Badgerbrook Curriculum Plan

Transcription

1 Badgerbrook Curriculum Plan The curriculum at Badgerbrook is delivered through three key stages; Foundation, Key Stage 1 and Key Stage 2. A new curriculum was introduced from the start of the Autumn term Further details can be found on the Department for Education s website The table below gives details of the new curriculum taught at Badgerbrook. For details of the Maths curriculum please see the following documents: National curriculum requirements & methods Foundation calc methods and strategies Addition and subtraction strategies Multiplication and division strategies At Badgerbrook we follow the Read, Write Inc approach to teach writing, reading and phonics in the Foundation Stage and Year 1. Our approach is systematic, consistent and rigorous in order that all children become readers as quickly as possible. Pupils are taught in ability groups thus enabling them to be taught according to their reading level not their age. Teaching is very precise and tailored to the needs of each child irrespective of year group. If there is a need, pupils will be given extra support to help them improve reading skills and make progress. Support will also be provided for older pupils who may be experiencing difficulty in reading/writing because they have missed or misunderstood a crucial phase of systematic phonics teaching. We use the same phonics programme across the school ensuring continuity and a vehicle for guaranteed progression. Modern Foreign Languages French is taught as our Modern Foreign Language in Key Stage 2. Areas covered include: Using nouns, adjectives, verbs Singing French songs Dates and birthdays Numbers to 100 Telling the Time Use of everyday words/language Basic conversational French Broadening vocabulary

2 Year 1 Key Concepts: Changes in living memory (linked to aspects of national life where appropriate Key Individuals: Lives of significant historical figures including comparison of those from different periods Significant local people Key Events: eg Bonfire Night, events of local importance Year 1 pupils follow the Read, Write, Inc programme to teach phonics, reading and writing in addition to: Lives of significant individuals: Recounts, Poetry, Instructions, Ourselves, Belonging, UK Guy Fawkes Gunpowder Plot Geography Creative Christmas Writing, Letter writing Understand use of algorithms Write & test simple programs Use logical reasoning to make predictions Organise, store, retrieve & manipulate data Communicate online safety and respect Recognise uses of IT outside of school E-Safety/Hector's World Data - pictograms Algorithms Changes within living memories Easter Recount E-safety/Hectors World Includes toys/books/transport Fictional Story Writing (Creative Week) Algorithms/ programmable toys Famous for More than Five Minutes Instructions, Labels, Poems - Plants Word processing skills Inventors - Frank Whittle Recipes Book review Famous Person Character Profile Overview (Y1): Overview (KS1) Overview (KS1) Name & locate the 4 countries & capital cities of the UK using atlases & globes Sing songs Design purposeful, functional & appealing products Identify seasonal/daily weather patterns in the UK & the location of hot & cold areas Play tuned & untuned instruments musically Generate, model & communicate ideas of the world Use basic geographical vocabulary to refer to local & familiar features Listen & understand live & recorded music Use a range of tools & to complete practical tasks Use 4 compass directions & simple vacab Make & combine sounds musically Evaluate existing products & own ideas Build & improve structure & mechanisms Understand where food comes from Seasonal weather - UK Famous Composers - St Saens Animals, including humans - design & make products Hamilton weather unit Carnival of the Animals - St-Saens Christmas cross stitch Hot and cold areas Singing songs/chants Cut/peel/grate (fruit salad) Maps and atlases Harvest/Christmas Sandwich recipe/picnic Percussion Instruments Food groups Composing - linked to weather topic We are Great Britain - Countries in UK - compare to Easter cards - levers/sliders a different country Hey You unit - Charanga Link to Science (Capital cities, celebrating family history & culture) Play tuned & untuned instruments Link to Changes within Living Memory Maps/atlases/globes Exploring pitch Whetstone/local area Famous for More than Five Minutes Make a musical instrument Map skills Composers - Andrew Lloyd Weber Composers - Mozart Overview: Overview (KS1) Continue to follow locally agreed syllabus for RE Identify basic plants Identify basic plant parts Identify & compare common animals Identify & name basic body parts Distinguish between objects & Identify & name common Describe simple properties of some Compare & classify Observe & name some light sources Observe changes of day & season Use a range of Use drawing, painting & sculpture Develop techniques of colour, pattern, texture, line, shape, form & space Learn about range of artists, craftsmen & designers Animals including Humans Unit of Work: plan - do - evaluate Visiting a place of worship (Name common animals, describe and compare, label human body Self-portraits/Colour mixing St Peter's/Christianity/Christmas and senses) Skills - ongoing art activities Everyday Materials Changes in Living Memory Comparing Easter/Eid-ul-Fitr (Natural/man-made, name, properties of everyday Harvest, bonfire pictures Who celebrates what and why? ) Portraits Easter/Eid Exploring artwork from the past Skills - ongoing art activities Plants Famous for More than Five Minutes What makes some places sacred? (Name plants & trees, label basic structure) Famous Artists Van Gogh - Sunflowers/Lowry

3 Year 2 Key Concepts: Changes in living memory (linked to aspects of national life where appropriate) Key Individuals: Lives of significant historical figures including comparison of those from different periods Significant local people Autumn Key Events: Postcard - Africa eg Bonfire Night, events of local importance Recount - London Marathon Autumn Diary Entry - Samuel Pepys Autumn Events in the past - Great Fire of London & Samuel Pepys Letters - Link to Famous People Remembrance Day - links to local street names, people that died in the war Narrative - personal experience Instruction & Procedures - Link to Puppets (D&T) Poetry - link to Festivals and Bonfire Night Understand use of algorithms Write & test simple programs Use logical reasoning to make predictions Organise, store, retrieve & manipulate data Communicate online safety and respect Recognise uses of IT outside of school E-Safety Explorers - Ernest Shackleton - link to Cold Places Non-Chronological Reports - link to Cold Places Understand and use algorithms Narrative - Traditional Tales Produce a recipe powerpoint Non-fiction - Lifecycle Research news reporters Programming Beebots E-Safety Castles Book Reviews - Books by a Significant Author Seaside animations Seasides - changes in living memory - Roald Dahl 2 animate Leaflets (Persuasive) - link to Seasides Recognise uses of IT out of school Trip recounts E- Safety Poetry - Tongue twisters Overview (Y2): Overview (KS1) Overview (KS1) Name & locate world's continents & oceans Sing songs Design purposeful, functional & appealing products Compare local area to a non-european country Play tuned & untuned instruments musically Generate, model & communicate ideas Use basic vocabulary to describe a less familiar area Listen & understand live & recorded music Use a range of tools & to complete practical tasks Use aerial images & other models to vreate simple plans & maps using symbols Use simple fieldwork & observational skills to study the immediate environment Make & combine sounds musically Recognise uses of IT outside of school, Communicate online safety and respect - E Safety poster Organise, store, retrieve and manipulate data - 2 publish, use digital camera to take, store and retrieve photos Evaluate existing products & own ideas Build & improve structure & mechanisms Understand where food comes from Africa Zootime (Charanga) Puppets Non-European country, Continents & Oceans Christmas Play London (aerial images and maps) School grounds (fieldwork Cold places - Antarctica/Arctic Vivaldi Cooking - where food comes from Non-European country, Continents & Oceans I wanna play in a band (Charanga) Seasides - physical & human features Hands, feet, heart (Charanga) Mechanisms - winding up - Castles Reflect, rewind, replay (Charanga) Design & make a sandwich Music linked to Seaside Overview: Overview (KS1) Continue to follow locally agreed syllabus for RE Differentiate living, dead & non-living Growing plants (water, light, warmth) Basic needs of animals & offspring Simple food chains & habitats Identify & compare uses of different Compare things moving on different surfaces Observe & name variety of sound sources Recognise that sound gets fainter with distance Use a range of Use drawing, painting & sculpture Develop techniques of colour, pattern, texture, line, shape, form & space Learn about range of artists, craftsmen & designers Animals including humans - babies Animal prints/fabric prints Who is Jewish and what do they believe? (Needs for survival, exercise & food) Paper collage Judaism - Jewish visitor, food tasting Use of How can we learn from role play (Suitability for use, changing shape, compare) Sacred books Christmas How and why do we celebrate special and sacred times? Living things & habitats Polar landscapes Sculpture (Compare living/dead, habitats suited to need, identify plants/animals in habitats, simple food chains) Easter How and why do we celebrate special and sacred times? Plants Van Gogh/O'Keefe How should we care for others and the world and why does it (Seeds & bulbs, what plants need) Shell drawings/batik matter?

4 Year 3 Overview (British History taught chronologically): Overview (LKS2) Stone Age to Iron Age Britain including: hunter-gatherers & early farmers, Bronze age religion, technology & travel, Iron age hill forts Broader History Study: A local history study eg a depth study linked to a studied period, a study over a period of time, a post 1066 study of a relevant period in local history Design & write programs to achieve specific goals, including solving problems Use logical reasoning Playscripts - The Twits Descriptive writing, Persuasive letters Non-Chronological Reports - Rainforests Recounts - ZooLab Visit Poetry - Performance Poems - (Geography link - Rainforests) Understand computer networks Use internet safely & appropriately Collect & present data appropriately Stone Age to Iron Age Narrative (Imagine) - Hamilton Units - Mrs Cole/Borka/Harry Internet Safety, research & present information, combine text Potter/ Winnie the Witch & graphics Recounts (Describe) - Stone Age/Skara Brae - recount a day in the life of a Stone Age child or an event. Understanding networks Database (Geography link - Rainforests) Battle of Bosworth & Richard III Persuasive Arguments - Battle of Bosworth - Join our army, Local history study letters to supporters Journalistic writing - Richard III Balance arguments - Richard III Coding: scratch, roamer, turtle Overview (LKS2): Overview (LKS2): Overview (LKS2): Locate world's countries focusing on Europe & Americas - focus on key physical & Use voice & instruments with increasing accuracy, control & expression Use research & criteria to develop products which are fit for purpose human features Study a region of the UK (not local area) Improvise & compose music Use annotated sketches & prototypes to explain ideas Use 8 point compass, symbols & keys Listen with attention to detail Evaluate existing products & improve own work Describe & understand climate, rivers, mountains, volcanoes, earthquakes, Appreciate wide range of live & recorded music Use mechanical systems in own work settlements, trade links etc Use fieldwork to observe, measure & record Begin to develop understanding of history Understand seasonality; prepare & cook mainly savoury dishes Shetland & Orkney - Skara Brae (History link) Singing & class recorders Stone Age art, Stone Age clay work - History link Bob Marley/Reggae Climates and globe/map skills Improvise & compose music/music notation 3D Rainforest Rainforests Glockenspeils & recorders Map skills and fieldwork unit Tudor music/recorders Overview: Overview (LKS2): Continue to follow locally agreed syllabus for RE Plants, including: parts, lifecycle & requirements for life Animals Classification of rock types Simple understanding of fossilisation Sources of light; shadows & reflections Rocks Stone Age Art - History link What it means to be a Christian today (compare and group, fossil formation, soil) Investigate pattern, William Morris, drawing, painting Animals and humans (Identify teeth and functions) Humans - label the digestive system 3D Rainforest pictures (D&T link) Festivals - Easter Living things and habitats (Grouping, classification keys, changing environments, food chains) Light Portraits old & new Why do people pray? (Reflection, shadows & changing size) Hans Holbein, sketching The Bible Plants Famous Architects - Hampton Court & gardens (functions of parts, requirement for growth, life cycle and seeds)

5 Year 4 Overview (British History taught chronologically): Overview (LKS2) Roman Empire & impact on Britain: Julius Caesar's attempted invasion, Roman Empire & successful invasion, British resistance eg Boudicca, Romanisation of Britain Broader History Study: Earliest ancient civilisations ie Ancient Sumer, Indus Valley, Ancient Egypt or Shang Dynasty of Ancient China Design & write programs to achieve specific goals, including solving problems Use logical reasoning Understand computer networks Use internet safely & appropriately Collect & present data appropriately Romans VCOP Word skills, text & graphics Narrative (Imagine) - Iron Man/Robot E-safety Biography - Roald Dahl Search engines Narrative - Mystery story Dialogue VCOP Data & information Traditional poetry Powerpoint, E-safety Imaginary settings (Narnia) Narrative Information - Eiffel Tower/Gustave Effiel Ancient Egypt VCOP Programming/coding Adverbial clauses (The Hodgeheg) E-safety Stories with issues Discussion texts Overview (LKS2): Overview (LKS2): Overview (LKS2): Locate world's countries focusing on Europe & Americas - focus on key physical & Use voice & instruments with increasing accuracy, control & expression Use research & criteria to develop products which are fit for purpose human features Study a region of the UK (not local area) Improvise & compose music Use annotated sketches & prototypes to explain ideas Use 8 point compass, symbols & keys Listen with attention to detail Evaluate existing products & improve own work Describe & understand climate, rivers, mountains, volcanoes, earthquakes, Appreciate wide range of live & recorded music Use mechanical systems in own work settlements, trade links etc Use fieldwork to observe, measure & record Begin to develop understanding of history Understand seasonality; prepare & cook mainly savoury dishes UK Geography - Maps Listen with attention to detail Electrical circuits Use voice & instruments with increasing accuracy, control & expression France & some of its regions Appreciate range of music Moving cards (mechanical systems) World Geography Use instruments to accompany Cookery Improvise & compose music Famous Musician Purses Overview: Overview (LKS2): Continue to follow locally agreed syllabus for RE Forces icluding magnetism Animals: skeletons & nutrition Changes of state The water cycle Sound as vibrations Electricity: simple circuits & conductors Forces & Magnets Light and Dark (Iron Man) What does it mean to be a Hindu in Britain? (Friction, attract & repel, group, N/S poles) Roman mosaics Electricity (Identify appliances, simple circuits, switches, conductor/insulator) States of matter (Solid/liquid/gas, changes with heating/cooling, Matisse Why do some people think life is a journey? Why are festivals important to religious communiities? water cycle) Animals including humans (types of nutrition, skeleton & muscles) Sound English cartouche Why is Jesus inspiring to some people? (Vibrations, pitch, volume) Nile painting What do we learn from religion about right and wrong? Papyrus pictures

6 Year 5 Overview (British History taught chronologically): Autumn Overview (UKS2) Anglo-Saxons & Vikings including: Roman withdrawal from Britain; Scots invasion, Narrative - Greek Myths Design & write programs to solve problems invasions, settlements & kingdoms,viking invasions; Danegold, Edward the Modern poetry and performance Use sequences, repetition, inputs, variables & outputs in programs Confessor Eye-witness accounts - Greek Battle of Troy Detect & correct errors in programs Broader History Study: Biography - Famous scientist Understand uses of networks for collaboration & communication Ancient Greece ie a study of Greek life and achievements & their influence on the Be discerning in evaluating digital content Autumn Fiction from the past/from other cultures Autumn Ancient Greeks Narrative - The Jungle Book Coding (Espresso) - explain aspects of Ancient Greek everyday life Explanation - process of manufacturing eg chocolate/coffee E-Safety - explain some key historical events Instructions - recipes - explain the influence of the Ancient Greeks on the western world Narrative - Modern Fiction - The BFG Poetry - imagery and performance The Mayan Civilization AD 900 Book reviews Roamers - compare a non-european society with British history Ongoing writing skills: E-Safety - understand how our knowledge of the past is constructed from a range of sources - plan their own writing - draft and write - explain characteristic features of a Mayan life - evaluate and edit their own and others' work - proof read their own work - perform their compositions Scratch Anglo-Saxons and Vikings - write legibly and fluently, deciding whether or not to join specific letters E-Safety - explain aspects of Anglo Saxon settlements and place names/village life - explain the Viking struggle for England through raids and invasion - use a thesaurus - use a dictionary to check spelling/meaning - use relative clauses - use adverbs/adverbials for a variety of reasons - use brackets, dashes and commas Overview (UKS2): Overview (UKS2): Overview (UKS2) Name & locate counties, cities, regions & features of UK Understand latitude, longitude, Equator, hemispheres, tropics, polar circles & time zones Study a region of Europe & of the Americas Understand biomes, vegetation belts, land use, economic activity, distribution of resources etc Understand biomes, vegetation belts, land use, economic activity, distribution of resources etc Perform with control & expression solo & ensembles Improvise & compose using dimensions of music Listen to detail & recall aurally Use & understand basics of staff notation Develop an understanding of the history of music, including great musicians & Analyse & evaluate existing products & improve own work Use mechanical & electrical sysytems in own products, including programming Cook savoury dishes for a healthy & varied diet - explain different types of settlement & economic activity in Mexico Charanga - Stop Mechanical Systems Physical Geography - listen with attention to detail - evaluate and analyse existing products - explain the water cycle - improvise - know about inventors/designers that have helped shape the world - use fieldwork to observe, measure, record water in the local area - appreciate a wide range of music from different traditions Use research & criteria to develop products which are fit for purpose & aimed at specific groups Use annotated sketches, cross-section diagrams & computer-aided design Use 4-figure grid references on OS maps Use fieldwork to record & explain areas Charanga - Don't Stop Believing Structures - sing as part of an ensemble - use annotated sketches to develop ideas Mapping skills - play an instrument in solo or ensemble contexts - join different in a number of different ways to create a model - know the location of the continent of North America in the world structure - know the shape of some countries in N America & the location of its - reinforce and strengthen a 3D framework largest city - identify the Equator, Tropics of Cancer & Capricorn, the Prime Meridian Charanga - Classroom Jazz Food Mexico - improvise and compose music - prepare and cook a savoury dish - explain key physical geographical features eg earthquakes, - appreciate music from different traditions/great musicians - use techniques such as peeling, chopping, slicing, mixing volcanoes, climate zones (tropical, desert, temperate) & biomes in Mexico - understand formal written notation for note length - develop an understanding of the history of music - use cams or pulleys or gears to create movement Overview: Overview (UKS2) Continue to follow locally agreed syllabus for RE Life cycles of plants & animals (inc mammal, insect, bird, amphibian) Describe changes as humans develop & mature Classify according to a variety of properties Understand mixtures & solutions Know about reversible changes; identify irreversible Understand location & interaction of Sun, Earth & Moon Introduce gravity, resistance & mechanical forces Living Things and their habitats Paul Klee Why do some people think God exists? Animals including Humans - create work in the style of Paul Klee (great artist) - describe some metaphores about God in the Bible - create sketch books to review ideas - explain reasons why people might/might not believe in God or might not Earth and Space have decided Materials Materials Frido Kahlo/Mexican Folk Art If God is everywhere, why go to a place of worship? Forces and Magnates - create work in the style of Frida Kahlo (great artist) - describe the most important functions of a place of worship - have an understanding of different styles of Mexican Folk Art What would Jesus do? Working Scientifically - create sketch books to review ideas - consider how Jesus' values could benefit today's world/school/local - plan different types of scientific enquiries to answer questions - take measurements, using a range of scientific equipment - record data and results of increasing complexity using scientific Self Portraits What does it mean to be a Muslim in Britain? diagrams, tables etc - use test results to make predictions to set up further comparative and fair tests - master a variety of drawing and painting techniques - describe the 5 pillars of wisdom - explain why the Holy Qur'an is important to Mulims - explain what happens at the festival of Eid ul Fitr - talk about and present findings from enquiries - identify scientific evidence that has been used to support or refute ideas or arguments

7 Year 6 Overview (British History taught chronologically): Overview (UKS2) An extended period study eg The changing power of monarchs, Significant turning Autumn Design & write programs to solve problems points in British history, Crime & punishment, Leisure Letter writing Use sequences, repetition, inputs, variables & outputs in programs Broader History Study: Autobiography Detect & correct errors in programs Non-European society ie Islamic civilzation, including Baghdad, Mayan civilization, Narrative skills Understand uses of networks for collaboration & communication Benin (West Africa) Be discerning in evaluating digital content Autumn Narrative writing Autumn Non-fiction report writing Internet Safety Poetry unit of work Go Software The Victorians, Industrial Revolution Non-chronological reports (link with Geography) Caribbean and Scandanavia (link to Geography) Persuasive writing (link with Geography) Internet Safety Google how - digital literacy Historical enquiry: Throughout the year the children will be working to develop their Coding - Scratch - address and devise historically valid questions about change, skills in the following areas: cause, similarity/difference and significance Throughout the year the children will be working to develop their - select relevant historical information skills in the following areas: Internet Safety - understand about sources of information - Comprehension of a broad range of text types Multi-media (link with Geography) - research using a variety of sources - Vocabulary expansion Understanding events, people and changes: - apply an understanding of chronological order - describe a local history study - Develop spelling ability in line with Government expectations - Recognise standard grammatical structures and apply them to their own work - use evidence to support arguments - Punctuate texts accurately in line with Year 6 expectations - Develop a consistent joined style of handwriting Overview (UKS2): Overview (UKS2): Overview (UKS2) Name & locate counties, cities, regions & features of UK Understand latitude, longitude, Equator, hemispheres, tropics, polar circles & time zones Study a region of Europe & beyond Understand biomes, vegetation belts, land use, economic activity, distribution of resources etc Use 4-figure grid references on OS maps Use fieldwork to record & explain areas Perform with control & expression solo & ensembles Improvise & compose using dimensions of music Listen to detail & recall aurally Use & understand basics of staff notation Develop an understanding of the history of music, including great musicians & composers Analyse & evaluate existing products & improve own work Use mechanical & electrical sysytems in own products, including programming Cook savoury dishes for a healthy & varied diet Autumn Autumn Autumn Sculpture Mapping skills Perform with control & expression solo & ensembles Sewing - textiles work Listen to detail & recall aurally Bread making (link with Science) Local area/river study Charranga: Jon Bon Jovi/Pentatonic scale Cooking - Savoury Dish (link with Geography) DT Challenge - Structures/Construction Caribbean and Scandinavia Develop an understanding of the history of music, including great musicians & composers Cookery: - understand main food groups and nutrients - know how ingredients are produced Improvise & compose using dimensions of music - use a range of techniques to combine ingredients Use & understand basics of staff notation Processes: End of year performance - to use research to inform design - create prototypes - make precise measurements - produce plans - evaluate finished products - build more complex 3D structures - have knowledge of strengthening techniques Overview: Overview (UKS2) Continue to follow locally agreed syllabus for RE Classification, including micro-organisms Health & Lifestyles, including circulatory system Evolution & Adaption Light & Shadows; the eye Forces, including garvity Electricity: investigating circuits Forces A sense of place (drawing & painting unit) Is it better to express your religion in arts and architexture or Light Sculpture (link with D&T) in charity and generosity? Electricity Living things and habitats Artist study: William Morris (link to History) What difference does it make to believe in Ahimsa Evolution and inheritance Animals including humans Architect study: Isambard Kingdom Brunnel to History) (link (harmlessness), Grace (the generosity of God) and Ummah (community)? Micro organisms Advertising Art/Surealism (link to Geography) What do religions say to us when life gets hard? General revision unit Throughout all topics, the children will be working to develop their skills in 'Working Scientifically' including: asking scientific questions; making predictions; planning and conducting investigations; recognising and controlling variables; taking and recording measurements (using scientific diagrams); reporting and presenting findings; evaluating ideas; classifying and recognising patterns and using appropriate language. Throughout the topics the children will: select ideas from observation or imagination; explain and justify preferences; develop compositional awareness; use simple perspective; use taught techniques relating to colour, tone and effects; work with a variety of media and describe the work and ideas of various artists, architects and designers with reference to context. Use research & criteria to develop products which are fit for purpose & aimed at specific groups Use annotated sketches, cross-section diagrams & computer-aided design