TM Curricul um Conflicts Curriculum Overview Year 4 2016-17 Autumn Spring Summer Language Arts Through Time Make a Banana Beautiful Bolton Fit For Life Through Time Keyboard Science States of Matter Sound Electricity Living things and their habitats Science Coverage Science Activities English Genre - 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 re-enactments YouTube, war cries, bugles melting chocolate weighing bubbles Letter Poetry Diaries Newspaper reports - 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 - recognise that sounds get fainter as the distance from the sound source increases. Experiments with instruments recording findings Myths and legends. Play scripts Nonsense poetry Narrative writing Non chronological reports Poetry Image poetry Information texts/non chron reports Stories from other cultures - 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 - recognise that sounds get fainter as the distance from the sound source increases. Making circuits Explanation texts Present information Speaking and listening Newspaper reports - 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. Wiggly Worm (taken from the science caravan) Persuasive writing Leaflets Stories with familiar settings 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. Animals hunt Instructional writing Posters Present information Speaking and listening
English text War Game Micheal Forman 1066 I was there Edward Lear s Book of Nonsense The Return Anansi Stories Martha Warren Beckwith Gregory Cool Until I met Dudley Roger McGough Zoo Anthony Browne Oh the things you can do that are good for you Dr Seuss English NC Comprehension -composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures - proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences 5. Non-fiction (diary): Holiday Diary p16 2.Poetry: I love our orange tent p7 8.Fiction (historical): Stowaway p28 -organising paragraphs around a theme - in narratives, creating settings, characters and plot -discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar 10.Playscript: In the Rue Bel Tesoro p31 3.Poetry: The Donkey p10 7. Fiction (classic): Cockadoodle-Doo, Mr Sultana! p22 -organising paragraphs around a theme - in narratives, creating settings, characters and plot -discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar -in non-narrative material, using simple organisational devices [for example, headings and sub-headings] 14 Non-fiction (information texts): Feathered record breakers p43 11.Fiction: The Day the Helicopters Came pg34 -in non-narrative material, using simple organisational devices [for example, headings and subheadings] -maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments 4.Non-fiction (newspaper report) The Accident p13 12. Poetry: Humans Friends or Foes? P37 8.Fiction (classic) The Wind in the Willows p25 -organising paragraphs around a theme - in narratives, creating settings, characters and plot -participate in discussions, presentations, performances, role play, improvisations and debates -in non-narrative material, using simple organisational devices [for example, headings and subheadings] 13. Fiction: Angry Arthur 13.Poetry: my Hair as Black as Dirty Coal -participate in discussions, presentations, performances, role play, improvisations and debates -in non-narrative material, using simple organisational devices [for example, headings and subheadings] -maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments 6.Fiction (fable): The Eagle and the Turtle p19 15. Non-fiction (information texts) What s is the Sun? p46 15. Poetry: What is the sun p46
SPAG Coverage NC Gramm ar Punctua tion Vocab (Treasur e House) Spelling Focus using and punctuating direct speech spell further homophones use further prefixes and suffixes and understand how to add them the first two or three letters of a word to check its spelling in a dictionary Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases ( V1 Dictionary definitions p6 G1 Parts of speech p18 G2Sentences and phrases pg20 P4 Punctuating direct speech (1) p50 U1 adding suffixes and beginning with vowels to words and choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition use further prefixes and suffixes and understand how to add them the first two or three letters of a word to check its spelling in a dictionary Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases ( All year 4 SPAG covered as recommended by the literacy company. SPAG used and applied using the book as a stimulus V2 Using a dictionary p8 G3Noun phrases p22 G4 using pronouns to make your writing clearer p24 U2 the /i/ sound spelled y p8 U8 the prefixes antiand auto- using commas after fronted adverbials using fronted adverbials using conjunctions, adverbs and prepositions to express time and cause spell further homophones use further prefixes and suffixes and understand how to add them All year 4 SPAG covered as recommended by the literacy company. SPAG used and applied using the book as a stimulus V3 Word families (1) p10 G5 Adverbs and adverbials p26 G6 Fronted adverbials p28 P1 Commas after fronted adverbials U3 the /u/ sound spelled ou p10 U9 the suffix ation using and punctuating direct speech using conjunctions, adverbs and prepositions to express time and cause spell further homophones use further prefixes and suffixes and understand how to add them extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although V4 Word families (2) p12 G7 Revising conjunctions p30 G8 conjunctions to express time and cause p32 P5 Punctuating direct speech (2)p52 U4 the prefixes dis- and mis- pg12 U10 the suffix ly indicating possession by using the possessive apostrophe with plural nouns use further prefixes and suffixes and understand how to add them Use of paragraphs to organise ideas around a theme V5 Nouns with prefixes p14 G9 Plural and possessive? G10 paragraphs (1) p36 G11 Paragraphs (2) p38 P2 Apostrophes to show possession (1) p46 U5 the prefixes in- irim- and il- pg14 U11 the pattern sure as in measure indicating possession by using the possessive apostrophe with plural nouns using the present perfect form of verbs in contrast to the past tense spell further homophones use further prefixes and suffixes and understand how to add them V6 Standard English word choices G12 standard and nonstandard verbs (1) G13 standard and nonstandard verbs (2) P3 Apostrophes to show possession (2) p52 U6 the prefixes reand inter- p16 U12 the endings ture and cher
English across the curricul um more than one syllable p6 U7 the prefixes suband super- U13 the ending sion U19 the /s/ sound spelled sc U22 homophones and near homophones (4) Write letters in role of a World War I soldier, based upon the book Love Letters from the Great War (published by Macmillan 2014) Present information in a variety of ways to inform audiences of our findings Read aloud poetry about war and conflicts to an audience Write a diary entry from a historical period where there have been conflict U14 the suffix ous U20 the /ay/ sound spelled ei, eigh and ey Words with /aw/ spelt with augh and au Adding the prefix in- (meaning not or into ) Adding the prefix im- (before a root word staring with m or p ) Adding the prefix il- (before a root word staring with l ) and the prefix ir- (before a root word staring with r ) Write stories that contain mythical, legendary or historical characters or events. Look at Dragon myths (Viking link) compare and write myths. Look at the significance of dragons during Chinese new year. Turn chapters into play scripts. Discuss the famous play writer Shakespeare. Look at nonsense poems and language used. Write non chron reports linked to Viking longships. Use skills and understanding to compare U15 the endings tion, - sion, ssion and cian U22 homophones and near homophones (1) Write non-chronological reports about different artists. Present information in a variety of ways to inform audiences of our findings Tell stories to an audience. Discuss stories from other cultures and how stories are told in other cultures. Look at image poetry (the willow pattern) and calligram poems. U16 the /k/ sound spelled ch U23 homophones and near homophones (2) Write explanations about our designs Present information about the link between science and design by give persuasive oral presentation to seek for funding. Write a newspaper report on such a brilliant design U17 the /sh/ sound spelled ch U21 the possessive apostrophe with plural words Write persuasively about animals being kept in zoos. Create leaflets advertising the local area. Write stories with a familiar setting U18 the /k/ sound spelled que and the /g/ sound spelled gue U24 homophones and near homophones (3) Write work out instructions. Design and create posters promoting exercise and healthy eating.
Authors write a newspaper reports about a famous battle. Write descriptions of famous history scenes Black history month writing War Game Micheal Forman and write about a ship from a different period of history Edward Lear s Book of Nonsense Aaron Beckor Anansi Stories Martha Warren Beckwith Until I met Dudley Roger McGough Zoo Anthony Browne Oh the things you can do that are good for you Dr Seuss Class text (Enjoyment) Reading Area Maths Topic Megan Rix A soldiers friend Smashing Saxons (horrible histories) Jabberwocky Lewis Carroll William Shakespeare How to train your dragon - Cressida Cowell Vicious Vikings (horrible histories) Stone age boy Savage Stone Age (horrible histories) Air raid centre Dragon theme Spiders layer linked to Anansi Unit 1 Week 1: number and place value Week 2: addition and subtraction Week 3: properties of shape Unit 2 Week 1: multiplication, division, number and place value Week 2: fractions Unit 3 Week 1: addition and subtraction Week 2: decimals Week 3: measurement(mass ) Unit 4 Week 1: multiplication, division, number and place value Unit 5 Week 1: number and place value Week 2: addition and subtraction Week 3: properties of shape Unit 6 Week 1: multiplication, division, number and place value Week 2: fractions Week 3: length Poems by Roger McGough Island with maps Unit 7 Week 1: addition and subtraction Week 2:addition and subtraction Week 3: statistic Unit 8 Week 1: multiplication and division Week 2: decimals Week 3: area and perimeter Rainbow Bear Michael Morpurgo Zoo linked to Anthony Browne Unit 9 Week 1: place value Week 2: addition and subtraction (money) Week 3: properties of shape Unit 10 Week1: multiplication and division Week 2: fractions Bone by bone Dr Seuss Quotes, floating stars. Unit 11 Week 1: addition and subtraction money Week 2: decimals Week 3: position and direction Unit 12 Week 1: multiplication and division
History coverage History activities Week 3: position and shape Britains s settlement by Anglo-Saxons and Scots A study of an aspect or theme in British History that extends pupils chronological knowledge beyond 1066 Peasants Revolt War of the Roses Reformation of the Civil War World War I World War II Study the development of transport and trade throughout British history, looking at: The Stone Age The Bronze Age The Iron Age The Roman invasion of Britain The Anglo-Saxons The Vikings The locality of our school from Viking times to the present day Study transport and Week 2: multiplication, division Week 3: time The Viking and Anglo- Saxon struggle for the Kingdom of England to the time of Edward the Confessor A study of an aspect or theme in British History that extends pupils chronological knowledge beyond 1066 Egyptians Study the development of language throughout British history, looking at: The Stone Age The Bronze Age The Iron Age The Roman invasion of Britain The Anglo-Saxons The Vikings The locality of our school from Viking times to the present day Study the language in some ancient civilisations looking at: The Sumer The Indus Valley The Shang Dynasty Ancient Egypt Changes in Britain from the Iron Age to the Stone Age A study of an aspect or theme in British History that extends pupils chronological knowledge beyond 1066 Egyptians Study the development of the arts throughout British history, looking at: The Stone Age The Bronze Age The Iron Age The Roman invasion of Britain The Anglo-Saxons The Vikings The locality of our school from Viking times to the present day Study the arts in some ancient civilisations looking at: The Sumer The Indus Valley The Shang Dynasty Ancient Egypt Ancient Greece Early Baghdad Week 3: volume and capacity Week 2: multiplication and division Week 3: statistic
trade in some ancient civilisations, looking at: The Sumer The Indus Valley The Shang Dynasty Ancient Egypt Ancient Greece Early Baghdad The Maya The Benin Empire We will begin by looking at some of the major conflicts the world has seen World War I and World War II. We will also explore our present day forces the Army, the Royal Navy and the Royal Air Force. We will then go on to look at conflict throughout history. Evidence suggests that the Stone Age was quite a peaceful time, with people moving around looking for food, but development of swords in the Bronze Age is the first clue that conflicts were beginning to arise. We will look at Iron Ancient Greece Early Baghdad The Maya The Benin Empire We will begin by exploring the different languages spoken throughout multicultural Britain today, including regional dialects. We will also explore the range of languages we have experienced first hand. We will then explore how storytellers have passed on information for centuries, sometimes through the spoken word and sometimes in writing. We will discover how people have worked together, communicating through signals and gestures, and later, words, in order to build complicated structures and materials. We will discover how, in the Iron Age, travelling poets would pass on stories and poetry, how the Celts began to write things down, how the Romans loved theatre The Maya The Benin Empire We will begin by looking at some of the world s most well recognised art works and artists. We will explore paintings by modern artists such as Banksy, a range of classic British artists such as Turner and European artists such as Salvador Dali, Monet, Van Gogh and Leonardo da Vinci. We will look at the importance of the arts in society and find out about some artworks from the locality of our school. We will then look at art in British history, beginning with the cave art and carved stones of the Stone Age, Bronze Age rock art, Iron Age Celtic art with its magnificent geometric shapes and the white horses carved into chalk hillsides. We will look at the frescoes and mosaics of Roman times and the wonderful illuminated manuscripts of Anglo-Saxon times, especially the Lindisfarne
Age warriors, who tattooed themselves with a blue dye called woad and spiked their hair to frighten their enemies. We will look at Roman weapons, armour and tactics and compare them with those used by people like Boudica who fought against Roman occupation of Britain. We will also explore how Vikings invented the stirrup for riding on horseback, which helped them to control horses, and we will look at the weapons and armour they fought with. We will look at some major conflicts after CE1066 in Britain, including the Peasants Revolt, the Wars of the Roses, the Reformation and the Civil War. We will look at some of the castles and fortifications that remain from past conflicts. We will explore some and began to write without punctuation! We will read parts of Anglo-Saxon stories such as Beowulf. We will explore early writing implements and ancient alphabets such as the Runic and Latin alphabets, Egyptian hieroglyphics, pictographic writing of the Shan Dynasty and the Phonetian alphabet of the Ancient Greeks. We will explore early Islamic stories such as the One Thousand and One Nights and Sinbad the Sailor. We will look at the folded picture books of the Mayans which were called codices and discover how only a few now remain. We will study the various ways language has developed since CE1066 and will look at some parts of classic plays, such as Macbeth by William Shakespeare, to see how language has changed since the time of Queen Elizabeth I. Gospels. We will explore the intricate wood carvings on Viking ships and then explore some of the big arts movements of Tudor times and modern Britain, such as the Arts and Crafts movement of 1860-1910. We will look at art in ancient civilisations, such as Ancient Egyptian wall art and jewellery, Ancient Greek plates and vases and some of the fantastic and ornate arabesque repeating patterns of early Islamic civilisations. We will also look at the magnificent coloured feather headdresses of the Mayans. We will also explore the development of music and dance throughout history by studying the types of musical instruments in some of the time periods we study.
of the weapons and conflicts of some ancient societies focusing on some of the violent customs of the Mayans and the Spanish Conquistadors who colonised Mexico. We will take the opportunity to look at some of the reasons for conflict and research in depth some of the tragic events of World War I. Geography coverage Describe and understand key aspects of: human geography, including: settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. Describe and understand key aspects of: human geography, including: settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. Describe an understand key aspects of physical geography, including: climate zones, biomes, vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. Name and locate countries and cities of the UK, 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 Locate the countries of the world, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.
aspects have changed over time. Geogra phy Art coverage taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. to create sketch books to record their them to review and revisit ideas to improve their mastery of art and design sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Looked at maps for Viking invasions and highlighted the route. Found native English countries on a map taught to develop their their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. to create sketch books to record their them to review and revisit ideas to improve their mastery of art and design sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. to create sketch books to record their them to review and revisit ideas to improve their mastery of art and design sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Map skills Field work taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. to create sketch books to record their them to review and revisit ideas to improve their mastery of art and design sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Locational knowledge (towns and cities in the UK) taught to develop their their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. to create sketch books to record their them to review and revisit ideas to improve their mastery of art and design sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Orienteering Knowledge of countries in Europe taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. to create sketch books to record their them to review and revisit ideas to improve their mastery of art and design sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history.
Artists Materials Art Draw and paint images of some of the weapons, armoury and fortifications we study Study still life poppies and use watercolour to paint images inspired by the poppy fields of Flanders Hugo Oehmichen Christmas presents Oil paints Chalk Draw and paint images of some of the most interesting picture and scriptbased languages Make our own paper to use to present our own stories and information Ann Vallayer Coster Attributes of Music Sketch books Sketch pencils Draw and paint images of some of the amazing artworks we look at, adopting brush strokes and styles inspired by those used by the artists Create images and artworks inspired by Egyptian art NASA Earthrise geog zones atlas Cameras Pablo Picasso Weeping woman Poster paints Oil paints DT coverage taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. to create sketch books to record their them to review and revisit ideas to improve their mastery of art and design sculpture with a range of materials [for example, pencil, taught to develop their their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. to create sketch books to record their them to review and revisit ideas to improve their mastery of art and design sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. to create sketch books to record their them to review and revisit ideas to improve their mastery of art and design sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. to create sketch books to record their them to review and revisit ideas to improve their mastery of art and design sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. taught to develop their their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. to create sketch books to record their them to review and revisit ideas to improve their mastery of art and design sculpture with a range of materials [for example, pencil, charcoal, paint, clay] taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. to create sketch books to record their them to review and revisit ideas to improve their mastery of art and design sculpture with a range of materials [for example, pencil,
DT Music coverage charcoal, paint, clay] about great artists, architects and designers in history. Make a Viking boat play and perform in solo and ensemble architects and designers in history. Make puppets Theatre masks Make a Viking longship play and perform in solo and Egyptian Jewellery Greek plates play and perform in solo and ensemble Learn about control We will experiment with a piece of equipment called the Makey Makey Kit* which enables us to control computers using everyday objects. We will apply our knowledge of conductors to see how this can be of practical use in controlling a device. We will make a banana keyboard. By connecting wires to the bananas and then to the Makey Makey, it is possible to create a tune on the computer. We will also make a games controller from Play-Doh, make an alphabet spaghetti keyboard and a water piano. When we have learned about the possibilities for controlling devices we will be set a challenge to see who can come up with the most interesting or most useful device. *Makey Makey kit can be purchased from retailers. play and perform in solo and ensemble about great artists, architects and designers in history. Bird feeder play and perform in solo charcoal, paint, clay] about great artists, architects and designers in history. 3D map /glob play and perform in solo
contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music. ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of highquality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music
Music (Music Express ) British Values/ SMSC PE Coverage Poetry Time GMC delivers music Sounds Communication GMC delivers music Recycling In the past Food and drink Ancient worlds Environment Building Democracy Mutual Respect Individual liberty Tolerance Rule of law apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. taught to: use running, jumping, throwing and catching in isolation and in combination 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 apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. taught to: use running, jumping, throwing and catching in isolation and in combination 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 apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, Singing Spanish Around the world apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example,
basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best. netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best. PE SAQ Gymnastics Football RE Leaders and Celebrations: Teachers: - Divali - Gandhi - Navrati and Dussehra develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best. Dance Basketball Symbols: - Symbolism of the epics and the avatars - Symbolism of the cow and the Ganges - Symbolism of the rites of passage (ashramas) - Sacred thread develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best. Gymnastics Rugby Celebrations: - Holi - Rama Navami basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best. Athletics Stories: - Rama and Sita - Avatars and deities - Epics: Mahabharata, Ramayana, Puranas badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best. Dodgeball Belonging and Journeys: - Sacred thread - 4 stages of life - Journeys: Ganges, Varanasi
Trips and Visitors WoW Display Anglo Saxons workshop Bolton museum / war museum - White background with black soldiers Poppies and writing in red to stand out 3d spitfire Viking workshop Bolton museum Viking long ship 3D on the map of Europe Viking helmets Key words/timeline Large Viking cut outs Stone age workshop Bolton museum Banksy Style display Art from the cycle Graffiti style writing, spray cans- Famous artist gallery Local area walk practise map skills Inside of a keyboard, parts labelled. Key words Lancashire wildlife trust centre habitat exploration Map of the uk with labelled towns and cities. Interactive facts for different town (football stadiums) Orienteering on the field Digestive system Labelled digestive system Hanging bones and body parts 3D teeth