Year 4 and 5 Curriculum Medium Term Plans

Transcription

1 Year 4 and 5 Curriculum Medium Term Plans All linked to topics which chosen at the time for relevancy. Subject Year Term Context/National Curriculum Chris Quigley Essential Skills Science Even - On-going Science Ask relevant questions and use different types of scientific enquiries to answer them Set up simple practical enquiries, comparative and fair tests Make systematic and careful observations and, where appropriate, taking accurate measurements using standard units using a range of equipment including thermometers and data loggers, taking repeat readings where appropriate Gather, record, classify and present data in a variety of ways to help in answering questions Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions Use results to draw simple conclusions Make predictions for new values, suggest improvements and raise further questions Identify differences, similarities or changes related to simple scientific ideas and processes Use straightforward scientific evidence to answer questions and support their findings Plan different types of scientific enquiries to answer questions including recognising and controlling variables where necessary Use test results to make predictions to set up further comparable and fair tests On-going Science Gather, record, classify and present data in a variety of ways to help in answering questions Record findings using simple scientific language, drawings, labelled diagrams, bar charts and tables Report on findings from enquiries including oral and written explanations, displays or presentation of results or conclusions. Plan enquiries including recognising and controlling variables when necessary Use test results to make predictions to set up further comparable and fair tests Take measurements using a range of scientific equipment with increasing accuracy and precision Sound Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear 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 To investigate sound and hearing 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 Identify how sounds are made, associating some of them with something vibrating. Recognise that sounds get fainter as the distance from the sound s source increases. 1

2 Recognise that sounds get fainter as the distance from the sound source increases. Even - Even - Spring Properties and changes of materials Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic Demonstrate that dissolving, mixing and changes of state are reversible changes Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. 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 and their habitats Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things. To investigate materials Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic. Demonstrate that dissolving, mixing and changes of state are reversible changes. Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning, oxidisation and the action of acid on bicarbonate of soda. Compare and group together everyday materials based on evidence from comparative and fair tests, including their hardness, solubility, conductivity (electrical and thermal), and response to magnets. Understand how some materials will dissolve in liquid to form a solution and describe how to recover a substance from a solution. Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. To understand electrical circuits 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. To investigate 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 2

3 Science Animals including humans Describe the changes as humans develop to old age. On-going Science Ask relevant questions and use different types of scientific enquiries to answer them Set up simple practical enquiries, comparative and fair tests Make systematic and careful observations and, where appropriate, taking accurate measurements using standard units using a range of equipment including thermometers and data loggers, taking repeat readings where appropriate Gather, record, classify and present data in a variety of ways to help in answering questions Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions Use results to draw simple conclusions Make predictions for new values, suggest improvements and raise further questions Identify differences, similarities or changes related to simple scientific ideas and processes Use straightforward scientific evidence to answer questions and support their findings Plan different types of scientific enquiries to answer questions including recognising and controlling variables where necessary Use test results to make predictions to set up further comparable and fair tests can sometimes pose dangers to specific habitats. Describe the ways in which nutrients and water are transported within animals, including humans. Describe the life cycles common to a variety of animals, including humans (birth, growth, development, reproduction, death), and to a variety of plants (growth, reproduction and death). On-going Science Gather, record, classify and present data in a variety of ways to help in answering questions Record findings using simple scientific language, drawings, labelled diagrams, bar charts and tables Report on findings from enquiries including oral and written explanations, displays or presentation of results or conclusions. Plan enquiries including recognising and controlling variables when necessary Use test results to make predictions to set up further comparable and fair tests Take measurements using a range of scientific equipment with increasing accuracy and precision Forces Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object; identify the effects of air resistance, water resistance and friction that mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. Forces Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object. Identify the effect of drag forces, such as air resistance, water resistance and friction that act between moving surfaces. Describe, in terms of drag forces, why moving objects that are not driven tend to slow down. 3

4 Understand that force and motion can be transferred through mechanical devices such as gears, pulleys, levers and springs. Spring 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 or research the temperature at which this happens in degrees Celsius ( C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Earth and Space Describe the movement of the Earth, and other planets, relative to the Sun in the solar system Describe the movement of the Moon relative to the Earth Describe the Sun, Earth and Moon as approximately spherical bodies Use the idea of the Earth s rotation to explain day and night and the apparent movement of the sun across the sky. Living things and their habitats Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird Describe the life process of reproduction in some plants and animals. 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. 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. Earth and Space Describe the movement of the Earth relative to the Sun in the solar system. Describe the movement of the Moon relative to the Earth. Describe the Sun, Earth and Moon as approximately spherical bodies. Use the idea of the Earth s rotation to explain day and night. Life Cycle Describe the life process of reproduction in some plants and animals. Describe the changes as humans develop from birth to old age. Food Chains (national curriculum) Teeth and Eating 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. 4

5 Geography Even - Link to local study in history On-going Using Maps Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Similarities and Differences in regions of UK (Local) and Europe and N/S America Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. Geography On-going Describe geographical similarities and differences between countries. Use maps, atlases, globes with 8 points of a compass, 4 figure grid references, symbols and key to communicate knowledge of the UK and the wider world. Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location. Explain own views about locations, giving reasons. Similarities and Differences between regions of UK (Local) and Europe and N/S America Use fieldwork to observe and record the human and physical features in the local area using a range of methods. Even - Spring Human and Physical Geography Physical geography, including: climate zones, biomes and vegetation belts, (rivers BHMS), mountains, volcanoes and earthquakes, and the (water cycle BHA) Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water On-going Using Maps Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Mountains and Volcanoes Describe key aspects of physical geography, including: mountains, volcanoes Land Use and Settlements Describe key aspects of human geography including: settlement and land use Identify and describe how the physical features affect the human activity within a location Even - Arts Week Locate Europe Countries Locate the world s countries, using maps to focus on Europe (including the location of Russia) concentrating on their environmental regions, key physical and human characteristics, countries, and major cities On-going Using Maps Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Cities and Countries of Europe Physical and human characteristics Name and locate the countries of Europe and identify their main physical and human characteristics. The Globe Name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and Date time zones Describe some of the characteristics of these areas climate zones Link to local United Kingdom Study + Local Name and locate counties and cities of the United Kingdom, UK Counties and Cities Name and locate counties and cities of the United Kingdom, 5

6 study in history History Even - Spring Arts Week geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and Understand how some of these aspects have changed over time Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. On-going Using Maps Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Human and Physical Geography Physical geography, including: climate zones, biomes and vegetation belts, (rivers BHMS), mountains, volcanoes and earthquakes, and the (water cycle BHMS) Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water On-going Using Maps Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Locate the World s Countries Locate the world s countries including North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities On-going Using Maps Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied History On-going Continue to develop a chronologically secure knowledge and understanding of British, local and world history Noting connections, contrasts and trends over time Develop the appropriate use of historical terms Devise and address historically valid questions about change, cause, similarities and difference, an d significance Understand how our knowledge of the past is constructed from a range of sources geographical regions and their identifying human and physical characteristics including hills, mountains, cities, rivers, key topographical features and land use patterns; and understand how some of these aspects have changed over time. Fieldwork in Local Area Overbury Estates Use fieldwork to observe and record the human and physical features in the local area using a range of methods Collect and analyse statistics and other information in order to draw clear conclusions about locations Water Describe key aspects of physical geography, including: rivers and the water cycle How rivers have affected settlement and land use Identify and describe how the physical features affect the human activity within a location Countries and Cities of the World human and physical characteristics Name and locate some of the countries and cities of the world and their identifying human and physical characteristics including hills, mountains, cities, rivers, key topographical features and land use patterns; and understand how some of these aspects have changed over time. Name and locate the countries of North and South America and identify their main physical and human characteristics. History on-going Suggest and use suitable sources of evidence to deduce information about the past Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history and form testable hypotheses about the past Describe different accounts of an historical event explaining some of the reasons why the accounts may differ and that no single source of evidence gives the full answer to questions of the past 6

7 Even - Spring A study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 A significant turning point in British history ie the first railways Anglo-Saxons to Vikings The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor - could include Viking raids and invasion Resistance by Alfred the Great and Athelstan first king of England Edward the Confessor and his Death in 1066 Further Viking invasions and Danegeld Anglo-Saxon laws and justice Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied Suggest causes and consequences of some of the main events and changes in history Suggest suitable sources of evidence for historical enquiries Refine lines of enquiry as appropriate Use appropriate historical vocabulary to communicate, including: dates time period era chronology continuity change century decade legacy. Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past Changes in Travel and Journeys Diary of Grandmother travel through Europe and Spain recorded through watercolours Overbury Estates Use evidence to ask questions and find answers to questions about the past. Place events, artefacts and historical figures on a time line using dates. Anglo-Saxons to Vikings Broad overview of life in Britain from Ancient to Medieval (End of Anglo-Saxons to Vikings) Describe the characteristic features of the past including ideas, beliefs, attitudes and experiences of men, women and children Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line. Place events, artefacts and historical figures on a time line using dates. Even - Arts Week Earliest Civilizations The achievements of the earliest civilizations an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China Ancient Egypt Describe the characteristic features of the past including ideas, beliefs, attitudes and experiences of men, women and children Compare some of the times studied with those of the other areas of interest around the world. 7

8 Use appropriate historical vocabulary to communicate History On-going Continue to develop a chronologically secure knowledge and understanding of British, local and world history Noting connections, contrasts and trends over time Develop the appropriate use of historical terms Devise and address historically valid questions about change, cause, similarities and difference, an d significance Understand how our knowledge of the past is constructed from a range of sources A local history study choose from A depth study linked to one of the British areas of study listed Stone-age to Iron Age; Romans; Anglo-Saxons; Vikings A study over time tracing how several aspects of national history are reflected in the locality can go beyond 1066 A study of an aspect of history or a site dated from a period beyond 1066 that is significant in the locality Spring Ancient Greece a study of Greek life and achievements and Ancient Greece History - On-going Suggest and use suitable sources of evidence to deduce information about the past Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history and form testable hypotheses about the past Describe different accounts of an historical event explaining some of the reasons why the accounts may differ and that no single source of evidence gives the full answer to questions of the past Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied Suggest causes and consequences of some of the main events and changes in history Suggest suitable sources of evidence for historical enquiries Refine lines of enquiry as appropriate Use appropriate historical vocabulary to communicate, including: dates time period era chronology continuity change century decade legacy. Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past Local History Study Overbury Estates Describe changes that have happened in the locality of the school throughout history. Identify continuity and change in the history of the locality of the school. Describe the social, ethnic, cultural or religious diversity of past society. Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children 8

9 their influence on the western world Use dates and terms accurately in describing events. Describe the social, ethnic, cultural or religious diversity of past society. Use sources of information to form testable hypotheses about the past. Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children Art Even - Arts Week Non-European Society that provides contrast to British History A non-european society that provides contrasts with British history one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD Art - On-going skills Produce creative work Explore ideas from different starting points Become proficient in drawing, painting, sculpture and other art techniques Evaluate and analysis creative works using the language of art craft and design Know about great artists, craft makers and designers and understand the historical and cultural development of their art form Collage To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, in collage About great artists, architects and designers in history. Mayan Civilisation Describe the characteristic features of the past including ideas, beliefs, attitudes and experiences of men, women and children. Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied. Understand that no single source of evidence gives the full answer to questions about the past. Use original ways to present information and ideas. Art - On-going skills Comment on artworks using visual language. Develop and imaginatively extend ideas from starting points throughout the curriculum. Collect information, sketches and resources and present ideas imaginatively in a sketch book. Use the qualities of materials to enhance ideas. Spot the potential in unexpected results as work progresses. Collage Select and arrange materials for a striking effect. Ensure work is precise. Use coiling, overlapping, tessellation, mosaic and montage. Mix textures (rough and smooth, plain and patterned). Painting To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, in painting about great artists, architects and designers in history. Painting Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines. Mix colours effectively. Create a colour palette based upon colours observed in the natural or 9

10 built world Sketch lightly before painting to combine line and colour Use watercolour paint to produce washes for backgrounds then add detail. Experiment with creating mood with colour. Use brush techniques and qualities of paint to create texture ie add sand, plaster etc Even - Spring Inspiration from the greats To create sketch books to record their observations and use them to review and revisit ideas about great artists, architects and designers in history. Inspiration from the greats Replicate some of the techniques used by notable artists, artisans and designers. Create original pieces that are influenced by studies of others. Give details (including own sketches) about the style of some notable artists, artisans and designers. Show how the work of those studied was influential in both society and to other artists. Create original pieces that show a range of influences and styles. Sculpture To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, in sculpture by studying about great artists, architects and designers in history. Sculpture Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials). Include texture that conveys feelings, expression or movement. Use clay and other mouldable materials. Add materials to provide interesting detail. Use tools to carve and add shapes, texture and pattern. Combine visual and tactile qualities. Even - Textiles To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, in textiles Based on great artists, architects and designers in history. Textiles Shape and stitch materials. Use basic cross stitch and back stitch. Colour fabric. Create weavings. Quilt, pad and gather fabric. Digital Media To create sketch books to record their observations and use them to review and revisit ideas Digital Media Create images, video and sound recordings and explain why they were created. 10

11 To improve their mastery of art and design techniques, in digital media Enhance digital media by editing (including sound, video, animation, still images and installations). Art Art - On-going skills Produce creative work Explore ideas from different starting points Become proficient in drawing, painting, sculpture and other art techniques Evaluate and analysis creative works using the language of art craft and design Know about great artists, craft makers and designers and understand the historical and cultural development of their art form Art - On-going skills Comment on artworks using visual language. Develop and imaginatively extend ideas from starting points throughout the curriculum. Collect information, sketches and resources and present ideas imaginatively in a sketch book. Use the qualities of materials to enhance ideas. Spot the potential in unexpected results as work progresses. Drawing To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, in drawing Based on great artists, architects and designers in history. Drawing Use different hardnesses of pencils to show line, tone and texture. Annotate sketches to explain and elaborate ideas. Sketch lightly (no need to use a rubber to correct mistakes). Use shading to show light and shadow. Use hatching and cross hatching to show tone and texture. Use lines to represent movement. Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight). Use a choice of techniques to depict movement, perspective, shadows and reflection. Spring Painting inspiration from the greats To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, in painting Based on great artists, architects and designers in history. Painting inspiration from the greats Replicate some of the techniques used by notable artists, artisans and designers. Create original pieces that are influenced by studies of others. Give details (including own sketches) about the style of some notable artists, artisans and designers. Show how the work of those studied was influential in both society and to other artists. Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines. Mix colours effectively. Use watercolour paint to produce washes for backgrounds then add 11

12 Design and Technology Even - Collage To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, in collage Based on great artists, architects and designers in history. Print To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, in print Based on great artists, architects and designers in history. DT - On-going Skills Design Use research and develop design criteria with user in mind Generate, communicate, model and develop their ideas through discussion, annotated sketches and prototypes Make Select from and use a wider range of tools and equipment cutting, shaping, joining, finishing accurately Select from and use a wider range of materials and components, including construction, textiles and ingredients according to functional properties and aesthetic qualities Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals, in DT, have helped shape the world Computing Apply their understanding of computing to program, monitor and control their products. On-going - Design + Make + Evaluate detail. Experiment with creating mood with colour. Sketch (lightly) before painting to combine line and colour. Create a colour palette based upon colours observed in the natural or built world Collage Select and arrange materials for a striking effect. Ensure work is precise. Use coiling, overlapping, tessellation, mosaic and montage. Mix textures (rough and smooth, plain and patterned). Printing Use layers of two or more colours. Replicate patterns observed in natural or built environments. Make printing blocks (e.g. from coiled string glued to a block). Make precise repeating patterns. Build up layers of colours. Create an accurate pattern, showing fine details DT - On-going Skills Identify some of the great designers Can dissemble products, understanding how they work Design for a purpose with the user in mind motivated by the service a product will offer rather than simply for profit Improve upon existing designs, giving reasons for choices Use prototypes making refinements as work progresses Ensure products have a high quality finish using art skills where appropriate Evaluate the design of products so as to suggest improvements to the user experience ie Minecraft Computing Control and monitor models using software designed for this purpose. Write code to control and monitor models or products. 12

13 Even - Even - Spring (link to Science Electricity unit) (Overbury Estate Day) Electrical Systems Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] On-going - Design + Make + Evaluate Cooking and Nutrition Understand and apply the principles of a healthy and varied diet prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. On-going - Design + Make + Evaluate DT - On-going Skills Design Use research and develop design criteria with user in mind Generate, communicate, model and develop their ideas through discussion, annotated sketches and prototypes Make Select from and use a wider range of tools and equipment cutting, shaping, joining, finishing accurately Select from and use a wider range of materials and components, including construction, textiles and ingredients according to functional properties and aesthetic qualities Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals, in DT, have helped Electrical Systems Create series and parallel circuits Create circuits using electronics kits that employ a number of components such as LEDs, resistors, transistors and chips Cooking and Nutrition Prepare ingredients hygienically using appropriate utensils. Measure ingredients to the nearest gram accurately. Follow a recipe. Measure accurately and calculate ratios of ingredients to scale up or down from a recipe. Demonstrate a range of baking and cooking techniques. DT - On-going Skills Identify some of the great designers Can dissemble products, understanding how they work Design for a purpose with the user in mind motivated by the service a product will offer rather than simply for profit Improve upon existing designs, giving reasons for choices Use prototypes making refinements as work progresses Ensure products have a high quality finish using art skills where appropriate Evaluate the design of products so as to suggest improvements to the user experience ie Minecraft Structures Apply their understanding of how to strengthen, stiffen and reinforce more complex structures On-going - Design + Make + Evaluate Materials and Construction Cut materials accurately and safely by selecting appropriate tools. Measure and mark out to the nearest millimetre. Cut materials with precision and refine the finish with appropriate tools (such as sanding wood after cutting or a more precise scissor cut after roughly cutting out a shape). Show an understanding of the qualities of materials to choose appropriate tools to cut and shape (such as the nature of fabric may require sharper scissors than would be used to cut paper). 13

14 Develop a range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filling and sanding). Spring (Link to science units) Mechanical Systems Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] On-going - Design + Make + Evaluate Textiles On-going - Design + Make + Evaluate Mechanics Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears). Textiles Create objects (such as a cushion) that employ a seam allowance. Join textiles with a combination of stitching techniques (such as back stitch for seams and running stitch to attach decoration). Use the qualities of materials to create suitable visual and tactile effects in the decoration of textiles (such as a soft decoration for comfort on a cushion). PE Even - One Cooking and Nutrition understand and apply the principles of a healthy and varied diet On-going skills Apply and develop competence in a broader range of physical activities and skills Enjoy communicating, collaborating and competing with each other Physically active for sustained periods of time Develop an understanding of how to improve in different physical activities and sports Learn how to evaluate and recognise their own success Lead healthy, active lives Cooking and Nutrition Prepare ingredients hygienically using appropriate utensils. Measure ingredients to the nearest gram accurately. Follow a recipe. Measure accurately and calculate ratios of ingredients to scale up or down from a recipe. Demonstrate a range of baking and cooking techniques. Swimming Swimming ASA school swimming awards Swim competently, confidently and proficiently over a distance of 14

15 at least 25 metres Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] Perform safe self-rescue in different water-based situations. Two Games Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending Running, jumping, throwing and catching in isolation and in combination Gymnastics Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] On-going skills Games Choose and combine techniques in games situations (running, throwing, catching, passing, jumping and kicking etc) Work alone or with team mates in order to gain points or possession Choose the most appropriate tactics for a game. Uphold the spirit of fair play and respect in all competitive situations. Lead others when called upon and act as a good role model within a team. Games - Invasion Throw and catch with control and accuracy Kick, throw and hit a ball with accuracy Dribble, using hands, feet or a stick Within a small sided game find spaces to receive Mark a partner Follow rules Learn to play fairly Throw and catch with control and accuracy Maintain possession of a ball Pass to team mates at appropriate times Play defence and attack positions Can officiate for others On-going Gymnastics Show a kinaesthetic sense in order to improve the placement and alignment of body parts (e.g. in balances experiment to find out how to get the centre of gravity successfully over base and organise body parts to create an interesting body shape). Vary speed, direction, level and body rotation during floor performances. Practise and refine the gymnastic techniques used in performances Gymnastics Create complex and well-executed sequences that include a full range of movements including: 15

16 travelling balances inversions bending, stretching and twisting using springing, flight, vaults, rotations Hold shapes that are strong, fluent and expressive. Travel in a variety of ways including flight by transferring weight to generate power in movements In a sequence chooses the most appropriate linking elements including gestures and linking skills Swimming ASA school swimming awards Even - Spring One Swimming Swim competently, confidently and proficiently over a distance of at least 25 metres Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] Perform safe self-rescue in different water-based situations. Swimming ASA school swimming awards Gymnastics Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] Gymnastics Create complex and well-executed sequences that include a full range of movements including: travelling balances inversions bending, stretching and twisting using springing, flight, vaults, rotations Hold shapes that are strong, fluent and expressive. Travel in a variety of ways including flight by transferring weight to generate power in movements In a sequence choose the most appropriate linking elements including gestures and linking skills Spring Two Dance Compare their performances with previous ones and demonstrate improvement to achieve their personal best. On-going Dance Composes creative and imaginative dance sequences Can create dances and movements that convey a definite idea 16

17 Perform dances using a range of movement patterns develop flexibility, strength, technique, control and balance Perform expressively and hold a precise and strong body posture Dance Plan, perform and repeat sequences Move in a clear, fluent and expressive manner Refine movements into sequences Change speed and levels within a performance Develop physical strength and suppleness by practising moves and stretching Swimming ASA Awards Outdoor and Adventurous School Journey Take part in outdoor and adventurous activity challenges both individually and in a team Outdoor and Adventurous School Journey (Once every two years) Remain positive even in the most challenging circumstances, rallying others if need be including support for self or team Identify possible risks and ways to manage them asking for, and listening carefully to, expert advice Use a range of devices in order to orientate themselves Arrive properly equipped Show an ability to both lead and form part of a team Show resilience when plans do not work and initiate to try new ways of working Remain aware of changing conditions and change plans if necessary Even - One Dance Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Perform dances using a range of movement patterns develop flexibility, strength, technique, control and balance Dance Maypole Plan, perform and repeat sequences Move in a clear, fluent and expressive manner Refine movements into sequences Change speed and levels within a performance Develop physical strength and suppleness by practising moves and stretching Two Striking and Fielding Games Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending Games Striking and Fielding When hitting ball needs to be more tactically aware of type of shot defensive, boundary etc More tactically aware of where you place the ball spotting weaknesses in fielders Field using fielding techniques for the game ie cricket long barrier, short barrier, sliding Can work as a team and listen to others 17

18 Can safely throw or run with the bat as expected in game Able to use a variety of throwing techniques with accuracy and power Athletics Use running, jumping and throwing in isolation and in combination Develop flexibility, strength, technique, control and balance [for example, through athletics] Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Athletics Combine sprinting with low hurdles over 60 metres. Throw accurately and refine performance by analysing technique and body shape to hit a target or cover a distance Show control in take offs and landings when jumping in a number of ways, using a run up when appropriate Run over a longer distance, conserving energy in order to sustain performance Compete with others and aim to improve personal best performances PE One Outdoor and Adventurous Bell boating Take part in outdoor and adventurous activity challenges both individually and in a team On-going skills Apply and develop competence in a broader range of physical activities and skills Enjoy communicating, collaborating and competing with each other Physically active for sustained periods of time Develop an understanding of how to improve in different physical activities and sports Learn how to evaluate and recognise their own success Lead healthy, active lives Outdoor and Adventurous Bell boating (1.5 days) Remain positive even in the most challenging circumstances, rallying others if need be including support for self or team Identify possible risks and ways to manage them asking for, and listening carefully to, expert advice Use a range of devices in order to orientate themselves - oars Arrive properly equipped Show an ability to form part of a team Show resilience when plans do not work and initiate to try new ways of working Remain aware of changing conditions and change plans if necessary 18

19 Swimming Swimming ASA school swimming awards Swim competently, confidently and proficiently over a distance of at least 25 metres Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] Perform safe self-rescue in different water-based situations. Two Games Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending Running, jumping, throwing and catching in isolation and in combination Gymnastics Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] On-going skills Games Invasion (basketball, netball, football, hockey, rugby) Choose and combine techniques in games situations (running, throwing, catching, passing, jumping and kicking etc) Work alone or with team mates in order to gain points or possession Choose the most appropriate tactics for a game. Uphold the spirit of fair play and respect in all competitive situations. Lead others when called upon and act as a good role model within a team. Games Strike a bowled or volleyed ball with accuracy Throw and catch with control and accuracy Maintain possession of a ball (with eg feet, hockey stick or hands) Pass to team mates at appropriate times On-going Gymnastics Show a kinaesthetic sense in order to improve the placement and alignment of body parts (e.g. in balances experiment to find out how to get the centre of gravity successfully over base and organise body parts to create an interesting body shape). Vary speed, direction, level and body rotation during floor performances. Practise and refine the gymnastic techniques used in performances Gymnastics Create complex and well-executed sequences that include a full range of movements including: travelling balances inversions 19

20 bending, stretching and twisting using springing, flight, vaults, rotations and swinging Hold shapes that are strong, fluent and expressive. Travel in a variety of ways including flight by transferring weight to generate power in movements Include in a sequence set piece choosing the most appropriate linking elements including gestures and linking skills Swimming Swimming ASA school swimming awards Spring One Swimming Swim competently, confidently and proficiently over a distance of at least 25 metres Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] Perform safe self-rescue in different water-based situations. Swimming ASA school swimming awards Gymnastics Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] Gymnastics Create complex and well-executed sequences that include a full range of movements including: travelling balances inversions bending, stretching and twisting using springing, flight, vaults, rotations and swinging Hold shapes that are strong, fluent and expressive. Travel in a variety of ways including flight by transferring weight to generate power in movements Include in a sequence set piece choosing the most appropriate linking elements including gestures and linking skills Spring Two Dance Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Perform dances using a range of movement patterns develop flexibility, strength, technique, control and balance On-going Dance Compose creative and imaginative dance sequences that convey a definite idea Perform expressively and hold a precise and strong boy posture Dance Plan, perform and repeat sequences 20

21 Move in a clear, fluent and expressive manner Refine movements into sequences Change speed and levels within a performance Develop physical strength and suppleness by practising moves and stretching Swimming Swimming ASA school swimming awards One Dance Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Perform dances using a range of movement patterns develop flexibility, strength, technique, control and balance Dance - Maypole Plan, perform and repeat sequences Move in a clear, fluent and expressive manner Refine movements into sequences Change speed and levels within a performance Develop physical strength and suppleness by practising moves and stretching Athletics Use running, jumping and throwing in isolation and in combination Develop flexibility, strength, technique, control and balance [for example, through athletics] Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Athletics Combine sprinting with low hurdles over 60 metres. Throw accurately and refine performance by analysing technique and body shape to hit a target or cover a distance Show control in take offs and landings when jumping in a number of ways, using a run up when appropriate Run over a longer distance, conserving energy in order to sustain performance Compete with others and aim to improve personal best performances Two Games - Net and Wall Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending Outdoor and Adventurous Bell boating Take part in outdoor and adventurous activity challenges both individually and in a team Games Net and Wall Use forehand and backhand when playing racket games. Strike a bowled or volleyed ball with accuracy Outdoor and Adventurous Bell boating Remain positive even in the most challenging circumstances, rallying others if need be including support for self or team Identify possible risks and ways to manage them asking for, and listening carefully to, expert advice Use a range of devices in order to orientate themselves - oars Arrive properly equipped Show an ability to form part of a team 21