Creative Curriculum Document for Whickham Parochial C of E Primary
School
September 2012
2
Contents
Policy for a Creative Curriculum at Whickham Parochial C of E Primary School.
3
Creative Curriculum Topic overview for Foundation Stage
and Key Stage 1
5
Creative Curriculum Topic overview for Key Stage 2
6
Overview of Subjects taught alongside Creative Curriculum
7
National Curriculum Breadth of Study – evidence of
coverage
13
National Curriculum Skills – coverage sheets
15
Year group long term planning information
16
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Creative Curriculum at Whickham Parochial C of E Primary School
Rationale At Whickham Parochial C of E Primary School we take pride in our excellent standards and high expectations. However, it is also of the utmost importance to us to foster development of the whole child and encourage excitement and engagement in learning. As a staff, we considered the best ways to maintain academic standards while ensuring that each child is given opportunities to be successful in a variety of forms including art and design, music and humanities. For a time we made effective use of the QCA documents to ensure coverage of all subjects, but we have come to believe that this is not the most effective or appropriate way to provide entitlement while fostering enjoyment. We considered our vision for a Parochial child. We are determined that every child will leave Parochial with:
the knowledge that learning can be fun and exciting
a bank of transferable ‘life skills’ (including the all important basic skills)
a feeling that they have at least one area in which they can succeed
a degree of independence and confidence
the ability to work with others
strong Christian value and a sense of being part of a Christian family. In order to achieve these goals, in addition to providing each child’s entitlement from the National Curriculum, we felt that the whole school needed to take a more thematic approach to learning as this would:
cover topic areas more efficiently
provide more topic time to include in depth study of the subject area and give opportunities for children to take part in child led projects
give a groundwork of content knowledge from which to base creativity
foster understanding of the links between subject, an essential tool in the building of intellectual ability.
give children the time and opportunity to transfer their learning and consolidate new skills.
Core principals of the new curriculum Coverage
Each topic has been specifically chosen to ensure coverage of the breadth and balance aspects of the National Curriculum which are every child’s entitlement. We confidently anticipate that all of the NC skills will also be successfully covered by the topics, and will record this coverage at the end of each topic. Regular evaluations will be made regarding skills coverage, and changes will be made where necessary to ensure every skill is taught. Engagement At Parochial we value the opinion of the child and recognise that an element of choice in learning is very valuable in encouraging engagement and enjoyment. To ensure coverage, we felt that topic areas should be set by staff. However, we make it a priority to give opportunities for children to have a say the specifics of their learning. We also intend to set projects and tasks within the topic, where children can decide on the content and format of the outcome.
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We also understand that an initial, exciting ‘hook’ to the learning is invaluable in grabbing and holding the children’s interest. To this end we are working hard to ensure that topics include experiences such as trips, events, and visitors, and use of media such as film or music, to help teachers bring the learning to life. Purpose Driven Learning To support engagement, particularly in boys, and to foster self motivation and expectations, each teacher will ensure that topics include many opportunities for tasks which have a genuine audience and / or purpose. Life skills
As laid out in the rationale, we intend all children to leave our school with transferable life skills. Our hope is that children are literate and numerate beyond the expected 4b level and that they can apply these skills independently in a variety of settings. Our topic based curriculum will allow us the time to incorporate literacy and numeracy tasks in order to reinforce and apply the skills they have learned in Literacy and numeracy lessons. Christian Values At Whickham Parochial C of E Primary School we work hard to provide an atmosphere of care and support for one another. We promote Christian values in our dealing with the children and with one another. It is our intention to provide opportunities within our teaching to promote the values of care for others, understanding of our connections with other people around the world, and a sense of family and community within our locality.
Organisation Thematic topics are taught across the school. These topics encompass skills and areas of study from a number of subjects. In most cases, topics last half a term. For an overview of the creative curriculum please see Overview of Foundation and KS1 and Overview of KS2. Where coverage of a subject is required but does not fit naturally into a topic, discrete teaching will occur. This is most often the case in Science, P.E. and in R.E. Rachel Walton (Curriculum Co-ordinator) June 2012
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KS1 Creative Curriculum Overview
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Rec The Teddy Bear’s
Picnic Long, Long Ago
…
Ch
ristm
as T
op
ic
Reach for the Stars
It’s a Family Affair
Easte
r To
pic
A Garden Adventure
Up, Up and Away!
Year 1 Knock, Knock – Who’s There?
The Wonder Emporium
Take it Away The Land that Time Forgot
The Lost City The Mad Hatter’s
Tea Parry
Year 2 Step Back in
Time Who was
Mortimer Mouse? Splat, Take That!
In the Dark, Dark House
A Sailor Went to Sea, Sea, Sea
Down at the Bottom of the
Garden
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KS2 Creative Curriculum Overview
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 3 Behind the Bombs
Ch
ristm
as T
op
ic
Read all about it!
Natural Wonders
Easte
r To
pic
Cool Castles
Superheroes
Year 4 Pharaohs’ world (into Autumn 2)
Life in the freezer (2012/13)
Then Rainforests
Tudors
In the picture
Invaders and settlers
This is me
Year 5 Modern Britain
Food for Thought
The Ancient Greek World
Fragile Earth
Bookworms
Year 6 Shakespeare’s World Our Place in
Space The Blue Planet Bright Sparks
What a performance!
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Overview of discrete teaching of Science
alongside a Creative Curriculum
Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1
In Key Stage One Science is incorporated into the thematic topics.
Year 2
Year 3 Teeth and eating
Unit 3A
Helping plants
grow well Unit 3B
Characteristics of
Materials Unit 3C
Rocks and Soils
Unit 3C
Magnets and
Springs Unit 3E
Light and Shadows
Unit 3F
Year 4 Moving and Growing Unit 4A
Habitats Unit 4B
Keeping Warm Unit 4C
Solids, Liquids and how they can be separated
Unit 4D
Friction Unit 4E
Circuits and Conductors Unit 4F
Year 5 Gases Around Us
Unit 5C
Life Cycles
Unit 5B
Keeping Healthy
Unit 5A
Changing State
Unit 5D
How we see things
Unit 6F
Changing Sounds
Unit 5F
Year 6 Forces in Action Unit 6E
More About
Dissolving/ Reversible and Irreversible
Changes Units 6C/6D
Earth, Sun and Moon Unit 5E
Interdependence and Adaptation Unit 6A
Changing Circuits Unit 6G
Micro-organisms Unit 6B
Where possible, Science units have been incorporated into themed topic plans. For information, resources and objectives, see the QCA documents and the LCP files.
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Overview of discrete teaching of ICT alongside a Creative Curriculum
Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1 An Introduction to Modelling
Using a Wordbank The information around us
Labelling and classifying
Representing information: Pictographs
Understanding Instructions
Year 2 Routes: Controlling a Floor Turtle
Writing Stories – communicating information using texts
Creating Pictures Finding Information Questions and Answers
Year 3 Combining text and graphics
Manipulating sound Introduction to databases
Exploring simulations
Year 4 Writing for different audiences
Developing images using repeating patterns
Branching databases
Collecting and presenting information: questionnaires and pie charts
Modelling effects on screen
Year 5 Graphical modelling
Analysing data and asking questions: using complex searches
Evaluating information, checking accuracy and questioning plausibility
Introduction to spreadsheets
Controlling devices
Monitoring environmental conditions and changes
Year 6 Multimedia presentation
Spreadsheet modelling
Using the internet to search large databases and to interpret information
Control and monitoring - What happens when...?
Where possible, ICT units have been incorporated into themed topic plans. For information, resources and objectives, see the QCA documents and the Step by Step files.
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Overview of discrete teaching of R.E. alongside a Creative Curriculum
Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1 LIVING THE FAITH Baptism and Belonging
IMPORTANT
TIMES/DATES Christmas
LIVING THE FAITH Jesus
IMPORTANT TIMES
/DAYS Easter
BUILDINGS AND PLACES
Special Places – The Church
LIVING THE FAITHS/SACRED BOOKS
Year 2
BELIEFS
Creation - Christian Creation – Jewish
IMPORTANT
TIMES/DAYS Christmas
BUILDINGS AND PLACES Church
IMPORTANT TIMES/DAYS Easter
BUILDINGS AND PLACES Jewish People and Israel
LIVING THE FAITH
Rites of Life – Weddings VALUES Christian Values
Year 3
Creation Biblical account, how we can spoil/look after
God’s world
10 Commandments, Christmas
Land of Jesus, Baptism, Parables
Easter & Lent Miracles of Jesus Early Christianity & The Saints
Year 4 Living the faith -
pilgrimage Prayer Beliefs- Muslims
Buildings and places -
Mosques
Living the faith –
important days/prayer Zakat/Ramadan
Year 5
Hinduism: Origins of Hinduism,
Belief in one God with many forms, Symbols of the main
Hindu Gods
Hinduism: Festival of Diwali
Christianity: How the church calendar is marked by specific events,
Symbolism within the church
Hinduism:
Festival of Holi
Hinduism:
Hindu worship Visit to Temple
Hinduism: Sacred Books,
Family stories associated with the Hindu religion
Hinduism: Dharma (religious
duties) and Ahimsa (non-violence)
Hindu family duties
Year 6 Worship and community What is the role of the
mosque?
Why are sacred texts
important? What is the Quran?
Christian religious
buildings
How do people express
their faith?
These schemes are taken from the Gateshead Diocese Scheme of work for R.E.
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Overview of discrete teaching of P.E. alongside a Creative Curriculum
Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1 (Flexible to suit topics)
Games
Gymnastics
Games Dance—Toys
Gymnastics Dance—animals
Athletic Activities Dance Athletic Activities
Year 2 (Flexible to suit topics)
Circuits Gymnastics
Dance Games
Athletic activities. Dance
Basketball
Athletic activities.
Games
Year 3
Net &Wall Games -Tennis & Gymnastics (Body
Shapes)
Invasion Games – Benchball &
Parachute Games
Invasion Games – Hockey &
Gymnastics (Jumping)
Striking & Fielding & Circuit training
Athletics – (Track) Sprints and relays
Athletics – (Field) Throwing & Jumping
Year 4 Swimming Gym/ Games played during WWII
Swimming Games (Durham)
Swimming Dance (Tudors)
Swimming LTA Tennis
Swimming Dance (Life on the Nile)
Swimming Athletics
Year 5 Gymnastics Circuits
Dance – Rama and Sita
Parachute games Basketball
Rounders Coach?
Tennis On road cycling
training
Athletics Dance – Olympics
Year 6 Circuits Gymnastics
Dance Games: Basketball with coach
Outdoor and Adventurous (Res) Gymnastics with
Coach
Athletic activities.
Games: Cricket with coach from DCC
Athletics Dance with coach from Whickham
School
Where possible, units have been incorporated into themed topic plans. These units are taken from the Durham Scheme and the QCA documents.
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Overview of discrete teaching of P.S.H.C.E. alongside a Creative Curriculum
Year
Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1 Unit 1: Likes and Dislikes Unit 2: Then and Now Unit 3: Feelings
Unit 4: Right and Wrong
Unit 5: Taking care of our things Unit 6: Welcome
Unit 7: Decisions Unit 8: Group Rules
Unit 9: Cleaning up Unit 10: Keeping Fit Unit 11: Food
Unit 12: Washing
Unit 13: Our Bodies Unit 14: Coughs and Sneezes Unit 15: Listening
Unit 16: Caring
Unit 17: Playing Unit 18: Working together Unit 19: Being Kind
Unit 20: Our Baby
Unit 21: Being the same Units 22: Being Different
Transition to Year 2
Year 2 Unit 1: Its not fair
Unit 2: I’m good at… Unit 3: Setting Goals Unit 4: Playing Fair
Unit 5: Looking after pets Unit 6: I can help
Unit 7: Helping wildlife Unit 8: Making classroom rules
Unit 9: Be street smart! Unit 10: Growing up; growing
old Unit 11: Danger! Unit 12: Road Safety
Unit 13: Swimming Safety
Unit 14: Time for Bed Unit 15: Behaving in class Unit 16: Working together
Unit 17: Caring for friends
Unit 18: Bully! Unit 19: Being cross Unit 20: Not so different
Unit 21: Being Old
Unit 22: Lets Celebrate! Transition to Year 3
Year 3
Unit 1: All about me Unit 2: In my opinion Unit 3: Looking at others
positively Unit 4: I don’t like it when…
Unit 5: Things that make me happy Unit 6: Making rules for school
Unit 7: Saying Sorry Unit 8: Accepting apologies
Unit 9: This year I’m going to… Unit 10: Being a volunteer Unit 11: It’s the Law!
Unit 12: Good rules and bad rules
Unit 13: Breaking rules Unit 14: Taking risks Unit 15: Fire Hazards
Unit 16: Who can help us?
Unit 17: Feelings Unit 18: My feelings were hurt when…
Unit 19: Victorian children Unit 20: Befriending others
Unit 21: Festivals Unit 22: Its rude to point
Transition to Year 4
Year 4
Unit 1: School’s cool! Unit 2: School’s out
Unit 3: What my family thinks of me Unit 4: Meeting challenges
Unit 5: Me and my personality
Unit 6: A great personality Unit 7: What a mess! Unit 8: Be organised
Unit 9: Helping at home Unit 10: Looking after our
pets Unit 11: Looking after younger people Unit 12: Playtime
Unit 13: Thank you
Unit 14: Protest! Unit 15: Stranger Danger Unit 16: Eat well – keep well
Unit 17: Why do we need food?
Unit 18: Best of friends Unit 19: Bullying Unit 20: Family units
Unit 21: Siblings
Unit 22: Different religions Transition to Year 5
Year 5 Unit 1: When I grow up Unit 2: Vote for me! Unit 3: My week
Unit 4: Homework
Unit 5: Travelling safely Unit 6: Making Plans Unit 7: Spend or Save?
Unit 8: Making Laws
Unit 9: Read all about it! Unit 10: Fair Trade Unit 11: Sport
Unit 12: Cycling Safely
Unit 13: Looking after our teeth Unit 14: Our Senses
Unit 15: First Aid Unit 16: Smoking
Unit 17: Stepping in Unit 18: Elderly Aware Unit 19: Respecting other
people’s property Unit 20: Other Abilities
Unit 21: Left out Unit 22: Getting along with others
Transition to Year 6 and Secondary School
Year 6
Unit 1: Dealing with anxiety Unit 2: Who do you look up
to? Unit 3: Recycling waste Unit 4: Saving energy
Unit 5: Setting a good example
Unit 6: Being responsible for ourselves Unit 7: Charity Unit 8: Resolving differences
Unit 9: Local democracy
Unit 10: Anti-social behaviour Unit 11: What’s on the menu? Unit 12: Which sport?
Unit 13: Saying no to drugs
Unit 14: Alcohol Unit 15: Water and health Unit 16: Respect!
Unit 17: Status Unit 18: Family relationships
Unit 19: Identifying racism Unit 20: Getting help at senior school
Unit 21:Sibling rivalry Unit 22: Who do you look
like? Transition to Secondary School
These are taken from the Badger Citizenship and PHSE scheme of work.
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Overview of discrete teaching of French alongside a Creative Curriculum
Year Group
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1
Year 2
Year 3 Unit 1
Je Parle Français Unit 2
Je Me Présente Unit 3
En Famille
Year 4 Unit 4
Les Animaux
Unit 5
Mon Anniversaire
Unit 6
Le Monde
Year 5 Unit 7
Moi et mon Ecole Unit 8
Qu’est-ce que tu veux? Unit 9
Les Sports
Year 6 Unit 10
Les Vêtements
Unit 11
J’habite
Unit 12
Un pays francophone
Where possible, units have been incorporated into themed topic plans. These units are taken from the Primary French scheme of work.
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National Curriculum Breadth of Study at Whickham Parochial C of E Primary School
Subjects Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 D
esig
n a
nd
Technolo
gy
Investigating and evaluating a range
of familiar products
FPT’s that develop a range of
techniques, skills, processes, and
knowledge
DMA’ with Food Textiles,
construction and sheet materials
Investigating and evaluating a range
of familiar products
FPT’s that develop a range of
techniques, skills, processes, and
knowledge
DMA’ with Food Textiles,
construction and sheet materials
Investigating and evaluating a range
of familiar products
FPT’s that develop a range of
techniques, skills, processes, and
knowledge
DMA’ with Food, electrical and
mechanical components Textiles,
mouldable materials, Stiff and
Flexible Sheetmaterials
Investigating and evaluating a range
of familiar products
FPT’s that develop a range of
techniques, skills, processes, and
knowledge
DMA’ with Food, electrical and
mechanical components Textiles,
mouldable materials, Stiff and
Flexible Sheet materials
Investigating and evaluating a range
of familiar products
FPT’s that develop a range of
techniques, skills, processes, and
knowledge
DMA’ with Food, electrical and
mechanical components Textiles,
mouldable materials, Stiff and
Flexible Sheet materials
Investigating and evaluating a range
of familiar products
FPT’s that develop a range of
techniques, skills, processes, and
knowledge
DMA’ with Food, electrical and
mechanical components Textiles,
mouldable materials, Stiff and
Flexible Sheet materials
ICT
Work with a range of information to
investigate the different ways it
can be presented.
Exploring a variety of ICT tools,
floor turtle, word processing
software, adventure game.
Talking about the uses of ICT inside
and outside school
Work with a range of information to
investigate the different ways it
can be presented.
Exploring a variety of ICT tools,
floor turtle, word processing
software, adventure game.
Talking about the uses of ICT inside
and outside school
Working with a range of information
to consider its characteristics and
purposes.
Working with others to explore a
variety of information sources and
ICT tools, example searching the
internet, graphics software, captures
and change sounds.
Investigating and comparing the uses
of ICT inside and outside school.
Working with a range of information
to consider its characteristics and
purposes.
Working with others to explore a
variety of information sources and
ICT tools, example searching the
internet, graphics software, captures
and change sounds.
Investigating and comparing the uses
of ICT inside and outside school.
Working with a range of information
to consider its characteristics and
purposes.
Working with others to explore a
variety of information sources and
ICT tools, example searching the
internet, graphics software, captures
and change sounds.
Investigating and comparing the uses
of ICT inside and outside school.
Working with a range of information
to consider its characteristics and
purposes.
Working with others to explore a
variety of information sources and
ICT tools, example searching the
internet, graphics software, captures
and change sounds.
Investigating and comparing the uses
of ICT inside and outside school.
His
tory
Changes in their own lives and the
way of life of their family or
others around them.
The way of life of people in the more
distant past who have lived in
the local area or elsewhere in Britain.
The lives of significant man, women
and children drawn from the
history of Britain and the wider
world.
Past events from the history of
Britain and the wider world.
(Choose/create any units that cover
these aspects)
Changes in their own lives and the
way of life of their family or
others around them.
The way of life of people in the more
distant past who have lived in
the local area or elsewhere in Britain.
The lives of significant man, women
and children drawn from the
history of Britain and the wider
world.
Past events from the history of
Britain and the wider world.
(Choose/create any units that cover
these aspects)
Local History
Britain and the Wider World in
Tudor Times
Ancient Greece
Roman, Anglo-Saxon or Viking Britain
(one in depth)
Victorian Britain and/or Britain since
1930 – (impact of World War 2, or
Social and Technical Development
since 1930).
Ancient Egypt or Aztecs, Maya,
Benin, Sumer, Assyrian Empire, Indus
Valley
Local History
Britain and the Wider World in
Tudor Times
Ancient Greece
Roman, Anglo-Saxon or Viking Britain
(one in depth)
Victorian Britain and/or Britain since
1930 – (impact of World War 2, or
Social and Technical Development
since 1930).
Ancient Egypt or Aztecs, Maya,
Benin, Sumer, Assyrian Empire, Indus
Valley
Local History
Britain and the Wider World in
Tudor Times
Ancient Greece
Roman, Anglo-Saxon or Viking Britain
(one in depth)
Victorian Britain and/or Britain since
1930 – (impact of World War 2, or
Social and Technical Development
since 1930).
Ancient Egypt or Aztecs, Maya,
Benin, Sumer, Assyrian Empire, Indus
Valley
Local History
Britain and the Wider World in
Tudor Times
Ancient Greece
Roman, Anglo-Saxon or Viking Britain
(one in depth)
Victorian Britain and/or Britain since
1930 – (impact of World War 2, or
Social and Technical Development
since
1930).
Ancient Egypt or Aztecs, Maya,
Benin, Sumer, Assyrian Empire, Indus
Valley
Geogra
phy Local study
Contrasting Locality
Local study
Contrasting Locality
UK Locality
Less economically developed Locality
Rivers or Coasts
Settlements
Environmental issues
UK Locality
Less economically developed Locality
Rivers or Coasts
Settlements
Environmental issues
UK Locality
Less economically developed Locality
Rivers or Coasts
Settlements
Environmental issues
UK Locality
Less economically developed Locality
Rivers or Coasts
Settlements
Environmental issues
14
Art
and D
esig
n
Starting Points
2D & 3D - Scale
Painting
Printing
Digital media
Textiles
Sculpture
Different kinds of art, craft and
design in the locality
Starting Points
2D & 3D - Scale
Painting
Printing
Digital media
Textiles
Sculpture
Different kinds of art, craft and
design in the locality
Starting Points
2D & 3D – Scale
Painting
Printing
Digital media
Textiles
Sculpture
Different kinds of art, craft and
design in the locality and in a variety
of genres, styles and traditions
Starting Points
2D & 3D – Scale
Painting
Printing
Digital media
Textiles
Sculpture
Different kinds of art, craft and
design in the locality and in a variety
of genres, styles and traditions
Starting Points
2D & 3D – Scale
Painting
Printing
Digital media
Textiles
Sculpture
Different kinds of art, craft and
design in the locality and in a variety
of genres, styles and traditions
Starting Points
2D & 3D – Scale
Painting
Printing
Digital media
Textiles
Sculpture
Different kinds of art, craft and
design in the locality and in a variety
of genres, styles and traditions
Music
A range of musical activities that
integrate performing, composing
and appraising Responding to a range
of musical and non-musical
starting points
Working on their own, in groups of
different sizes and as a class A
range of live and recorded music
from different times and cultures.
A range of musical activities that
integrate performing, composing
and appraising Responding to a range
of musical and non-musical
starting points
Working on their own, in groups of
different sizes and as a class A
range of live and recorded music
from different times and cultures.
A range of musical activities that
integrate performing, composing and
appraising
Responding to a range of musical and
non-musical starting points
Working on their own, in groups of
different sizes and as a class
Using ICT to capture, change and
combine sounds
A range of live and recorded music
from different times and cultures
e.g. from the British Isles, from
classical, folk and popular genres, by
well-known composers and
performers
A range of musical activities that
integrate performing, composing and
appraising
Responding to a range of musical and
non-musical starting points
Working on their own, in groups of
different sizes and as a class
Using ICT to capture, change and
combine sounds
A range of live and recorded music
from different times and cultures
e.g. from the British Isles, from
classical, folk and popular genres, by
well-known composers and
performers
A range of musical activities that
integrate performing, composing and
appraising
Responding to a range of musical and
non-musical starting points
Working on their own, in groups of
different sizes and as a class
Using ICT to capture, change and
combine sounds
A range of live and recorded music
from different times and cultures
e.g. from the British Isles, from
classical, folk and popular genres, by
well-known composers and
performers
A range of musical activities that
integrate performing, composing and
appraising
Responding to a range of musical and
non-musical starting points
Working on their own, in groups of
different sizes and as a class
Using ICT to capture, change and
combine sounds
A range of live and recorded music
from different times and cultures
e.g. from the British Isles, from
classical, folk and popular genres, by
well-known composers and
performers
P.E
.
Dance activities
Games activities
Gymnastics activities
Dance activities
Games activities
Gymnastics activities
Dance activities
Games activities
Gymnastics activities
Swimming activities
Athletic activities or outdoor and
adventurous activities
Dance activities
Games activities
Gymnastics activities
Swimming activities
Athletic activities or outdoor and
adventurous activities
Dance activities
Games activities
Gymnastics activities
Swimming activities
Athletic activities or outdoor and
adventurous activities
Dance activities
Games activities
Gymnastics activities
Swimming activities
Athletic activities or outdoor and
adventurous activities
PS
HC
E
Taking and sharing responsibility
Feeling positive about themselves
Taking part in discussions
Making real choices
Meeting/talking with people
Developing relationships
Considering social and moral dilemmas
Asking for help
Taking and sharing responsibility
Feeling positive about themselves
Taking part in discussions
Making real choices
Meeting/talking with people
Developing relationships
Considering social and moral dilemmas
Asking for help
Taking responsibility
Feeling positive about themselves
Participating
Making real choices and decisions
Meet up and talk with people
Developing relationships
Considering social and moral dilemmas
Finding information
Preparing for change
Taking responsibility
Feeling positive about themselves
Participating
Making real choices and decisions
Meet up and talk with people
Developing relationships
Considering social and moral dilemmas
Finding information
Preparing for change
Taking responsibility
Feeling positive about themselves
Participating
Making real choices and decisions
Meet up and talk with people
Developing relationships
Considering social and moral dilemmas
Finding information
Preparing for change
Taking responsibility
Feeling positive about themselves
Participating
Making real choices and decisions
Meet up and talk with people
Developing relationships
Considering social and moral dilemmas
Finding information
Preparing for change
Scie
nce
Scientific Enquiry
Life processes
Humans and other animals
Green plants
Variation and classification
Living things in their
environment
Grouping materials
Changing materials
Electricity
Forces and motion
Light and sound
Scientific Enquiry
Life processes
Humans and other animals
Green plants
Variation and classification
Living things in their
environment
Grouping materials
Changing materials
Electricity
Forces and motion
Light and sound
Scientific Enquiry
Life processes
Humans and other animals
Green plants
Variation and classification
Living things in their environment
Grouping materials
Changing materials
Separating mixtures of materials
Electricity
Forces and motion
Light and sound
The Earth and beyond
Scientific Enquiry
Life processes
Humans and other animals
Green plants
Variation and classification
Living things in their environment
Grouping materials
Changing materials
Separating mixtures of materials
Electricity
Forces and motion
Light and sound
The Earth and beyond
Scientific Enquiry
Life processes
Humans and other animals
Green plants
Variation and classification
Living things in their environment
Grouping materials
Changing materials
Separating mixtures of materials
Electricity
Forces and motion
Light and sound
The Earth and beyond
Scientific Enquiry
Life processes
Humans and other animals
Green plants
Variation and classification
Living things in their environment
Grouping materials
Changing materials
Separating mixtures of materials
Electricity
Forces and motion
Light and sound
The Earth and beyond
15
National Curriculum Skills Coverage at Whickham Parochial C of E Primary School Intended coverage of skills within topics has been mapped out and complete coverage is intended. To ensure this is happening in reality, each half term teachers will highlight skills that have been adequately covered and will take steps to include or re-cover any that have been missed. Examples of the KS1 and KS2 skill spreadsheets are below and can be found on the school public
file and the VLE.
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Year 1 Overviews
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Year 2 Overviews
18
Year 3 Overviews
19
Year 4 Overviews
20
Year 5 Overviews
21
Year 6 Overviews