Curriculum Booklet Primary Phase - Holy...

Holy Trinity 3-16 School

2013-14

Curriculum

Booklet

Primary

Phase

Overarching Statement:

The curriculum at Holy Trinity is currently evolving to reflect and respond to the needs of the school, the New National Curriculum, taking into account the joint faith dimension and making advantage of its unique 3-16 status. We have thus taken a Thematic Approach to the curriculum which is underpinned by levelled Learning Skills; Skills for Life; as well as the fundamental Christian teaching. We then use Bloom’s Taxonomy to underpin the build-up of a scheme of work, series of lessons or an individual lesson.

The Principles behind our curriculum

“Be the change that you want to see”

The Archbishop of York’s Youth Scheme although taught to Y 6 and y10 pupils really reflects the Christian emphasis of the school. We aim to encourage our pupils to develop a deeper awareness of their community both at local, national and international level and create opportunities for them to develop their Christian values, so that they grow up into a world with an adaptable range of learning skills, skills for life and Christian moral values which can be adapted to suit an ever-changing society. The skills that children today will need are more likely for jobs that have not yet been invented. Therefore we need to provide them with an adaptable set of life skills, as well as grounding in relevant knowledge and key facts, which is built upon over their school years. The curriculum will be unique and contextualised using meaningful hooks for learning from the locality,

children’s interests, topical issues, teacher passions and current events. Skills, both academic and personal, will

be at the heart of how and what we deliver. The curriculum will be designed to give purpose and the structure

to be cohesive in order for a child to further recognise the transfer of skills.

o Communication o Application o IT Skills o Problem Solving o Collaboration o Self -Responsibility

Curriculum

Uniquely Christian

“Be the change that you

want to see”

Broad

and

Relevant

Unique

and in

Context

Skills

Based

Transfer

of skills

Hook and

context for

learning

Purposeful

and

cohesive

Broad and Relevant

The curriculum we offer children will ensure that we comply with the New National Curriculum

requirements in core knowledge, around which we offer exciting and stimulating lessons with a wide

range of learning opportunities with a due balance of provision.

At Key Stages 1 and 2 the core subjects of English, Maths, Science and as a Christian school, Religious

Education. The other statutory subjects that all pupils must study are: Art and Design, Citizenship,

Computing, Design and technology, Geography, History, Music, Physical Education. We also deliver,

Sex Education and Modern Foreign Languages

Unique and in Context

We will offer the children a joined up curriculum choosing to group learning under umbrella headings

(Topic headings) which can ensure there is coherence for the learners and ensuring the embedding of

literacy and numeracy skills.

The themes will be chosen to ensure the children are hooked and motivated in their learning. Topics

will be chosen by the teachers to reflect children’s interests, local links, topical subjects, teacher’s

passions or themes which have engaged learners in the past and it is felt will do so again. All themes

will be led by either a whole- class text or author, so that literacy drives the curriculum.

Subjects which do not fit under the umbrella of the topic will be taught in a standalone manner – i.e.

PE or MFL

Skills Based

Our school has devised a list of 11 skills we call – “Life Skills”. These are taken from the National

Curriculum key skills, the Enterprise Skills and a set of core Christian values we as a school feel need

to be encouraged. These will form the basis for self-development and be recognised in detail through

certain activities during a year, be referred to during other learning opportunities and be always

displayed around a planning wall in each classroom.

Life Skills

Core Learning Skills

Christian Values

Transfer of Skills

Our expectation for children is that the skills they learn will transfer into all aspects of their learning.

By embedding Literacy and Numeracy skills we will expect to see these consolidated throughout all

their learning. The focus on the ‘Life Skills’ will be again throughout their learning. We will endeavour

to broaden this to in school and out of school time by communicating the learning journey to children

and parents effectively.

Purposeful and Cohesive

As already stated learning will be joined up under an umbrella heading. Activities will then be

structured to ensure that children see the purpose of their learning. This will be delivered through

clear display and discussion about their learning goals. A focus and audience for their work and the

recognition of their success at the end of the process.

Quality First Teaching All children receive Quality First Teaching in Reading, Writing and Mathematics on a daily basis. Reading including phonics in EYFS and KS1 is taught on a daily basis. Nursery use SALLY to teach children early sounds. This then progresses into F2 where Jolly Phonics is taught alongside Read, Write Ink, which is the scheme that is taught throughout school. We believe that it is imperative that all children are taught to read individually and as a group. Therefore, all children are taught to read individually at least weekly; and as a guided group once a week. We constantly look for opportunities to provide children with experiences to read “widely and often” – both at home and in school e.g. through the use of online resources e.g. Bug Club. Reading is assessed in the following ways:

1. Ongoing formative assessments using APP grids when listening to children read individually and as a guided reading group.

2. Each half-term each year group has a reading comprehension – summative assessment. 3. Summative assessments in Years 2 and 6; and using the Optional SATs papers in Years 3,4 and 5. EYFS

and use the Development Matters curriculum, and Year 1 use teacher assessment as well as a simple comprehension.

Literacy drives the curriculum through a whole-class text which relates to the thematic topic; and a range of genres are taught in units through this text. Thus, children become immersed in text from an early age and are increasingly aware of a range of authors. Writing skills are taught daily, through Spelling, Punctuation and Grammar and using Ros Wilson’s VCOP. In addition, this is supplemented by Pie Corbett’s “Talk for Writing” which further engages pupils in the text. A Big Write is held once a week from Y2 – Y6; and in the second term for Year 1 pupils; where pupils are given the opportunity for extended writing linked to the text and genre that they are studying. This is assessed using the VCOP colours: Vocabulary – Yellow Connectives – Blue Openers – Green Punctuation – Pink Children are encouraged to self and peer assess; and targets are given for the following piece of work. Time is given in the following lesson to edit and redraft work and make children aware of their individual targets. Each classroom has a VCOP display using the same colours and is used as an aid for writing.

Handwriting – children are taught correct letter formation in EYFS and once they have mastered this, they then progress to cursive handwriting using Sheffield Structure. Once they have shown they have a neat, legible and cursive style, children are issued with a Pen License for future written work (not maths). Handwriting is taught regularly and reinforced during morning work. Spelling is taught and this is linked to the New National Curriculum. Each year group is given a list of phonemes or spelling patterns to learn as well as tricky words which do not fit any criteria. Spellings are differentiated for each child so that high attaining children are challenged, and low-attaining children receive the support they require to enable them to close the gap. Children’s Progress in literacy is assessed in the following ways:

1. Weekly Big Write sessions –this is a formative assessment so that children understand what they have done well and what they need to improve for the following week.

2. Half-termly assessments – a range of genres over the year are assessed through an unseen writing task. This is assessed using the APP grid.

3. Summative assessment – Writing tasks in the Summer Term form an overall assessment of the children’s writing ability, including the SPAG test in Year 6.

Maths This is taught on a daily basis in every class. In EYFS it is taught during whole-class carpet sessions and through continuous provision – both indoor and outdoor, including IT programs. In Key Stages 1 and 2 we are using the new Programmes of Study (except for Years 2 and 6 as these children will be tested on the old Programmes of Study) Each term there are teaching blocks which last between 1, 2 or 3 weeks. These cover Numbers and the Number System, Calculating, Shape and Space, Measures and Data Handling. It is expected that children at the end of Year 4 should know all their multiplication facts to 12 x 12; so that in Years 5 and 6 they have instant recall of these and use them to derive number facts. Daily multiplication table practice takes place either in or outside the main maths lesson. Mymaths is used throughout school as an IT-based tool for lessons or for homework. All children have their own log-in details and teachers are able to access how well their class have done and go over any common misconceptions. Children’s progress in Maths is assessed in the following ways: 1. Daily formative assessments to monitor pupil progress e.g. through marking and feedback. The APP (Assessing Pupil Progress sheet for each group / child is then updated accordingly) 2. Half-termly summative assessments (test conditions) linked to the units they have studied over the last half-term. This is then cross-referenced in the APP grids for each child/group of children. 3. Yearly summative assessments (using Key Stage 1 and 2 SATs tests and Optional SATs for Years 3,4 and 5) Foundation Stage are assessed from the Development Matters document; and Year 1 are assessed using a range of APP activities. RE – children receive up to 2.5 hours of Quality First RE teaching (2 hours in Key Stage 1) using the “Come and See” Programme. This is primarily a Catholic-based programme, but has been adapted to meet the needs of the Church of England ethos of our school. We therefore encourage children to gain a deeper aspect not only of Christianity, but also of other faiths and religious beliefs. We hold a multi-faith week in November as well as Christian Retreat Weeks through school. In addition to RE teaching, we hold daily acts of worship in school both for staff and pupils. PSHE – this is taught in all classes through a range of approaches, primarily using the Statements to Live By; but also supplementing it with other resources such as SEAL. Anti-Bullying, e-Safety, and Road Safety are all taught as part of the PSHE curriculum. The Year 6’s go to Crucial Crew to learn about Keeping Safe, including drugs and alcohol. SRE is taught from Years 4-6.

Modern Foreign Languages – This is taught from Reception to Year 6 using the specialist language teachers from the Secondary Phase during Primary Teacher’s PPA. Music – again this is taught by specialist Secondary teachers, and on occasion primary teachers when it links to the curriculum. PE- children receive at least 1 hour of quality PE from specialist teachers each week; and 1 hour every 2 weeks with their own class teachers (due to timetabling restrictions). We aim to encourage healthy life-styles through children participating in a range of sport, healthy tuck and packed lunches. Wave 2 and 3 Intervention For children who are not making expected progress, or have an IEP for SEN, they may receive wave 2 group intervention outside normal whole class teaching such as catch-up literacy or springboard mathematics. For some children, individual support may be required during parts of the school day (Wave 3 support) this could be written into their Individual Education Plan. “Hooks for learning” Children learn best from hands-on experiences. We therefore look to provide opportunities to take children to places on educational visits, or ask visitors to come into school to share their specialism. We try to use Local links wherever possible, and at least one further afield. Children in Upper Key Stage 2 have residential experiences. This gives learning a purpose and engages children in their own learning. We constantly look for links through thematic topics which give our pupils a sense of purpose and pride for their learning. This may be through an individual class / year group project or during one of our Primary Thematic weeks e.g. Multi-faith week, Sustainability Week, Anti-Bullying Week, Gypsy Roma Traveller Week, Science Week, Book Week. Enquiry- based learning - this forms part of our home/school links and encourages pupils to search for their own answers to questions and to form and enquiry. This could be as part of their project that they are learning about in class. Children are encouraged to take charge of their own learning through enquiry-based learning. Homework Daily homework is encouraged from all year groups, whether it is reading at home, practising spellings and multiplication tables or number bonds, or completing enquiry-based projects. We also provide “Jigsaw homework tasks” for children to choose which homework suits their own learning style best.

Foundation Stage Planning

Long Term Planning

The long term plans are set through the Development Matters Curriculum and show the continuous

provision and key learning opportunities.

Medium Term Plans

Medium Term plans are developed from the ‘Interest Sheets’, completed each half-term by the staff based

on their observations of the needs and interests of the children. We have overall key themes which relate

to the Seasons and Religious festivals.

Then 1 or 2 topics will be chosen initially and the others will be selected as the year progresses to either

refer to the interest sheets or to take into account new developments.

2 or 3 Learning objectives are chosen from each area of learning, to suit each topic, each Learning

Objective is visited at least once ensuring complete coverage over the year.

The F1 and F2 teachers will agree all Learning Objectives to be delivered before the term begins at a

planning meeting.

Short Term Planning

Short term planning, highlighting specific vehicles for learning, will be set in more detail, during PPA

sessions, however Foundation teachers will discuss learning objectives preceding these sessions to agree

joint objectives.

Team staffing meetings will be held to discuss plans and to enable all staff to feed into the planning

process. Following this meeting there will be a shared understanding of the upcoming focus.

Outdoor Provision short term plans:

Outdoor provision enhances the curriculum by providing opportunities that children cannot receive from the

indoor provision. Each activity relates to an Early Learning Goal, and adults interact with children through their

play to encourage speaking and listening, and to make observation of children’s learning.

Broad and Relevant + Unique and in Context

The curriculum is tailored to the children’s interests whilst covering all learning goals

Skills Based

The Foundation Stage Profile is broken down into small specific steps of achievement through a range of

skills.

Transfer of Skills + Purposeful and Cohesive - All activities set up in the Foundation

classroom will be targeted to deliver the weekly learning objective

Year 1 to Year 6 Planning

Long Term planning

Long term plans will be taken from the New National Curriculum for literacy and maths (except in Years 2

and 6) and from levelled Learning Skills for the Foundation Subjects. RE is taken from the Come and See

syllabus.

Medium Term planning.

Medium Term Plans

1) Topics will be chosen FIRSTLY deliver the necessary skills coverage and very importantly to hook the learners.

The topics may be a mixture of a terms theme, a half term theme or a short week or fortnight theme. A class

text will provide the hook for learning for each topic so that literacy skills permeate through the curriculum.

2) The topic will be broken down into short focussed activities, which will use the Literacy Programmes of Study

to ensure appropriate focus. These are then broken down into a Scheme of Work using the principles behind

Bloom’s Taxonomy to show a build-up of skills over the course of a unit, so that there is a clear purpose for

each piece of work, which is then evaluated. A scheme of work will therefore consist of the following 6

elements:

(i) Knowing / Tuning In

(ii) Understanding / finding out

(iii) Applying / sorting out and going further

(iv) Analysis / making conclusions

(v) Creating / Taking action

(vi) Evaluation / Reflecting

Opportunities for the explicit teaching of the 11 Life Skills are then mapped onto this Scheme of work.

3) Visits, visitors and other stimuli will be chosen to hook learners into the topic. A visit will be planned each

term, which will either be a local walk or a coach to a further afield location. A balance of subject specific

trips will be maintained through a year. Residentials in Y5 and Y6 will provide a great stimulus to teaching in

school as well as providing a valuable tool for ‘Outdoor Adventure’ activities.

4) A balance of subject weighted topics will be sought over the school year. The local area should be used,

however teachers should be mindful of engaging with other areas in the country and abroad to give children

a global dimension.

5) A learning wall will be created for each topic showing how the National Curriculum Key Skills will be delivered

and how the Life skills can be incorporated into each lesson.

A straight forward example would be a topic on ‘Toys and Games’ for a half term followed by a topic on Space for the

next. BUT it could be a half term focussed on Victorians, followed by a week’s topic on Science (Science Week), then a

three week topic on the local area, finishing with a two week Christmas topic

The topics should show a balance of subject focus throughout the year.

We will use the New National Curriculum programmes of study, together with the Learning Skills to teach each

lesson.

A topic journal will pass with each class to record the range of titles and areas covered as well as trips and visitors

experienced.

An Example of a topic wall.

An example of a Topic Wall follows.

It is surrounded by the ‘Key to success’. These can be found on the following page.

Life Skills

Team Worker

Effective Communication

Creative

Initiative / Resourceful

Positive Attitude

Organised

Moral Decision Maker / Doing the right thing

Independent

Reflective / Thinker

Problem Solver

Leadership

History D+T Science

Art and Design Geography PSHE

RE

Example of Year 2 Planning for an enquiry unit of work using Bloom’s Taxonomy – Us and Them (Autumn Term 1a)

Focus: Making Puppets Year group: 2 Duration: 6 weeks

Knowing Understanding Applying Analysing Creating Evaluating

Cross-curricular

Learning

Skills:

Reading

Writing

Communication

Maths

Other

Lesson 1 – Tuning in

Explicit skills 1,2

I can investigate different

types of hand puppets.

Mind map children’s ideas,

experiences and

understanding of puppets.

Children to explore a

selection of hand puppets

and finger puppets made

from a variety of materials.

Investigate how the puppet

has been put together?

What type of fabric had

been used? What has been

added? Finishing?

Lesson 2 –

finding out

Explicit skills 2,

I can design my own

puppet and label the

different features.

In Talking Partners

children to discuss their

understanding of what a

puppet is, how it is made

and the children’s

individual designs.

Children to complete a

drawing of their own

puppet, labelling the

features and discussing

who it is deigned for and

decide the criteria.

Lesson 3

Sorting out and going

further

Explicit skills 1,2,6,8

I can design and make a

template and use it to

cut out my fabric.

With the children,

demonstrate how to

design and use a template

to cut out two identical

pieces of fabric.

Children to design, cut out

and then place their own

puppet template on fabric

marking out the identical

pieces, then cut them out,

ready to start.

Lesson 4

making conclusions

Explicit skills 2, 6,8

I can discuss the

advantages and

disadvantages of

different joining

techniques.

In talking partners

children discuss their

design and decide the

best joining technique

for them.

Children to

investigate and decide

the ways of joining

the two pieces of

their fabric

Lessons 5

taking action

Explicit skills 1,2,3,9

I can add features

to my puppet using

appropriate

materials and

techniques.

Children to recall the

techniques for joining

puppets and then

decide upon features

that they would like

to add.

Children to consider

which features they

would like to add and

how to join them on.

Lesson

Reflection

Explicit skills

3,4,5,6,8,9

I can evaluate my

puppet against my

original design

criteria.

In Talking Partners,

children to discuss

their puppet and its

design.

Children to talk bout

their finished puppet

in relation to how

well it works and how

well in fulfils the

design criteria.

Outcomes

All

Most

Some

All: I can enjoy and share

the different examples and

ranges of puppets.

Most: I can talk about the

different examples of

puppets, describing how

they have been made.

Some: I can discuss the

different ways to make and

join the different puppets.

All: I can draw and label

my own simple puppet

design for me to make.

Most: I can make clear

labelled drawings of my

puppet showing parts.

Some: I can make a

precise drawing of my

puppets including joinings

and detail with a key.

All: I know the importance

of a clear design template

in my puppet design.

Most: I can draw, mark

the fabric and cut out my

own puppet design.

Some: I can independently

draw my template, mark

the fabric and cut out my

own puppet design.

All: I can investigate

different joining

techniques.

Most: I can

investigate and use

different joining

techniques.

Some- I can decide

upon some preferred

joining techniques.

All: I can identify

features that I would

like to add to my

puppet.

Most: I decide upon a

technique to join my

features.

Some- I can say why

I have used specific

joining techniques.

All: I can talk about

my design and discuss

why I like it.

Most: I can discuss

my design and decide

if I could make any

changes to improve.

Some: I can evaluate

my puppet against

the design criteria.

Resources

Selection of puppets to

share with the children.

Tracing and pattern

paper.

A wide selection of

fabrics.

A wide selection of

joining medium

Finishing features

e.g. buttons, sequins,

braid etc etc.

Evaluation sheets.

Key skills: 1. Team work 2. Effective communication 3. Creative 4. Initiative 5. Positive attitude 6. Organised 7. Moral decision maker 8. Independent

9. Reflective 10. Problem solver 11. Leadership

Assessment for

learning

White Hats ~ What are the

facts? What have you

learnt?

Blue ~ What do you need

to do to make your

puppet?

Blue ~ What do you want

to find out about next?

White~ what have you

learnt?

Yellow/Black hat peer

assessment.

Blue hat how do you

feel about your

design?

Yellow- good points?

Black- Bad points?

Yellow/Black hat

peer assessment.

Year 1-Long Term Curriculum Plan Overview 2013-14

Year 1 Term 1a Term 1b Term 2a Term 2b Term 3a Term 3b

Theme/Topic ALL ABOUT ME

TURN BACK TIME RIGHT UP YOUR STREET

PLANTS AND ANIMAL

LET THERE BE LIGHT WHERE IN THE WORLD?

*Enquiry Focus

First-hand Learning Opportunities e.g. visits / fieldwork / visiting speakers

Listening walks School Nurse

Pantomime Cannon Hall Manchester Sea-Life Centre

English Skills / Text type studied

Fiction: Stories with familiar settings.

Non-fiction: Labels, lists and signs.

Poetry: The Senses

Fiction: Stories with familiar settings..

Christmas Booklet

Advent Promises

Traditional and fairy stories

Predictable and patterned language.

Recounts

Information Text

Diary writing

Traditional and fairy stories.

Recounts

Information Text

Poems - animals

Information Text

Fantasy Stories-aliens

Recounts

Weather poems

Traditional & fairy stories.

Recounts

Texts / Authors to be used

See Medium Term Plans






Mathematics Skills / Focus

Number recognition

Addition -2 numbers No. bonds -10

Money- Coin recognition

Measure – height/ length non standard

Handling Data -Pictograms-eye/hair colour

Days/Months- birthdays

Measure- length (m)

Shape recognition

Addition/Subtraction

Number and place value

Days/Months/Time

Place value to 100- 10s and units.

Addition/Subtraction

2d/3d shapes -properties

Weight

Money - adding

Place value - partitioning

Position and direction

Symmetry

Time o’clock/ ½ past

Halves, doubles, quarter

Handling data – block graph – pets.

Place value - partitioning

Add/Subtract 10 & 11

Time ¼ to and past

Handling Data

2d/3d shape revisit

Rotation

Days/Months/Time

Capacity

Money problem solving

Multiplication/Division

Enterprise links – purpose for the work.

Bun sale for Charity My Money week/ Enterprise week

RE foci:

Families Belonging

Waiting

Special People

Meals Change

Holidays & Holydays

Being Sorry Neighbours

Science Content and skills:

Identify, name, draw and label human body and associate with senses.

Distinguish between an object and the material it is made from.

Identify and name everyday materials.

Describe simple physical properties of everyday materials.

Find out how shapes of solid objects from some materials can change by squashing, bending, twisting and stretching.

compare and group together a variety of everyday materials on the basis of their simple physical properties

Identify and name common animals.

Identify common carnivores, herbivores and omnivores.

Compare structure of common animals..

Identify and name common plants.

Describe basic structure of common plants.

• observe and name a variety of sources of light, including electric lights, flames and the Sun • associate shadows with a light source being blocked by something.

On-going throughout the year

Observe changes over 4 seasons.

Observe and describe weather associated with the seasons and varying lengths of days

History Focus and skills

Basic family tree

Simple vocabulary relating to passing of time eg before, after, past present, then and now.

Mini topics:

Significant individual – Guy Fawkes.

Concept of nation and of nation’s history – Remembrance day

Great Fire of London

Samuel Pepys

Life of significant individual – Neil Armstrong

Geography Focus and skills

*** on-going throughout the year. identify seasonal and daily weather patterns in the United Kingdom

Use basic geographical vocabulary – key human features – city, town, village factory, farm, house, office and shop.

Use aerial photographs and plan perspectives to recognise landmarks and basic physical features.

Name and locate the world’s continents and oceans.

Name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas.

Use basic geographical vocabulary – beach, coast, ocean, river etc.

Art skills

Use a range of materials and techniques – self portraits. Pastels, paints, collage

Paint in the style of Pablo Picasso

Shades of colour Adding black/white to lighten/darken colours, collage (magazines)

Reproduce aerial photos using a variety of materials and techniques.

Paint in the style of Ashley Jackson/L.S.Lowry

Observational drawings. - A variety of

plants through a variety of materials and techniques

space pictures using a variety of materials and techniques. Paintings – from a fantasy setting.

Seaside pictures using a variety of materials and techniques. Sand pictures Collage printing

Year 2 Autumn Term 1a Autumn Term 1b Spring Term 2a Spring Term 2b Summer Term 3a Summer Term 3b Science Content

and Skills: Health and Growth

To find out and describe the basic needs of humans.

To describe the importance for humans of exercise, healthy eating and hygiene.

To notice that humans and animals have offspring that grow into adults

Using Materials To identify and

compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick/rock and paper and cardboard.

Sound To observe and a

variety of sources of sound noticing that we hear with our ears.

To recognise that sounds get fainter as the distance from the sound source increases.

Plants To observe and describe

how seeds and bulbs grow to mature plants.

To find out and describe how plants need water, light and a suitable temperature to grow.

Friction To compare how things

move on different surfaces.

Habitats To identify that most

living things live in habitats to which they are suited.

To identify and name a variety of plants and animals in their habitat.

To describe how animals obtain their food from plants.

History Focus

and Skills

Family Trees To explore changes within

living memory. Where appropriate, these should be used to reveal aspects of change in families.

Coal Mining in Yorkshire To know about

significant historical events, people and places in their own locality.

Grace Darling To know about events

beyond living memory that are significant nationally or globally.

To know about the lives of significant individuals in the past.

Ice Age To know about events

beyond living memory that are significant nationally or globally.

Seaside Holidays To explore changes

within living memory. Where appropriate, these should be used to reveal aspects of change in families.

To know about events beyond living memory that are significant nationally or globally.

Geography Focus

and Skills

Our World To name, locate and

identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

Our Local Area To use aerial

photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.

Weather in the World To identify seasonal

and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

To name and locate the world’s seven continents and five oceans.

Australia! To understand

geographical similarities and differences through studying the human and physical geography of a small area in a contrasting non-European country.

Seaside Holidays To understand

geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.

Year 2 Autumn Term 1a Autumn Term 1b Spring Term 2a Spring Term 2b Summer Term 3a Summer Term 3b Art Skills Portraits

To use drawing and

Materials Collage

Fossil Sculptures

To use drawing and

Seaside Collage To design and use a

painting to develop their ideas.

To compare the differences and similarities between different artist’s portrait work making links to their own work.

To design and use a range of materials creatively to make a materials collage.

sculpture to develop and share their ideas, experiences and imagination.

to develop a wide range of art and design techniques in using pattern, texture, line, shape, form and space.

range of materials creatively to make a materials collage.

To explore the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

DT Skills Making Puppets To select from and use a

range of tools and equipment to perform practical tasks such as cutting, shaping, joining and finishing.

To select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

To evaluate their ideas and products against design criteria

Lighthouses To design purposeful,

functional, appealing products for themselves and other users based on design criteria.

To select from and use a range of tools and equipment to perform practical tasks

evaluate their ideas and products against design criteria

Moving Animals To explore and use

mechanisms, such as levers, sliders, wheels and axles, in their products.

To evaluate their ideas and products against design criteria

PSHE Skills and

resources

(including

Statements to

Live By)

Healthy Bodies To name the main parts of

the body.

To recognise their bodies capabilities.

To make simple choices that improve their health and well being

To maintain personal hygiene.

Our World To know that they

belong to various groups and communities.

To understand what improves and harms their local, natural and built environment.

Keeping Us Safe To understand that all

household products including medicines can be harmful if nit used properly.

To know how some diseases are spread and are controlled.

Looking at Me To know about the

process of growing from young to old and how people’s needs change.

To recognise how their behaviour affects others.

Rules to Follow To understand rules for,

and ways of, keeping safe, including basic road safety, and people who can help them stay safe.

To respect similarities and differences.

My Money To realise that money

comes from different sources and can be used for different purposes.

To contribute to the life of the class and school.

Other Links to

Curriculum e.g.

Music and P.E.

Sustainability Saving Water

1Cup Challenge

Anti ~ Bullying Week Sustainability

Saving Electricity

Fire Safety Science Week GRT Week

Nocturnal Animals Raptor Rescue

Water Safety Healthy Schools Week

Year 3 Term 1a 8 wks Term 1b 7 wks Term 2a 7 wks Term 2b 6 wks Term 3a 4 wks Term 3b 7 wks Term dates/weeks 02/09/13 – 25/10/13 (8) 04/11/13 – 20/12/13 (7) 06/01/14 – 21/02/14 (7) 03/03/14 – 11/04/14 (6) 28/04/14 – 23/05/14 (4) 02/06/14 – 18/07/14 (7)

Theme/Topic Whats in a cave? How can we care for ourselves and animals? What did the Romans do for us?

How vicious were the Vikings? *Enquiry Focus


Castleton Caves

Whitepost Farm The Yorkshire Museum Romans/Vikings workshop


Instructions x 2 weeks

Mystery stories 4 wks

Poems to perform 2 wks

Reports 4 weeks Shape poems 2 weeks Adventure stories 2 weeks

Information texts weeks Plays 4 weeks

Information texts 2 wks Authors & Letters 3 weeks

Stories with familiar settings x 3 Letters (revision)

Instructions x2 Myths and Legends Poems-Language Play


How to train a dragon Dragonary-Pie Corbett

The Christmas Story-Brian Wildsmith

Charlottes Web- E.B White

Zoo- Anthony Browne The Easter Story-The Bible

Roman Beanfeast Gillian Cross

Vicious Vikings Horrible Histories


+ - Numberlines Place value Money Time tables 2,5,10 2D shape

X / One step word problems Data handling Times tables 3,6 Length Symmetry

+x Fractions ½ ¼ Venn diagrams Money Times tables 4 and 8 3d shapes

/ - Fractions 1/3, 1/5, 1/10 2/4 Decimals 2 step word problems Weight Time

+ X / - Balance problems = Revision Sorting diagrams (carroll)

+ X / - Word problems Time durations coordinates Directions Capacity Measures conversions


Jewellery Cookery Bags

RE foci: Domestic Church Baptism & Confirmation

Advent Eucharist Lent Pentecost Reconciliation Universal Church


Materials Comparing the properties of a variety of materials. To use scientific vocabulary.

Rocks Incl Fossils

compare and group together different kinds of rocks on the basis of their simple physical properties

terms how fossils are formed when things that have lived are trapped within sedimentary rock. Recognise that soils are made from rocks and other organic matter.

Animals & Humans identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

humans and some animals have skeletons and muscles for support, protection and movement.

Plants identify and describe the functions of different parts of flowering plants: roots, stem, leaves and flowers

requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

way in which water is transported within plants

flowers in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Forces and Magnets notice that some forces need contact between two objects and some forces act at a distance

attract or repel each other and attract some materials and not others

together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials. predict whether two magnets will attract or repel each other, depending on which poles are facing.

Lights Notice that light is reflected from surfaces. find patterns that determine the size of shadows.


Stone, Bronze, Iron age Use terms connected with the passing of time (before, after, modern, long ago, now, then) • Order events and objects • Make distinctions between aspects of their own lives and past times Recognise some of the similarities and differences between these periods

Celtic Culture Show knowledge of some aspects of the past and of some of the main events and people studied • Begin to recognise that there are reasons why people in the past acted as they did

Roman Invasion and the Power of its Army The legend of Boudicca! Use evidence to find out about the past.

Romanisation Similarities and difference between the Romans and Celts. To describe some of the main events. I can suggest the consequences of the Roman rule.

Romans in Britain Roman Rulers including: Claudius, Hadrian’s Wall and there exit Select, organise and communicate historical information in a variety of ways, including ICT. Ask and answer questions about the past

Saxon and Viking Settlement Spread of Christianity, Athelstan Alfred, Cnut & Edward Begin to recognise that there are different ways of representing the past Ask and answer questions about the past • Suggest methods of

• Demonstrate knowledge of some of the main events, people and changes from the period studied • Begin to give a few reasons for, and results of, the main events and changes

• Suggest methods of finding answers by using historical sources

finding answers by using historical sources To suggest the causes for the decline of the Roman Empire.


Hills, Mountains, Cities To describe the physical and human features of local areas.

Land use patterns To be aware that different places may have both similar and different characteristics that influence the lives and activities of people living there.

Name and locate counties and cities To use information given and from the internet to find out about places.

Topography, map reading To use geographical vocabulary to communicate findings.

Coasts I use information(including the internet) and my own observations to help me to ask and answer questions about places and environments.

Rivers

I give reasons for my observations and view about places and environments.

Art skills

Sketching dragon To show control when using pencil skills. Investigating and use the methods to improve my skils.

Printing (fossils) Exploring ideas in different ways. I can suggest ways to improve my own work when making images.

Painting Investigating and use the materials and methods to develop my skills.

Clay - sculpture To adapt and improve my own work.

Collage To explore ideas in different ways.

Multi media design/ Image manipulation To describe and comment on ideas and purposes of different works.

DT skills

Dragon puppets Research Puppet making Use a wide range of materials and components according to their functional properties.

Celtic (sewing)

using running stitch, over sewing, back stitch

Use appropriate decoration techniques e.g. appliqué(glued or simple stitches)

Sandwich making Develop sensory vocabulary/knowledge using, smell, taste, texture and feel • Analyse the taste, texture, smell and appearance of a range of foods • Follow instructions • Make healthy eating choices from and understanding of a balanced diet • Join and combine a range of ingredients e.g. snack foods

Animal carry case Cut slots • Cut internal shapes Create nets

Onager • Use lolly sticks/card to make levers and linkages • Use linkages to make movement larger or more varied

Sewing (bags) Understand seam allowance • Join fabrics using running stitch, over sewing, back stitch • Explore fastenings and recreate some e.g. sew on buttons and make loops • Prototype a product using J cloths • • Create a simple pattern • Understand the need for patterns

• Work safely and hygienically • Measure and weigh ingredients appropriately

PSHE skills and resources

New beginnings Getting on and Falling Out

Going for goals Good to be me GRT Week Relationships

Changes

Other links to the curriculum e.g. Sustainability Music PE

Easter play Forces- striking and fielding games

Sustainability week Money week Orienteering

Role play

Dragons lair Nativity Farm Zoo Roman Museum (based on bean feast)

Viking longboat

Year 4 - Long-Term Curriculum Plan Overview 2013-14

Year 4 Term 1a Term 1b Term 2a Term 2b Term 3a Term 3b Term dates/weeks 02/09/13 – 25/10/13 (8) 04/11/13 – 20/12/13 (7) 06/01/14 – 21/02/14 (7) 03/03/14 – 11/04/14 (6) 28/04/14 – 23/05/14 (4) 02/06/14 – 18/07/14 (7)

Theme/Topic World War II The Environment Chocolate Weather Travel *Enquiry Focus Your country needs you! Save our Planet! Chocolate Heaven Fun in the sun Come fly with me First-hand Learning Opportunities e.g. visits / fieldwork / visiting speakers

Kelham Island Recycling Plant York (The chocolate story) Local Visit to Barnsley Tourist Attraction (Worsbrough Mill and Wigfield Farm)


Stories with Historical Settings Recount

Plays Creating Images (Poetry)

Stories that raise issues/dilemmas Information text

Stories set in imaginary worlds Explanation text World Book Day

Stories from other cultures Exploring form (poetry)

Persuasive text Recount (Newspaper/magazines)


Goodnight Mr Tom (Michelle Magorian)

Billy The Kid (Michael Morpurgo) The Evacuees (play)

Benjy’s Ghost (Jacqueline Roy) Stig of the Dump (Clive King)

Charlie and the Chocolate Factory (Roald Dahl)

Handa’s Surprise (Eileen Browne) A Country Far Away (Philippe Dupasquier)

Around the World in 80 Days (Jules Verne)


Numbers and the Number system Calculations Shape 1 (2D Shape and Reflection)

Fractions, Decimals and Percentages

Measures 1 (length, mass, capacity and money)

Data handling

Problem Solving

Shape 2 (3D shape, position and movement)

Measures 2 (Time, Area and Perimeter)

Numbers and the Number system Calculations Shape 1 (2D Shape and Reflection)

Fractions, Decimals and Percentages

Measures 1 (length, mass, capacity and money)

Data handling

Problem Solving

Shape 2 (3D shape, position and movement)

Measures 2 (Time, Area and Perimeter)


Harvest festival Christmas Plant things for the Summer Fair

Easter/Mother’s Day Summer Fair (preparation)

Money Week Magazine/Newspaper

RE foci: People/Called Called/Gift Community/Giving & Receiving Giving &Receiving/Self-Discipline

New Life/Building Bridges Building Bridges/God’s People


SOUND Observe and name a variety of sources of sound, noticing that we hear with our ears Identify how sounds are made, associating some of them with something vibrating Recognise that sounds get fainter as the distance from the sound source increases Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it.

ELECTRICITY Identify common appliances that run on electricity Construct a simple series electrical circuit (identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers) Identify whether or not a lamp will light in a simple series circuit based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors.

LIVING THINGS Identify and name a variety of living things (plants and animals) in the local and wider environment, using classification keys to assign them to groups Give reasons for classifying plants and animals based on specific characteristics Recognise that environments are constantly changing and that this can sometimes pose dangers to specific habitats.

STATES OF MATTER Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure the temperature at which this happens in degrees Celsius (°C), building on their teaching in mathematics Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

WEATHER To understand and label the Water cycle Using measuring appliances such as a thermometer, water gauge and wind anemometer

ANIMALS INCLUDING HUMANS Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions. Construct and interpret a variety of food chains, identifying producers, predators and prey.


WORLD WAR II To realise that the past is represented in various ways To remember, select and organise information Make use of dates and historical vocabulary To convey knowledge of historical understanding in various ways To use dates and vocabulary used to convey passage of time

WORLD WAR II To create links between main events, situations and changes How to discover about events, people and changes studied using a range of information sources

AZTECS Place people into their correct time period To learn about features, characteristics of the period/society studied To learn about the social, cultural, ethnic and religious diversity of the society studied To identify and provide reasons for the events studied and their results Use a range of sources to ask and find answers to a range of questions


THE ENVIRONMENT To draw plans and maps Employ ICT to assist geographical investigations Identify and describe what places are like Identify why/how change happens in places and may continue Recognise the way people can improve or damage the environment and how decisions concerning places/environments affect people’s future quality of life To understand how/why people try to manage environment in sustainable way

MEXICO LINKS To name and locate the

world’s countries and cities using maps

WEATHER

use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

TRAVEL human geography, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water supplies

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Art skills

Explore Ideas in different ways

Collect information and practical resources in order to make choices about work

Investigate and use qualities of materials and methods to develop their own practical skills

Adapt and improve their own work

Communicate ideas and meanings

Describe the work of others, commenting on the ideas and purpose

DT skills

Use World War II recipes and limited food supplies in Cooking/baking activities (weighing, mixing, cooking)

Design and build an Air raid shelter (include a Light/torch) (cutting, marking, joining, building, evaluating)

Design and make a Healthy Eating menu (evaluating, making choices, tasting – link to data handling)

Disassemble, evaluate, design and make a chocolate box (link to 3D shapes)

Evaluate, Design and Make a pop-up weather book (mechanisms) Make a ‘Weather Wheel’ Create a water gauge

Design and make a Money/passport container/bag Design and make a travel/beach bag (sewing)


Statements To Live By SEAL – New Beginnings

STLB Remembrance Day SEAL – Getting on and falling out (including Anti-bullying Week)

STLB SEAL – Going for Goals Sustainability Week

STLB SEAL – Good to be me

STLB GRT Week SEAL - Relationships

STLB Healthy Schools Week SEAL - Changes


World War II Songs World War II Games in PE Make Do And Mend

World War II Songs World War II Games in PE Make Do And Mend

Sustainability Week Easter Play World Book Day

PE - Fitness

Year 5 -Long-Term Curriculum Plan Overview 2013-14


Theme/Topic Hard Times What was Barnsley like in the past?

If you were a time traveller….. What would life be life be like as a grain of sand?

*Enquiry Focus Children in Victorian times

Evidence of Victorian era in the local area

Ancient Egypt – rituals and beliefs, significance of the River Nile, Egyptian Gods, mummification, jobs

and life of a Pharoah.

What is a coast? Land use/land features in Barnsley and

Filey.


Beamish

School nurse/science

NCMM

St Paul’s church

Manchester Science

museum

Egyptian Day

River Survey

Filey

Beekeeper


Narrative – novels and

stories by significant

children’s authors

Classic/narrative poems

Recounts

Older literature

Instructions

Poetic style

Stories from other

cultures

Traditional stories,

fables, myths, legends

Film narrative

Persuasive writing

Dramatic conventions

Choral and

performance


Berlie Doherty – The

Street child

Laurie Sheehan – The

Chimney child

Railway Children

Play about the Husker

Pit disaster

Oliver – Charles Dickens

Time travelling cat

Stories from Ancient

Egypt.

Egyptian Cinderella

Why the whales came –

Michael Morpurgo

Kensuke’s Kingdom –

Michael Morpurgo


Place value (Block A unit

1)

Shapes (Block B unit 1)

Data handling (Block C

Unit 1)

Measure (Block D Unit

1)

Problem solving

Fractions (Block E unit 1)


2)



Unit 2)


2)

Problem solving

Fractions (Block E unit 2)


3)



Unit 3)


3)

Problem solving

Fractions (Block E unit

3)


Charity focus Harvest/ Fair Trade

Charity focus Christmas Fayre

Charity focus Arch Bishop Youth Trust

Charity focus Spring/ Easter raffle

Concert – charity focus Money week

RE foci: Ourselves

Life choices

Life choices continued

Hope

Mission

Memorial sacrifice

Sacrifice Transformation

Freedom and

responsibility

Stewardship

Science Content and skills: Working across phases/ KS2/3

Forces

Using and applying

through investigation.

Attraction & repulsion in

magnets Gravity,

friction- air resistance/

surface friction

Push/ pull, upthrust in

air / water.

Galileo/ Newton

Forces

Measure- Newtons, use

of forcemeters,

Forces and direction

Mechanical devices such

as gears, pulleys, levers

and springs.

Earth, sun and moon

The Earth and Beyond

The sun , Earth and

Moon- spherical

Sun`s position, day,

season- shadow

Day & night linked to

Earth`s spin on its axis.

Star, planet, satellite

Life cycles

The differences in the

lifecycles of a mammal,

an amphibian, an insect

and a bird.

Describe the life process

of reproduction in some

plants and animals.

Describe the changes as

humans develop from

birth to old age.

Materials

Using and applying through investigation.

Properties of everyday materials.

Compare materials- reversible and irreversible changes

Thermal insulators- hot/ cold

Electrical conductors- simple circuits

Solids/ liquids/ gases

Separation, solution, filtering.


Victorian Britain (children)

I can use evidence to find

answers to question about the

past.

I identify some of the different

ways in which the past has

been represented.

I know some of the similarities

and differences of the era.

Victorian Britain (our locality)

I can use historical vocabulary

and dates.

I can describe some of the main

events, peoples and periods.

I can suggest causes and

consequences of the main

events and changes in history.

Ancient Egypt



past.

I identify some of the different

ways in which the past has

been represented.

I know some of the similarities

and differences of the era.

Ancient Egypt

I can use historical vocabulary

and dates.

I can describe some of the main

events, peoples and periods.




Compare and contrast

the history of Filey and

Barnsley



past.

Compare and contrast

the history of Filey and

Barnsley




Year 6 Long-Term Curriculum Plan Overview 2013-14


Theme/Topic Dr Beatz Legendary Toy Makers

Time Team Investigators

SATS SATS Way to Go

*Enquiry Focus Dr Beatz Apprentice Toy Makers Book and merchandise.

Investigators SATS SATS Geographical Enquiry


Thackray Medical Museum Think Tank Greek Restaurant – cookery lessons Crucial Crew

Pantomime

DR Cullen Manchester Museum

Robin Wood


Explanation texts

Reports

Persuasive Writing

Magazine Articles

Write for a medical journal.

Diary Entry – Blood cell

Narrative – setting, character atmosphere & dialogue

Instructions

Poems

Plays

Historical documents/sources

Newspapers

Recounts

Eye Witness accounts

Revision

Revision An extended piece of writing – writing a text of their choice.


Non-Fiction Texts. Myths & Legends (Selkie) & Traditional Stories

Non-Fiction Texts


Number & place value

Approximation

Rounding

Estimation

Addition

Subtraction

Multiplication

Division

Word Problems

Fractions

Decimals

Percentages

Ratio & proportion

Geometry

Position

Motion

Data Handling

2D & 3D shapes

Measure

Algebra

REVISION REVISION On-going mathematical investigations to put existing skills into practice.


Expert – Trainee Doctor/Rehab Centre

Expert – Toy Makers Expert – Investigator Enterprise project – The Apprentice.

RE foci: Come & See Come & See Come & See Come & See Come & See Come & See


Animals Including Humans

identify and name the main parts of the human circulatory system, and explain the functions of the heart, blood vessels and blood

Electricity Associate the brightness of a lamp or the volume of a buzzer with the number & voltage of cells used in the circuit.

Evolution & Inheritance

Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.

Light Understand that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are

All Living Things

Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and

Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function. Describe the ways in which nutrients and water are transported within animals, including humans.

Compare & give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. Use recognised symbols when representing a simple circuit in a diagram.

Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

seen because they give out or reflect light into the eye. Explain that we see things because light travels in straight lines from light sources to our eyes or from light sources to objects and then to our eyes. Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them, and to predict the size of shadows when the position of the light source changes.

differences, including micro-organisms, plants and animals. Give reasons for classifying plants and animals based on specific characteristics.


Aspects of The Great Plague

Investigate:

I can use information as evidence to test hypotheses.

Analyse:

I can identify change and continuity within this period.

I can identify where this period fits within the chronological framework.

Communicate:

I can produce structured work, making appropriate use of dates and terms.

I can describe some of the main events and people of this period.

I can describe the characteristic features of this period and it’s society .

Consider and respond:

I can identify some causes and consequences of the main events and changes.

I can identify and describe different ways in which the past has

What did Ancient Greeks Belive? (myths & Legends & God’s & Goddess’s) Explore:

The history of evolution

been interpreted. Focusing on Greek Food & Medicine to link with Science topic.


Locate the places that build up Ancient Greece To research food from around the world.

The Galapagos Island

Maps Geographical investigation using ICT, fieldwork, techniques and instruments

Art skills

Banksy Graffiti Art

I can investigate and develop a range of practical skills.

Create:

I can use the qualities of materials and processes to suit my aims when I design and make.

Improvise:

I think about how I might adapt and refine my ideas, skills and methods.

Present:

I can develop my ideas, using lots of methods to explore and experiment.

Evaluate:

I can compare and comment on differing ideas, methods and approaches used by artists, crafts people and designers.

I can think about artwork by relating it to the contexts in which the work was made.

I can discuss my own work and that of others.

Christmas Cards

Calendars

observational drawings

Mother’s Day

Easter

Picasso

DT skills

Food technology – (Global Cuisine)

Toy Maker – Mythical Creatures

Periscope

Torches

Enterprise Project

Food

Developing, Planning and Communicating Ideas.

I can prepare food products taking into account the properties of ingredients and sensory characteristics

I can select and prepare foods for a particular purpose.

I can taste a range of ingredients, food items to develop a sensory food vocabulary for use when designing.

I can weigh and measure using scales.

I can cut and shape ingredients using appropriate tools and equipment e.g. grating.

I can join and combine food ingredients appropriately e.g. beating, rubbing in.

I can decorate appropriately

I can work safely and hygienically.

I can show awareness of a healthy diet from an understanding of a balanced diet.

I collect the information I need to use from a number of different sources. I select and use this information to help me come up with design ideas:

I produce step-

by-step plans

that take into

account the

needs of the

user or

consumer of

my products.

I am able to get details of a range of my ideas across to other people clearly:

I work effectively with a range of materials, ingredients and components:

I work effectively with a range of tools, equipment and processes:

I evaluate my designing and making: I evaluate my finished products:

technology


Peer Pressure

Relaxation & Stress management

Make judgements and

What makes a good learner?

Make choices about how to develop healthy

Friendships & Bullying

Respond to, or challenge negative behaviours such as stereotyping and aggression,

Team Work

Co-operation

Respect Demonstrate respect and tolerance towards others,

Transition

Be-frienders

decisions and list some ways of resisting negative peer pressure around issues affecting their health and well being Identify some factors that affect emotional health and well being

lifestyles Puberty Talks with School Nurse Discuss some of the bodily and emotional changes at puberty, and demonstrate some ways of dealing with these in a positive way

and realise the consequences of anti-social and aggressive behaviours such as bullying and racism on individuals and communities Describe the nature and consequences of bullying, and express ways of responding to it Identify different types of relationships and show ways to maintain good relationships

and resolve differences by looking at alternatives, making decisions and explaining choices Express their views confidently, and listen to and show respect for the views of others Demonstrate that they recognise their own worth and that of others, and identify positive ways to face new challenges


Eco Warriors Research, discuss and debate topical issues, problems and events Understand that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment






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