv Evaluateproductsmade,commentingonmain
features
Year2egGardenSeatsv Usesimpleandincreasinglymorecomplex
methodsformakingfreestandingstructuresstronger,morestableandabletowithstandgreaterloads
v Useconstructionkitstoconstructmodelsv Assembleandjoinframeworkstructuresv Relatethewaythingsworktotheirintended
purposebylookingatexistingproductsv Discusshowmaterialsandcomponentshave
beenused,people’sneedsandwhatotheruserssayaboutthem
v Assemble,joinandcombinematerialsandcomponentstogetherusingavarietyoftemporarymethodswhenmakingaprototype
v Recogniseshapesandtheirapplicationinsimplestructures,egtrianglesandstrengtheningforces
StructuresYear3egcardstructure-Packaging(sandwich)
v Usestrongshellstructuresv Findoutwhatotheruserssayabouta
specificproductandgenerateideasforanitemofpackaging,consideringitspurposeanduser/s
v Discussusedpackaging:whatwasthepacketusedfor?Wasthepackagingreallynecessary?Whatmaterialshavebeenused?Hasitbeenstrengthenedinanyway?Canthematerialsberecycledorreused?
v Examinehowtomeasure,markout,cut,scoreandassemblethenetofa3Dshape
v Explorehowtocreatedifferentstylesofwritingforapurpose
v Explore,developandcommunicatedesignproposalsbymodellingideas
v Createapackageforagivenpurposev Testandevaluatedesignideasasthey
develop,andindicatewaysofimprovingideas
v Evaluateagainstdesigncriteria,usingproducttopackasandwich
Year4egStrengtheningframeworkstructures:woodstructureegphotographframe
v Investigatefree-standing,strongshellstructuresandhowtheyaremadestable
v Considerwaystostrengthencornersofstructure(triangulation)
v Experimentwithideastostrengthenarangeofmaterials
v Testandusematerialsforsides/roofofstructure
StructuresYear5egKites,Musicalinstrumentsv Reinforceandstrengthenframework
structures,relatingstrengthtoshapev Relatethewaythingsworktotheir
intendedpurposev Researchinformationfromawiderangeof
sourcesondifferentstructuresv Recordevaluationsusinglabelleddrawingsv Developdifferentstrategiestoembellish
anddevelopdesignsv Explorehowstructurescanfailwhen
loaded,andtechniquesforreinforcingandstrengtheningthem
v Joinandcombinematerialsandcomponentsaccuratelyintemporaryandpermanentways
v Criticallyevaluateexistingdesignsinordertoimprovethem
v Developaclearideaofwhathastobedone,planhowtousematerials,toolsandprocesses
v Criticallyreflectonideasinordertoimprovethemandsuggestalternativemethodsofmakingand/ormaterialsiffirstattemptsfail
v Evaluateproducts,identifyingstrengthsandareasfordevelopment,andcarryingoutappropriatetests
StructuresYear6egShelters(SeeYear5Structuresfordesignandmakingskills.)v Explorehowmaterialsandcomponents
havebeenused
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v Usetheappropriatevocabularyfornaminganddescribingtheequipment,materialsandcomponentstheyuse
v Evaluatetheirproductsastheyaredeveloped,identifyingstrengthsandpossiblechangestheymightmake
TextilesYear1egFingerpuppetv Drawaroundatemplatev Recognisethattherearedifferenttypesofa
productmadeupfromdifferentpartsv Makesimpledrawingsandlabelpartsv Recognisethatideasfortheirowndesignscan
bedevelopedbylookingataselectionofexistingproducts
v Identifysimpledesigncriteriav Modelideasbymakingapapermock-upusing
glueasajoiningtechniquev Markout,cutandjoinfabricpiecestomakethe
mainpartofaproductusingsimplejoiningtechniques,foreggluingandstitchingasappropriate
v Useappropriatefinishingtechniquesv Evaluateagainstowndesigncriteria
Year2egGlovepuppet,Sunhatv Recognisethattherearedifferenttypesofa
productandthattheyaredesignedfordifferent
v Use3Dlabelleddrawingtomodeldesignandspecifycriteria
v Exploreandevaluateexistingproductsandgenerateideas
v Forrelevantproductsmakeamock-upusingsuitablematerials
v Beabletodesignasuitableproductforaparticularpurpose
v Beabletosafelyusehacksaw,drillandbradawltoworkwithwood
v Makeaccuratemeasurementsv Evaluateworkagainsttheoriginalcriteria
forthedesignandforstrengthandstabilityTextilesYear3egmoneycontainer
v Usea2-Dfabricshapetomakea3-Dproduct
v Usepatterns/templatesandfasteningtechniques
v Evaluateproductsandidentifycriteriathatcanbeusedfortheirowndesigns
v Makelabelleddrawingsfromdifferentviewsshowingspecificfeatures
v Sewusingarangeofdifferentstitchesv Recognisethatfabricshavedifferent
propertiesv Investigatethatsomejoiningtechniques
arestronger/weakerthanothersv Explorethatfabriccanbejoinedin
temporaryandpermanentwaysv Modelideaswithpaperorinexpensive
fabricv Usedecorativetechniquesegsimple
embroideryorfabriccrayonv Appreciatetheaestheticqualitiesofa
v Explore,developandcommunicateaspectsoftheirdesignproposalsbymodellingtheirideasinavarietyofways
TextilesYear5egBagsv Useacombinationofpatternpiecesand
fabricshapestomakea3-Dproductv Ensureaccuracyinpatternmaking,
includingleavingaseamallowancev Recognisethatproductsaredesignedfora
particularpurposeandaresuitablefordifferentusers
v Criticallyevaluateexistingproductsanddecideonenduserfortheirproduct
v Explorearangeofdifferentmaterialswhichcanbeusedonaproduct
v Recognisethatpattern/templatescanbeusedmanytimesandthisensuresconsistencyinsize
v Pinortack,sewandstitchmaterialstogether
v Developadesignspecificationforaportfolioordesignproposal
v Communicateideasthroughdrawingsandmodelling
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purposesanddifferentusesv Evaluateexistingproductsandidentifycriteria
touseintheirowndesignsv Makesimpleannotateddrawingsv Recognisethatsomejoiningtechniquesare
stronger/weakerthanothersandmakecomparisons
v Recognisethatfabricshavedifferentpropertiesv Usebasicsewingtechniquesv Usesimplevocabularyassociatedwithtextilesv Evaluateproductidentifyingstrengthsandareas
fordevelopmentagainsttheoriginalspecifications
v Modelideasbymakingapapermock-upandmarkout,cutandjoinmaterialtomakemainpartoffinalproduct
designv Drawupsimpledesignspecificationsand
makeaplanofhowtomaketheproduct(instages)
v Makeapaperpattern/templatethatusesaseamallowance
v Measure,tapeorpin,cutandjoinfabricwithincreasingaccuracy
v Evaluateagainstdesigncriteriaandsuggestimprovements
Year4egwallhangings,samplers,coatofarms
v Cutrectangularpatterns/templatesandjoinfabricsbystitching
v Considerhowothermaterialscanaddfurtherpropertiestotextilesegbeads,buttons
v Makelabelleddrawingsshowingspecificfeatures
v Sewusingarangeofdifferentstitchesv Explorethedifferentpropertiesoffabricsv Recognisethatfabriccanbejoinedin
temporaryandpermanentwaysv Exploreandexperimentwithsimple
weavingandknittingtocreatetheirownfabricsorenhanceadesign
v Usesimpledecorativetechniquese.g.appliqué,embroidery,dyeorfabricpaints
v Designaproductusingtextilesforaspecificpurposewithappreciationoftheaestheticqualitiesofadesign
v Drawupsimpledesignspecificationsandmakeaplanofhowtomaketheproduct
v Measure,tape,cutandjoinfabricwithsomeaccuracy
v Evaluatetheirproductidentifyingstrengthsandareasfordevelopmentagainstthe
v Plantheorderofwork,chooseappropriatematerials,toolsandtechniques
v Constructproductsusingpermanentjoiningtechniques
v Considerhowtoachieveaqualityproductv Evaluateproductsidentifyingstrengthsand
areasfordevelopmentandcarryingoutappropriatetests
Year6egSlippers(SeeYear5Textilesfordesignandmakingskills.)v Usespecificproductvocabularyeginsole,
last,tongueforfootweardesignv Considerthatadesignerneedstothink
aboutappearance,function,costandsafetywhendesigningproducts
v Considerhowtoadjustapatterntocaterfordifferentsizesandconsiderreversingapatterntomakeleftandright
v Useasimplesewingmachine(ifavailable)fordemonstrationandextension
v Developadesignspecificationforadesignproposalandmakeapitch,egDragon’sDen
v CommunicateideasusingITandphotography
v Considerhowtoachieveaqualityproductmaintainingqualitycontrol
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MechanismsYear1egMovingpicturesv Usesimplemovingjoints,leversandslidersv Joinmaterialsusingstickytape,glueandpaper
fastenersv Drawpicturesthatcanbecutoutv Recognisethatsimpleleversandsliding
mechanismscanbeusedtocreatemovementv Recognisethat‘lifttheflap’or‘hideandreveal’
mechanismsofferanelementofsurprisev Investigatethatleversareusedinproducts,eg
scissors,balancesandmovingbooksv Recognisethatconstructionkitscanbeusedto
tryoutideasv Followexamplestomakesimpleflap,wheel,
slidingandlevermechanismsv Markandmakeholesinpaperorthincardusing
everydaytoolsv Createamovingstoryboardtopresentanidea
foranewstoryv Choosemechanismswhichoffermovement
appropriatetotheirstoryv Modeltheirdesignandstoryideasincardand
papertomakeaprototypev Maketheirdesignusingappropriatetechniquesv Evaluatetheirproductbydiscussinghowwellit
worksinrelationtothepurposeYear2axlesegWindingUp(winchandpulley):makeawell(linkedtonurseryrhyme);makealighthouse(linkedto‘TheLighthouseKeeper’sLunch’)v Usewinding/winch/pulleymechanismsv Useconstructionkitstosupportunderstandingv Recognisethatawindingmechanismhasanaxle
originalspecificationsMechanicalControlYear3Pneumatics–egmovingtoys
v Useasimplepneumaticsystemtocreatemovement
v Explorehowairpressurecanbeusedtoproduceandcontrolmovement
v Examinetechniquesformakingsimplepneumaticsystems
v Comparetheeffectivenessofdifferentsystemsanduseappropriatevocabularytodescribehowthingswork
v Assemblesimplepneumaticsystemsv Explorewaysoffixingcomponentsand
usingpneumaticsystemsinconjunctionwithsimpleleverstocontrolmovement
v Chooseanideaaccordingtologisticalconstraintsegmaterials
v Useastoryboardtodesignandrecordthesequenceoftheirwork
v Evaluatetheproductandpurposeofimprovements
Year4Movingpictures–egbook
v Useleversandlinkagesv Distinguishbetweenfixedandlooselevers
andlinkagesv Investigateandevaluateproductswith
leverandlinkagessystemsinordertolearnhowtheyfunction
v Relatethewaythingsworktotheirintendedpurposeegpulldirectionandmovementitproduces
v Useappropriatetechnicalvocabularytodescribematerialsandmechanisms
v Measure,markout,cutandshapearange
MechanicalControlYear5Cams–egmovingtoysv Exploreexistingproductsandrecognisethe
movementofamechanismwithinatoyormodel
v Usespecificsubjectvocabularyandunderstandwhatitmeans
v Usecamstochangerotarymovementintolinear/reciprocatingmovement
v Understandthatacamwillchangerotarymotionintolinearmotion
v Understandthatdifferentshapedcamsproducedifferentmovementsandabouttherelationshipbetweenacamandafollower
v Measureandmarkoutaccuratelyv Usetools,eghacksaw,utilityscissorsnips,
forcuttingsafelyandeffectivelyv Useadrillorbradawltomakeanoff-centre
holeinawheelv Considerthecharacteristicsofthecam
mechanismwhendesigningthemovingpartoftheirtoy
v Producelabelled3Ddrawingsoftheirdesignandselect/recordrequiredmaterials
v Testouttheirdesignideasbeforeproceeding
v Cutandjoinwithaccuracytoensureagood-qualityfinishtotheproduct
v Decoratefinishedproductconsideringaestheticsandenduser
v Testthemechanismsandmakeadjustmentswherenecessary
v Evaluateitpersonallyandseekevaluationfromothers
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thatturnsandahandlev Observecarefullywhathappenswhensucha
mechanismworksv Makesimpledrawingstoshowhowthe
mechanismworksv Investigatetechniquesformakingwinding
mechanismsv Identifycriteriafortheirdesignv Selecttoolsandmaterialsandusecorrect
vocabularytonameanddescribethemv Assemble,joinandcombinematerialstomakea
windingmechanismv Understandtheneedforastrongandstable
structuretosupportamechanismv ToevaluateagainstdesigncriteriaYear2Wheels,axlesandaxleholdersegvehiclev Usewheels,axlesandaxleholdersv Understandthatwheelscanbeattachedtightly
orrunfreelyonanaxlev Knowthataxlesareattachedtoachassisv Recognisethatdifferenttypesofvehicledesign
requiredifferentpartstofulfiltheirpurposev Exploreideasfordesignsbylookingatfamiliar
productsv Makesimplesketchesanddrawings,labelparts
andupdatetheirdesignastheyaremakingtheirproduct
v Applyknowledgeofpropertiesofeverydaymaterialswhenselectingandusingmaterialsfortheirdesign
v Devisesimplecriteriatoevaluatetheirapproaches,productsandoutcomes
v Begintoselectequipmentandtoolstomaketheirworkmoreeffectiveandefficient,andexplainthereasonsfortheirchoices
v Identifyapurposeforwhattheyintendtodesignandmake
ofmaterials,usingappropriatetools,equipmentandtechniques
v Joinandcombinematerialsandcomponentsaccuratelyintemporaryandpermanentways(mockupsandfinalproduct)
v Explorehowsimplemechanismscanbeusedtoproducedifferenttypesofmovementegrotary,slide
v Planhowtomake,usematerials,equipmentandprocesses
v Evaluatedesignideasasthesedevelop,indicatingwaysofimprovingtheirideasandtoevaluatethebook/pageagainsttheoriginaldesigncriteria
MechanicalandElectricalControlYear4egtorch,lighthouse,burglaralarm(Neverusemainselectricity)
v Usesimpleswitchesandcircuitstodesignandmakeafunctionalproduct
v Explorethewaysinwhichdifferenttypesofswitchesworkorcanbeactivatedandrelatedtopossibleoutputwarningdevices
v Ifavailable,showhowtouseacontrolprogramforanalarmorlight
v Evaluateexistingproductsfortorchesandgeneratedesignideasappropriatetothepurpose
v Thinkabouthowelectricalcircuitscanbeusedtoachievefunctioningresults
v Thinkabouthowtocontroltheiralarmusingacontrolbox/programifavailable
v Evaluatetheirproductscarryingoutappropriatetestsandimprovements
MechanicalandElectricalControlYear6-egFairgroundridev Exploremovingtoyswhichfeaturepulleys
orgearsv Usespecificsubjectvocabularyand
understandwhatitmeansv Usepulleysorgearsandunderstandhow
themechanismsworkv Useswitchesandmotorsincircuitsto
achievefunctionalresultsv Considerthatthereareavarietyof
productswhichincorporateapulleyandadrivebeltandaredrivenbyamotororacomputer
v Discusshowcontrolsystemsareusedineverydaylifeusingtheappropriatevocabularyrelatedtocontrolsystems
v Modelandexploreideasforownproductthatusesmechanisms,byusingconstructionkitsormakingamodelfromasetofinstructions
v Developadesignspecificationforadesignproposalandmakeapitchtoarelevantorganisation,e.g.themepark
v CommunicateideasusingITandphotography
v Considerthatthedirectionofrotationandthespeedofanelectricmotorcanbecontrolledandvaried
v Thinkabouthowrotationcanbetransferredfromonepartofamodeltoanotherbyusingpulleysandabelt
v Considerhowabeltandpulleysystemcanreversethedirectionofrotation(bytwistingthebeltthrough180degrees)
v Considerhowabeltandpulleysystemcanturntheplaneofrotationthrough90
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v Refinetheirdesignbasedonwhattheyhavefoundoutthroughinvestigativework
v Considerhowtoincludeopeningandclosingmechanismsegdoorhinges
v Measureandcutaccuratelyv Assemble,joinandcombinematerialsinorder
tomakeavehiclev Evaluateagainstdesigncriteria
degrees(bytwistingthebeltthrough90degrees)
v Thinkabouthowabeltandpulleysystemcanincreaseordecreasethespeedofrotation(byusingdifferentsizepulleys)
v Makedecisionswithregardtothetypeofridetheywillmake
v Modeltheirintendedfairgroundridev Makemodificationsastheygoalongv Evaluateagainsttheiroriginalcriteriaand
suggestwaysthattheirridecouldbeimproved
v Makeanattempttocalculateproductcostsforatleastonecopyoftheirproduct
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SCIENTIFICANDTECHNOLOGICALUNDERSTANDING
COMPUTING
EARLY MIDDLE LATERE-safetyv Digitalfootprint:Learnhowtocreatesafe
imageswhichdon’trevealpersonalinformation
v Stayingsafe:Which/whosedevicesisitsafeformetouse?;Understandthatsomeinternetcontentisnotappropriateforme;Knowingaselectionofwebsiteswhichareappropriateforme;UnderstandthatIshouldnotputanyinformationaboutmyselfontheinternet
v Virusesetc.:Whattheyareandwhattheycando;Howtoavoidthem;Howtodealwithandavoidpop-upsingamesandinternetbrowsers
v Security:Knowhowtomakeagoodpassword;Knowhowtokeepyourpasswordsafe
v Cyberbullying:Understandconceptofonlineinteractionsbeingthesameas‘real-life’
v Howtoreportissues:Knowtospeaktoaresponsibleadultiftheycomeacrossanythingthatisinappropriateormakesthemfeeluncomfortable/threatened
v Ageappropriateusage:Understandpurposeofage-restrictionsongaming,socialmedia,streamingservicesandotheronlinecontent
v Mental/physicalhealthinthedigitalsphere:Knowhowtoadapttheirpostureanddevicepositionwhenusingdevicesforanylengthof
E-safetyv Digitalfootprint:Whatinformationshould
youshareonasocialnetwork?Understandhowtouseprivacysettings;Identifywhocanseeyouronlineinteractionsandinformation(comparingopenchatrooms/privatemessagingetc.)
v Stayingsafe:Knowhowandwhentowithholdpersonalinformation;Knowhowtoavoidleakingpersonalinformationthroughimages;Understandwhata‘friend’is;Knowthatfinancialcostscanbeincurredthroughadd-onsinapps/software,andunderstandthatyouneedpermissionfromthebill-payerbeforestartinganytransaction
v Virusesetc.:Recognise‘phishing’emailsandwebsites;Recogniselegitimateemails(knowncontacts/businesses);Knowwhattodoifyou’vehadyouremail/otheraccounthacked;Useviruscheckersandfilters
v Security:Understandriskofsavingpasswordsondifferentdevices
v Cyberbullying:Knowtherangeofwhatcanconstitutebullying(manipulation/beingexcluded/yourinformationandcontentbeingsharedwithoutyourpermissionetc.);Understandconceptofallonlinecommunicationpotentiallybeingpublic;Understandthatthenegativeemotionalimpactofcyberbullyingisthesameorworse
E-safetyv Digitalfootprint:Understandtheimpactand
impressiongivenbyyourownonlinecontent;Researchyourowndigitalfootprint;Controlyourownonlineidentity;Communicaterespectfully,inclusivelyandresponsiblyonlinethroughawarenessofdifferentpotentialaudiences
v Stayingsafe:Identifymanipulativecommunication;Understanddangersofextremistandillegalcontent;Avoidillegaldownloadsandotherpotentiallycriminalonlineactivity;Understandintellectualpropertysoastoavoidplagiarism/piracy;Identifywhenyouarebeingsoldto;Identifywhenanindividual/group/organisationistryingtoinfluenceyou
v Virusesetc.:Recognisedifferentlevelsofriskindownloads(authenticityofdifferentwebsites)
v Security:Recogniserisklevelsofdifferentdevices(e.g.–internetcafécomputers/wi-finetworksthatarenotsecure/yourphonevsyourfriend’sphoneetc.)
v Cyberbullying:Understandwhat‘trolling’isandtheimplicationsofit
v Howtoreportissues:Understandhowtobalanceyourownprivacywithbeingopentoyourfamily
v Ageappropriateusage:Understandwhat
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time,soastopreventaches/pains/eyestrain thanbullyingin‘real-life’v Howtoreportissues:Beabletouse‘block’/
‘report’buttons;Usescreenshotstocaptureevidence
v Ageappropriateusage:Revisitage-restrictionsongamingandotheronlinecontent
constitutesadultcontent,andknowwhatisappropriateforyoutoaccessatdifferentages
v Mental/physicalhealthinthedigitalsphere:Understandthatpeoplemanipulatetheirownonlinepersonatogiveanunrealisticallypositiveimpressionoftheirlife;Knowhowtorestrictyourowndeviceusagetoimprovesleeppatterns/mindfulnessetc
InformationTechnologyv Beabletologontonetworkorclassarea.v Beabletologontoandnavigatearoundour
MLE;uselinksonclasspages;usesubscriptionservicesthatourschoolhasboughtinto(e.g.Espresso)
v Beabletoexploreasimplewebpageanddevelopunderstandingof‘home’/‘back’/‘find’buttons
v Developunderstandingofhowtoselectwordsandphrasestomakeaneffectivesearch.
v Useavarietyofsourcestofindinformationforathemee.g.video,podcasts.
v Recognisecommonusesofdigitaldevicesandinformationtechnologybeyondschool
InformationTechnologyv Beabletorefinetheirsearchingskillsusekey
words(insteadofsentences)tofindwhattheyarelookingfor
v Knowwheretofinddifferenttypesofmedia(images/sounds/videosetc.)
v Understandhowtoextractrelevantinformationthattheyunderstandandcanparaphrase.
v UnderstandthatnotallinformationontheInternetisaccurateandthatthereisaneedtocheckinformationfromseveraldifferentsources.
v Understandtheusesofcomputinganddigitaldevicesacrossdifferentareasofsociety(e.g.hospitals/policing/sportetc)
InformationTechnologyv Understandtheterms‘copyright’and
‘plagiarism’,andbeabletofindCreativeCommons(copyright-free)materialfortheirownuse
v Understandthatuseoftheinternetinsomecountries/areasmaybecontrolled,restrictedornon-existent,andthatthequalityofinternetconnectioncanvarybyareaorcountry
v Knowandunderstandthehistoryofcomputing,andhowithasshapedourworld
v Predictfutureusesofcomputingtechnologybasedoncurrenttrendsandpotentialfutureproblems/needs(e.g.climatechange/increasesinworldpopulation)
DataHandlingv Usesimpledatahandlingsoftwaretocreatea
rangeofgraphsandchartsfromdatathattheyhavecollected
DataHandlingv Usedifferentdatahandlingpackagesto
createforms/tables/databases,insertdata,creategraphsandimporttheseintoanothermedia(Word,PowerPoint,Pages,Blog,etc.)tocreateareport
v Usedataloggerstorecordtemperature,lightandsoundinScienceandGeographyandbeabletoimportdataintoadatahandlingpackage
DataHandlingv Knowhowtosortandanalysedatav Throughanalysis,checkthereliabilityofthe
dataobtainedandknowwheretotryagainifthereisinaccurateinformation
v Independentlychoosethemostappropriatedata-handlingpackagefortheirtask
v Choosethemostappropriategraphtype/formatandexplaintheirdecision
v Presenttheirinformationusingavarietyofmedia,explainingtheirchoicesbyconsidering
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theiraudienceSharing,PlayingandCollaboratingOnlinev Understandsomeofthewaysinwhichwe
canshareideasonlinee.g.Fronter,email,blogs
v Understandthedifferencesbetweentheformsofcommunicationavailableontheweb(socialnetworks/instantmessaging/email/bloggingetc)
v Understandwhotheyarecommunicatingwithineachsituation(withfamily/friends/acompany/strangers)
Sharing,PlayingandCollaboratingOnlinev Knowtheadvantagesanddisadvantagesof
differentformsononlinecommunicationintermsofaudience/securityandsafety/purpose
v Choosethemostappropriateformofcommunicationforthepurposeathand
v Understandhowwechangeouruseoflanguageandcontentofourcommunicationsbasedonthemethodbeingusedandaudience(e.g.differencesbetweensendinganinstantmessage/emailtoafriendorpublishingamessageonanopensocialnetworksuchasTwitter)
v Understandthatonlinecommunicationispotentiallymoredifficultthanface-to-facecommunicationduetoabsenceofbodylanguage/facialexpressionsetc
v Learnhowtocomposedigitalcommunications(emails/blogposts/instantmessagesetc)clearlyandsuccinctlytoreducetheriskofthemisunderstanding
Sharing,PlayingandCollaboratingOnlinev Understandthat,whenyoushareonline
contentwithfriends/family,youhavearesponsibilitytoensurethatthematerialisnot1)offensive,or2)apotentialsecurityrisk(virusesetc)
DigitalLiteracyv Beabletouseavarietyofdevicestorecord
images–iPads,tablets,digitalcameras,etc.v Beabletocreateapictureforapurpose/to
modelreallife,e.g.usinganartapp/packagetodrawapictureofaparticulartimeofday
v Useavarietyoftoolsinanartpackagev Beabletouseandlookafterdevicestoaccess
audiobooksandmusicv Beabletocreateamultimedia
document/presentationtoconveyinformationorexpressanopinionorprovideanexperienceforitsaudience,PowerPoint,podcasting,MSWorddoc,animation,
DigitalLiteracyv Createmultimediapresentationswithtext,
images,sound,videoandhyperlinksinarangeofformats(PowerPoint,Word,Publisher,Fronterpageetc)
v Understandtheiraudienceandchoosecolour,textfonts,boxesandtransitionsappropriately
v Combineimportedimages(e.g.photographs/imagestakenfromtheinternet)withimagescreatedwithinartpackages
v Usearangeoftechniquesandeffectstoshowdifferentatmospheres/feelings
v UseGarageband/Broadcaster/Audacityetctocreatelayeredsoundstotellastorywith
DigitalLiteracyv Useadvancedtoolsinwordprocessingand
presentationalsoftwaree.g.linespacing.Columns,tables,textboxes,aligningtext,transitionsandhyperlinksthatbestmeettheneedsofthataudience
v Useembedcodestoinsertgames,videos,onlinecontentintoablog/Fronter/website
v Understandhowtousecontactlists/addressbooksefficiently
v Inpresentations,combinetext,images,soundandvideowitheffectsandtransitionsthatmeettheneedsoftheaudienceandhelptoconveymeaning(atmosphere/feelings)rather
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multimediablogentry speech,soundeffectsandbackgroundmusicv Createananimationtotellastory/explainan
idea,usingstop-frameanimationoronlineanimationssoftware
v Beabletodiscusseffectivenessofwork,theirchoicesandhowtheycouldimproveit
v Workcollaborativelytoshare,developandrefineideas
thansimplytoimpressv Adaptimagestoarangeoftargetaudiences
byfocusingoncomposition/useofcolouring/textetc
v Createonlinestoriestoshareandthenembeddingintoablog/Fronter/website
v Createpodcasts/radioshowstotellstories/explainideas/shareinformation;Discusstheirchoices,audienceandimpact.
v Createfilmsandanimationsusingarangeofsoftwaretoexpressstoriesandideas;Usemoreadvancedtechniquesandeffectsforamorepowerfuleffectontheiraudience
v Regularlyevaluatetheirworkanditseffectiveness
UsingDevicesv Knowhowtoturnon/offthedevicestheyuse
(laptops,desktops,iPads,camerasetc)v Beabletosaveadocumenttoaspecific
locationandbeabletoretrieveadocumentthroughanumberofroutes–recentdoc/openprogramusedetc
v Understandtheimportanceofsensible,specificfilenaming.
v Understandhowtolookafterdevicestoincreasetheirshelflife
v Understandthatbrowsersareusedtoaccesstheinternetandthattherearedifferentbrowsers;Recogniseafewkeyiconsforbrowsers(InternetExplorer/Firefoxetc)
v Knowthataniconrepresentsanapplication/function
v Beabletonavigatebetweentabsandusebookmarks.
v BeabletouploadimagesfromaniPad/digitalcameraetcontoalaptopordesktoptouseatalaterdateoraspartofamultimediaproject.
UsingDevicesv KnowhowtouploadafileontoFronter.v Knowhowtocreateandmanagefolders(ona
harddrive/cloud/otherdevice)sothatdocumentscanbequicklyandeasilyretrievedbythemselvesorsomeoneelse
v Beabletoproblemsolvedifficultieswithvariousdevices:(HowcanIgetridofapopupwindow?Ihaveaspinneywheel,whatcanIdo?Thesoftwareisunresponsive...whataremyoptions?Mymouseisn’tworking–isitpluggedin?Mycomputeriscrashed–doIknowhowtoforcequit?[Ctrl+Alt+Del]).
v Knowtherearedifferentfiletypesandhaveageneralideaofthepurposeofthemostcommonexamples(e.g.wav/mp3/ogg=sound;jpg/gif=image;doc/txt=textetc.)
v Understandtheterms:USB,Ethernet,cloudcomputing,server,hardware,software,
UsingDevicesv Beabletotalkaboutwhichdevice,ifany,is
thebestsuitedtothetaskandbeabletotalkaboutthereasonsfortheirselection;Theywillneedtoconsiderfinalpurposeandstateofproduct–papercopy,digitalcopyandhowitcanbetransferred.
v Understandhowtousethefinderoptionstolocatefoldersandfiles,applicationsandkeywordswithinatext(onlineorinalocaldocument)
v Becomefamiliarwithtypicalfilesizesforparticulardocumenttypes.
v Understandtheterms:bits,bytes,megabytes,andgigabytes(allunitsofmeasurefordigitalinformation)
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v Understandtheterms:mouse,keyboard,screen,desktop,browser,icon,internet.
ComputerScience/TechnologicalUnderstandingv Coreconcepts:-Understandthat‘algorithm’meansasetofrules/instructions-Understandthatcomputerprogramsareacollectionofalgorithms-Understandthatcomputersneedpreciseinstructions-Understandthat‘debugging’meansediting/checking/changingv Programming:-Createandrecordsimpleprogramstoachieveaparticularoutcome,understandingthatdeviceswillonlyactoninformationgivenandthattheinformationneedstobeinputinaspecificwayforthedevicetowork.Dosousing:>ABeebotorothercontroldevice>‘Reallife’situations(e.g.Instructionsformakingajamsandwich)>AsoftwarepackagesuchasEspressoCoding-Predictoutcomesofprograms(e.g.Willthissetofinstructionssuccessfullyhelpusmakethiscake?)v Hardwareandprocessing:-Recognisethedifferencebetweeninputdevices(e.g.akeyboard)andoutputdevices(e.g.acomputermonitor)andunderstandthatsomedevicescanbebothinputandoutput(e.g.aniPadscreen)-Understandthatarangeofdevicescanbecalledacomputer-Understandthatallcomputersareprogrammed
ComputerScience/TechnologicalUnderstandingv Coreconcepts:-Understandthemeaningandpurposeofiteration(‘repeatloops’)-Understandthemeaningandpurposeofselection(‘If…then…’statements)-Understandthattherecanbedifferentsolutionstothesameproblemv Programming:-Designsimplealgorithmsusingiterationandselection-Designcomputerprogramstocontrolreallife/physicaldevices-Debugownandotherpre-writtenprograms-Useflowchartdiagramstoshowandexplain‘real-life’programmes(e.g.Howtoworkyourwaythroughamaze)-UseprogrammingtoolssuchasScratch/EspressoCodingv Hardwareandprocessing:-Understandthatdevicesaregenerallydefinedbytheprogramsthatrunsthem-Selectandusedifferentinputandoutputdevicestomeetdifferentcriteria
ComputerScience/TechnologicalUnderstandingv Coreconcepts:-Understandthedifferencebetweenusesof‘If…then…’and‘If…then…;else…’statements-Understandtheuseof‘Repeatuntil’statements-Understandhowvariablescontrolandusedatainprograms;v Programming:-Designprogramstomeetspecificcriteriaandsolveproblems,usingarangeofiterationandselectionstatementsplususeofvariablestoachievetheiraims-Designandevaluateprogramsbasedonaudience/purpose/effectiveness-Createdifferentprogramstomeetthesamecriteria/endgoal-Recogniseprosandconsofdifferentalgorithms,andidentifyingthemostefficientmethodforsolvingaproblem-Continuefocusondebugging-UseprogrammingtoolssuchasScratch/EspressoCodingv Hardwareandprocessing:-Understandthemainfunctionsofthedifferentcomponentsinacomputer-Understandthedifferencebetweenphysical,wirelessandmobilenetworks
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Communication,LanguagesandLiteracy
v ExplorethepoetryofBenjaminZephaniah:thepowerofimagery,findingavoice.Improviseusingarangeofdramastrategiesandconventionstoexplorethemes.Explorehowpoetsusedifferentstructurestocreatecoherenceandimpact;discussunderlyingthemes,causesandpoints
v Considertheoverallimpactofaliveorrecordedperformance,identifyingdramaticwaysofconveyingideasandbuildingtension.
v Biographical&Autobiographicaltextslinkedtosignificantfiguresfrom1930onwards(e.g.MichaelJackson,DavidBeckham,JesseOwens,AndyWarhol,etc.)orothersignificant(leaders–MargaretThatcher,JKF)
Historical,Global,SocialandSpiritualUnderstandingv Childrenwilltakepartinanhistoricalenquiry
lookingatchangessince1948,theimpactoftheSecondWorldWar,migration,Windrush–NHS,transport
v Exploringtechnologicalchanges,changesintransport,lifestyles,fashionandenvironmentaladvances(linktosustainableschools)
v ChildrenwilllookattheemergenceofcarnivalinBritain–makelinkstoNottingHillriotsandotherstreetcelebrationssuchasPrideandlocalparties
v Weather&climatechange:hurricanes,rainfallv Reflectandevaluatebeliefsaboutworldissues
suchaspeaceandconflict,wealthandpovertyandtheimportanceoftheenvironment
v Humanrights(UDHR1948),socialjustice,healthandpoverty
TripsandVisitors
GeffreyeMuseum–Britainsince1948workshop
MuseumofLondon–dramaworkshop–Windrushand
CommunityCohesion/PlanningforDiversity/Celebrate&EducateLinkingtonewcomersinourschool–whatcanwelearnaboutthemandwheretheycomefrom?Celebratingculutres&traditionsInterviewmembersofthecommunitywhomovedfromtheCaribbean–reasonsformoving,whattheythoughtofLondonwhentheyarrived.
PhysicalWellbeing,HealthandLifestyles
v Exploringhowwewelcomenewcomers;challengingprejudiceanddiscrimination,diversity,respectingbeliefsandpracticesofothers.
v Food–preparationandcookingoffoodfromCaribbean–exploringcustoms,culturaldifferencesandthesocial/celebrationaspectsoffood.
v PE–standalone
CreativeandExpressiveArts
v InVisualArts,childrenwillcompareandcontrastartstyles,schoolsofartandtechniquesusedinBritishandCaribbeanartinthe1950s.Expresspreferences,talkaboutelementsofapiece,useasstimulusforown.
v Music–listenandrespondtoarangeofreggae,carnival/calypsomusic(www.putumayo.com);learnthesongs‘Onelove/peoplegetready’,‘Bassezdown’and‘Threelittlebirds’;useoneofthesongwritingbackingtracksonSingUptowriteacarnival/celebrationsong.
v Dance/drama–linktoWindrush–stillimagesbasedonthosearrivingtoanewcountry–howmighttheyhavefelt?Workinroletoexplorefeelings,thoughts.
Maths,EconomicsandEnterprise
v Maths–standalone&Inspirev Enterprise–afairtradeprojectv StoryofLeviRoots–Caribbeanlink,food,music,
andentrepreneur
ScientificandTechnologicalUnderstandings
v Science–focusonworkingscientifically.LookattheworkofafamousCaribbeanscientistsuchasAnthonyChenorDr.MarciaRoye
v DT–textiles,create/designfabricproductheaddressesv ICT–findinginformationonline,verifyingaccuracy,
presentinginavarietyofways,blogging,makinglinks,advancementsintechnologysince1930–sameinUKandCaribbean?Similarities/differences?
v Computing:ChdcreatepresentationsinScratchtorepresentthestoryofWindrush,using‘Broadcast’blockstomovebetweenscenesand‘Ask…’blockstoaddaquizelement
CaribbeanConnections
Year6
101
Maths,EconomicsandEnterprise
v Data-readingandinterpretingchartsandgraphsv Developunderstandingofhowglobaltrade
works,Fairtrade,etc.v Exploretheethicsoffinancialdecisions,e.g.the
environmentalimplicationsofdifferentproducts.Isitworthpayingmoreforaproductthatdoeslessenvironmentaldamage?Whenaredonationstocharityneededandmade?
ScientificandTechnologicalUnderstandings
v Inscience,thechildrenwillrecognisethatairisagas,knowthatgaseschangeshapeandflowfromoneplacetoanother,howliquidscanchangestate,howwatercanchangestateandthischangecanbereversed,explainthewatercycle–linktoglobalwarming/climatechange
v ThechildrenwilluseICTtogatherinformationandpresentitinmultimediaformats.Considerhowscience/technologyhasinfluencedandexpandedwhatweknowaboutsustainability.
v Computing:Chdmodelmovementofsolids/liquids/gasesusingiteration(repeat/forever)andconditional(‘If…’)clausestoshowthemovementoftheparticles
CommunityCohesion/PlanningforDiversity/Celebrate&EducateFairtradeissuesaroundtheworld,placestobuyFairtradelocally,communicateclimatechangeissuesinlocalcommunity.
Sustainability
Year5
Communication,LanguagesandLiteracy
v Persuasivetexts–debate,argument–chooseanenvironmentalissue–climatechange,pollution,fairtrade-identifyandusedifferentquestiontypestopresentaspokenargument,sequencingpointslogically,defendingviewswithevidenceandmakinguseofpersuasivelanguage.
v Usedramatoexploredifferentsidesofanargument,courtroomscene.
v Non-fiction/informationtexts-comparedifferenttypesofnarrativeandinformationtextsandidentifyhowtheyarestructured
v Makenotesonanduseevidencefromacrossatexttoexplaineventsorideas
v Reportwritingbasedoninformationaboutacontroversialenvironmentalissue.
Historical,Global,SocialandSpiritualUnderstanding
v Investigateandunderstandlocal,nationalandglobalissues(globalwarming,pollution)indepth,consideringthedifferentinterestsinvolvedandhowdecisionsaremadewhichaffecttheenvironment.
v Recognisehowmancandamage,improve,andmanageenvironmentssustainablyandidentifyopportunitiesfortheirowninvolvement
v Exploregeographicalprocessesthatcausechangeinthephysicalworldindifferentplaces(climatechange,globalwarming)
v Ethicsandrelationships,rightsandresponsibilities:whatreligionsandbeliefssayaboutglobalissuesandtheenvironment?
TripsandVisitors
Science Museum – climate change from an astronaut’s view
PhysicalWellbeing,HealthandLifestyles
v HealthyLiving-Knowhowmineralsandvitaminsinourdietfightharmfulfreeradicalsintheenvironmenttokeepushealthy.
v Considerhowtoprotecttheplanetforfuturechange.v Greentravel–usingpublictransport,walking/cyclingv Grow,cook,eat
CreativeandExpressiveArts
v InVisualArts,childrenwillexploreAndyGoldsworthy’ssculptureandcreatetheirownsculptureusingnaturalmaterials.
v Music–listenandrespondtoJohnCage‘ChildofTree’;createownmusicalinstrumentsusingrecycled/foundmaterialsandcreateshortpatternstoaccompanythesongs‘FairtradeSong’,‘BeCool’and‘Recycleit’;useowninstrumentstocreateapieceofmusicthatshowsawarenessofseveralmusicalelements.Createagraphicscoreforthemusic.
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Communication,LanguagesandLiteracy
v Instructionaltexts–exploreawiderangeoftextsandexaminetheirfeatures,emphasisonparagraphs,structure.
v Writeowninstructionaltext/recipesforinternationalfoodfestival–addimagesandthinkaboutwaystopresent
v Poetry–childrenwillexplorepoetryaboutfoodandwritetheirownversionof‘FoodGloriousFood’withtheirfavouritefood.
Maths,EconomicsandEnterprise
v Measure–weight,capacity,moneyv Datahandling–linkingtofieldworkinlocal
measure–chartsandgraphsv Enterpriseidea–usingphotography/ICTtocreate
arecipebooktosellatfoodfestivalv Exploringhouseholdexpenses,usingabudget
Historical,Global,SocialandSpiritualUnderstanding
v Thechildrenwilldeveloptheirunderstandingofglobalissuesbyconsideringwheredifferentfoodscomefromandhowclimateaffectscropsindifferentpartsoftheworld
v Exploringglobalfootprints–airmiles,foodwaste;growingyourown–thegrow,cook,eatagenda
v Possiblelinktohistorytopic–thekindoffoodeatennowcomparedtoatimelongago,oracomparisonofcountries–thenandnow–Tudors/Romans/Vikings?
v LinktoRE–howfoodinfluences/impacts/ispartofreligiouscelebrations
ScientificandTechnologicalUnderstandings
v Inscience,thechildrenwillexplorehotandcoldtemperaturesandhowthisimpactsonfood.Theywillalsoinvestigatemeltinganddissolving
v InDT,thechildrenwilllearnaboutpackaginganddesigntocreatepackagingfortheirchosendish.
v ThechildrenwilluseICTtocreateinvitestothefoodfestival,publishtherecipebook,withtextandimagesandusetheinternettoexplorewheredifferentfoodscomefrom.
v ChduseScratchtodesignaprogrammewhichgathersdataonpeople’seatinghabitsthendisplaytheresults(use‘Ask…’blockstogatherthedata,‘Variable…’blockstostoreitanddifferentspritestodisplaytheresults)
TripsandVisitors
VisittoPizzaExpress;VisittoNationalGallery–stilllife
CommunityCohesion/PlanningforDiversity- Internationalfoodfestivalwillencourage
childrentocelebratetheirhomecountry/Pride
PhysicalWellbeing,HealthandLifestyles
v Thechildren’slearningabouthealthyfoodwilllinkwithfitnesslessonsinPE–what’senoughfood?HowmuchfooddoIneedtodo….?
v Thechildrenwilltakepartinaninternationalfoodfestival,learningtosharefood,eattogether,havegoodmanners,makelinkswithcommunity–invitingparents/carers,makingfoodfromaroundtheworld
FoodforThought
Year4
CreativeandExpressiveArts
v InArt,childrenwilllookandrespondtostilllifedrawing,particularlyoffood.Theywillobservecloselyanddevelopanunderstandingofproportion.
v Music–listenandrespondto‘BeOurGuest’;learnthesongs‘Chocoholics’(mathslink)and‘FoodGloriousFood’;createmusictorepresentdifferentkindsofcelebrationsorbanquets,selectingsounds.
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BehindtheGreatWall…
Year3
KeyQuestions&Ideas/CreativeEntryPoint
RolePlay–GoingonajourneytoChina–buytickets,packing,aeroplanejourney,checkpassportandplanningvisit!
Communication,LanguagesandLiteracy
v Texts–‘Thefireworkmaker’sdaughter’byPhilipPullman,‘TheDragonKite’byKennethSteven
v Visualliteracy–Mulanv Folktalesandtraditionalstoriesv Informationbooks,non-chronologicalreports
onmodernChina,Beijingv MfL–Mandarin,learningsomesimplephrases
andvocabularyv Drama-usingdramatosupportwritingin
literacy,stillimagesandroleplayingofChinesefolktales,writingascriptforashadowpuppetshow.Useofvoicetodifferentiatebetweencharacters.
Maths,EconomicsandEnterprise
v Maths–standalone
v Possibleenterpriseprojectthroughvisualartslink–sellingChinesefans/origami?
Historical,Global,SocialandSpiritualUnderstandingv Thechildrenwillexplorethecontrastinglocalities
ofLondonandBeijing,waysofliving,industry,growthofcities,populationandpollution.
v Childrenwillusemapstolocatecities/countriesandidentifykeyfeatures
v AncientChina–possibleareasofstudy-theGreatWall,theTerracottaArmy,ImperialChina,WillowPattern,SilkRoad
v Chineseinventions-paper,fireworks,compassv Buddhism-beliefs,traditions,faithleaders,
worshipandcelebration;visittemple.v Culturallink–ChineseNewYearanditshistory,
customsandtraditions
ScientificandTechnologicalUnderstandingsv Inscience,thechildrenwillinvestigatelightandshadow:
explainhowshadowsaremade,explainwhyshadowsaredifferentshapes,describehowshadowschange
v InDT,thechildrenwilldesignandmaketheirownshadow–textiles.
v ThechildrenwilluseICTtofindinformationforareportandprepareamultimediapresentationfortheclassblog.ChnwillalsocreateanimationsoftheWillowPatternstoryandrecordtheirmusiccompositionstouseasthesoundtrack.
v Computing:Linkedtotheirliteracytopic,chdcreatefireworkdisplaysinScratch,learninghowtousemotionblocksand‘If…’clausestocreatetheimpressionofrandommovement.Chdthenusethisasabasisforcreatingaplayablegame.
TripsandVisitorsHornimanMuseum-ChineseobjecthandlingChineseribbondanceworkshopVisitBuddhisttempleBritishMuseum–AncientChinaexhibit
CommunityCohesion/PlanningforDiversity/Celebrate&Educate
Celebratingdifferentculturesandtraditionsandthemutualunderstandingofcommunitiesandcultures
PhysicalWellbeing,HealthandLifestyles
v Thechildren’slearninginPEwillfocusontraditionalChineseteamgames-skippinggames,throwingbeanbags,developingcollaborativeskills
v Dance–seeCEAv Healthyliving-tastingandcookingChinesefood;
comparingingredients,diets,howfoodispreparedandeaten,socialaspects,customs,celebrations.
CreativeandExpressiveArts
v InVisualArts,childrenwillusearangeofconstructionandmodellingtechniques.
v Ideas-polystyreneprinting;calligraphy;3Dterracottaarmy;Chinesefans.
v Compareworkwithothers’,expressopinionsv Dance-usingthe‘FireworkMaker’sdaughter’
asastimulus,thechildrenwillimproviseandthencreateandperformsimpledancephrases,respondingtorhythm,pulseandtempo.
v Music–listenandrespondto‘Muminxinge’;learnthesong‘Molihua’;usetheWillowPatternstoryasastimulusforcomposing,chnworkingroupsandusevocal,bodyandenvironmentalsoundsaswellaspercussioninstrumentstodepictascenefromthestory.
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Historical,Global,SocialandSpiritualUnderstanding
v Exploringtheimmediatelocality–ourlocalparkorplayground
v Fieldwork-labelingpicturesandphotographs,matchingplacestophotographs,measuringrainfall,observations,tallychartsandpictograms,followmaponsensorywalkandaddinformation.
v Alocalhistorystudy–ManorPark–toexplorepastandpresent,whatwastheparklike100yearsago?Whatarethedifferencesbetweenthenandnow?Exploringphotographs,stories,visitsandpresentinginformation.
v RE–standaloneusingLewishamframework
ScientificandTechnologicalUnderstandings
v Science-Livingandnon-livingthingsandhowlivingthingschange.Childrenwilldevelopscientificskillsbylearningtocollectinformation,recordwhattheynoticeandaskquestions,learningtonameplantsandanimalsinthelocalarea.Theywillexplorehowdifferentseedsgrowintodifferentplantsandthinkaboutwhatplantsneedtogrowandthedifferentwaysthatseedsgrowinthepark-diversity.
v InDT,thechildrenwilldesignandbuildastructure/homeforananimalorinsect,e.g.aneco-houseorinsecthotel.
v Designtheirowngarden/parkafterlookingatexamplesbyGertrudeJekyll,MontyDonandCharlieDimmock
v ChildrenwilldeveloptheirICTskillsthroughtheirfieldwork–usingflipcamsandiPadstoshareinformationandusinginternettofindinformation.
v Computing:ChdprogrammeBeeBots(bothphysicalonesandoniPads),creatingsequencesthatare5ormoreinstructionslongtomovearoundmazes
TripsandVisitorsVisittolocalparkEnvironmentcentrevisit–mini-beasts
PhysicalWellbeing,HealthandLifestyles
v Citizenship–localcommunity,peopleandplacesnearme,talkaboutwheretoplayinlocalarea,discusswhatisfunintheparkandwhereisnotsafetoplay.
v Diversity–learningaboutandrespectingpeopleinourlocalcommunity.Celebratingdiversity.
v Thinkaboutcaringfortheenvironment,litter,etc.v Dance–seeCreativev OrPE–standalone
Communication,LanguagesandLiteracy
v Visualliteracyunitusing‘Abug’slife’asstimulusforwriting
v Fiction–text-‘Superworm’byJuliaDonaldson–togatherideasandnamesoflocalminibeastsinthelocalarea.Leadingontoinformationtextssuchasencyclopaedias,dictionaries,leafletsandonlineinformationaboutplantsandanimalsinthelocalarea.Thechildrenwillthencreatealeafletfortheirlocalparkdescribingwhatcanbefoundthere.
v Poster–‘takecare’–conveyinginformationinsimpleform,textandimages
v Childrenwilluseflipcamstorecordtheirownwildlifedocumentarywithemphasisonspeakingandlisteningskills–audiblevoice,eyecontact,takingturns,askingquestions,inrole.
v LettersandsoundsPhase4/5,correctletterformation,spacing,capitalletterandfullstop.
Maths,EconomicsandEnterprise
v Datahandling–linkingtofieldworkinlocalparkorplayground–collectingdataanddisplayingitinsimplecharts,pictogramsandgraphs
v Interpretingdatafrombarchartsandpictogramsv UsingICTtodeepenunderstandingv And/orstandalonetopic
CommunityCohesion/PlanningforDiversity/Celebrate&EducateLookingafterourlocalarea,wholivesandworksinourlocalarea,whatdoweknowaboutthem?Howisourlocalareathesameordifferenttowheremyfriend/cousin/pen-pallives?Howisitsame/differenttoanothercountry?
ABug’sLife
Year1/2
KeyQuestions&Ideas/CreativeEntryPointWhatisgreataboutgoingtoschoolinHitherGreen?
Designandcreatemodelgardens
CreativeandExpressiveArts
v Aspartoftheirlearningindance,childrenwillexploremovementideasin‘Grasshopper’sDance’from‘Let’sgoShoolie-shoo’and‘UglyBug’sBall’.Theywillcreatetheirowndancephrasestothemusicinsmallgroups.
v Inart,childrenwillexploreshapesandlinesinmini-beastsandobjectsinthelocalpark,observingclosely,indrawings,stilllifepaintingandclay.OpportunitiesforphotographyintheoutdoorswithiPads,exploringDavidHockney’swork.
v Music–listenandrespondto‘FlightoftheBumblebee’,exploringtempo;learnthesong‘IfIwereaminibeast’;createsoundideastorepresentamini-beastusingvocal,bodypercussionandinstrumentalsoundsandrecordideasonasimplegraphicscore.