Curriculum LKS2 2017-18

LKS2 2017-18


Year A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer1 Summer 3
Topic Under The Sea Titanic Space Romans Ancient Egypt Ancient Egypt
Science Living things and their habitats

• Can they recognise that living things can be grouped in a variety of ways? • Can they explore and use a classification key to group, identify and name a variety of living things? (plants, vertebrates, invertebrates) • Can they compare the classification of common plants and animals to living things found in other places? (under the sea, prehistoric) • Do they recognise that environments can change and this can sometimes pose a danger to living things?

Animals including humans

• Can they identify and name the basic parts of the digestive system in humans? • Can they describe the simple functions of the basic parts of the digestive system in humans? • Can they identify the simple function of different types of teeth in humans? • Can they compare the teeth of herbivores and carnivores? • Can they explain what a simple food chain shows? • Can they construct and interpret a variety of food chains, identifying producers, predators and prey?

Light and astronomy

• Can they recognise that they need light in order to see things? • Can they recognise that dark is the absence of light? • Can they notice that light is reflected from surfaces? • Can they recognise that light from the sun can be dangerous and that there are ways to protect their eyes? • Can they recognise that shadows are formed when the light from a light source is blocked by a solid object? • Can they find patterns in the way that the size of shadows change?

Forces and magnets

• Can they compare how things move on different surfaces? • Can they observe that magnetic forces can be transmitted without direct contact? • Can they observe how some magnets attract or repel each other? • Can they classify which materials are attracted to magnets and which are not? • Can they notice that some forces need contact between two objects, but magnetic forces can act at a distance? • Can they compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet? • Can they identify some magnetic materials? • Can they describe magnets have having two poles (N & S)? • Can they predict whether two magnets will attract or repel each other depending on which poles are facing?

Rocks

• Can they compare and group together different rocks on the basis of their appearance and simple physical properties? • Can they describe and explain how different rocks can be useful to us? • Can they describe and explain the differences between sedimentary and igneous rocks, considering the way they are formed? • Can they describe in simple terms how fossils are formed when things that have lived are trapped within rock? • Can they recognise that soils are made from rocks and organic matter?

History Titanic

• Find out about the events, people and changes related to the Titanic
• Describe and make links between the main events, situations linked to the Titanic
• Recognise that the past is represented in different ways and give reasons for this
• Recall, select and organise historical information

The Roman Empire and its impact upon Britain

• Julius Caesar’s attempted invasion in 55-54 BC • the Roman Empire by AD 42 and the power of its army • successful invasion by Claudius and conquest, including Hadrian’s Wall • British resistance, e.g. Boudica • “Romanisation” of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

Egypt

• Recognise the reasons for the rise and fall of the civilisation
• A study of the way of life, beliefs and achievements of the people living in Ancient Egypt and the influence of their civilisation and the world today

 

Geography Mapping skills

• Do they use correct geographical words to describe a place and the events that happen there? • Can they identify key features of a locality by using a map? • Can they begin to use 4 figure grid references? • Can they accurately plot NSEW on a map? • Can they use some basic OS map symbols? • Can they make accurate measurement of distances within 100Km?

Place knowledge

• Do they use correct geographical words to describe a place and the events that happen there? • Can they identify key features of a locality by using a map? • Can they begin to use 4 figure grid references? • Can they accurately plot NSEW on a map? • Can they use some basic OS map symbols? • Can they make accurate measurement of distances within 100Km?

ICT Please leave blank as Adam has a scheme we may find more accessible given the equipment we have
French French
Unit 1
Listen attentively to spoken language, join in and respond
Engage in conversations; ask and answer questions; express opinions and respond
Speak in sentences
Develop accurate
pronunciation and intonation
Present ideas and information orally
Read carefully and show understanding of words, phrases and simple writing
Appreciate stories, songs, poems and rhymes in the language
Broaden their vocabulary
Write phrases from memory, and adapt these to create new sentences
French
Unit 2
Listen attentively to spoken language, join in and respond
Engage in conversations; ask and answer questions; express opinions and respond
Speak in sentences
Develop accurate
pronunciation and intonation
Present ideas and information orally
Read carefully and show understanding of words, phrases and simple writing
Appreciate stories, songs, poems and rhymes in the language
Broaden their vocabulary
Write phrases from memory, and adapt these to create new sentences
French
Unit 3
Listen attentively to spoken language, join in and respond
Engage in conversations; ask and answer questions; express opinions and respond
Speak in sentences
Develop accurate
pronunciation and intonation
Present ideas and information orally
Read carefully and show understanding of words, phrases and simple writing
Appreciate stories, songs, poems and rhymes in the language
Broaden their vocabulary
Write phrases from memory, and adapt these to create new sentences
Design and Technology Textiles
• Can they join textiles
of different types in
different ways?
• Can they choose
textiles both for their
appearance and
also qualities?
Sheet materials

• Do they use the most appropriate materials? • Can they work accurately to make cuts and holes? • Can they join materials?

IT
DIGITAL CITIZENSHIP

(working with technology safely

and respectfully)

PROGRAMMING

(from Explorers)

DIGITAL CITIZENSHIP
(Web Research)

 

PRESENTING INFORMATION
YR3—Explorers (working with text)
Yr4—Navigators (word processing)

 

HANDLING DATA
(working with data)(from explorers

 

DIGITAL DESIGN & CREATION
(working with video animation—navigators)

 

COMPUTER GAMING
(develop problem-solving & logical reasoning skills—navigators)

 

Art Collage

• Can they cut very
accurately?
• Can they overlap materials?
• Can they experiment using
different colours?
• Can they use mosaic?
• Can they use montage?

Sculpture

• Do they experiment with and combine materials and processes to design and make 3D form? • Can they begin to sculpt clay and other moldable materials? • Can they use early textile and sewing skills as part of a project?

Portraits

• Can they create all the colours they need? • Can they create mood in their paintings? • Do they successfully use shading to create mood and feeling?

PE Gym

ACQUIRING AND DEVELOPING

• to develop the range of actions, body

shapes and balances they include in a

performance

SELECTING AND APPLYING

• to create gymnastic sequences that

meet a theme or set of conditions

• to use compositional devices when

creating their sequences, such as

changes in speed, level and direction

FITNESS AND HEALTH

• to describe how the body reacts

during different types of activity, and

how this affects the way they perform

EVALUATING AND IMPROVING

• to describe their own and others’

work, making simple judgements

about the quality of performances and

suggesting ways they could be

improved

Dance – Body Talk

ACQUIRING AND DEVELOPING

• to explore and create characters and

narratives in response to a range of

stimuli

SELECTING AND APPLYING SKILLS

• to use simple choreographic principles

to create motifs and narrative

• to perform more complex dance

phrases that communicate character

and narrative

KNOWLEDGE AND UNDERSTANDING

• to know and describe what you need

to do to warm up and cool down for

dance

EVALUATING AND IMPROVING

• to describe, interpret and evaluate

their own and others’ dances, taking

account of character and narrative

Dance – Zombie Nation

ACQUIRING AND DEVELOPING

• to explore and create characters and

narratives in response to a range of

stimuli

SELECTING AND APPLYING SKILLS

• to use simple choreographic principles

to create motifs and narrative

• to perform more complex dance

phrases that communicate character

and narrative

KNOWLEDGE AND UNDERSTANDING

• to know and describe what you need

to do to warm up and cool down for

dance

EVALUATING AND IMPROVING

• to describe, interpret and evaluate

their own and others’ dances, taking

account of character and narrative

Games – Football

PROGRESSIONS LEADING TO QCA CORE TASK 1

• To explore the skill of dribbling a ball

• Improve quality of sending, receiving and travelling with a ball

to choose simple tactics in a game

• Improve their ability to choose tactics and strategies to use in

a game

• To choose which passes are best to keep possession

PROGRESSIONS LEADING TO QCA CORE TASK 2

• Improve their ability to dribble with a ball

• Improve their dribbling and choose which passes are best to

keep possession in a game situation

• To improve their dribbling and shooting skills, to evaluate their

work and use what they have learned to improve their work

• To improve their ability to use simple tactics and strategies in

a game

Gym

ACQUIRING AND DEVELOPING

• to develop the range of actions, body

shapes and balances they include in a

performance

SELECTING AND APPLYING

• to create gymnastic sequences that

meet a theme or set of conditions

• to use compositional devices when

creating their sequences, such as

changes in speed, level and direction

FITNESS AND HEALTH

• to describe how the body reacts

during different types of activity, and

how this affects the way they perform

EVALUATING AND IMPROVING

• to describe their own and others’

work, making simple judgements

about the quality of performances and

suggesting ways they could be

improved

Games – Cricket

Throw a ball over arm

Throw a ball overarm into space when playing a game

Hold a bat correctly

Run safely while holding a bat

Throw and catch a ball

Sticke a ball off a tee

Strike a ball into a space

Bowl a ball underarm correctly

Explain why I need to throw/strike a ball into a space

Keep my own score when playing a game

Explain why we need to warm up

Athletics

In small groups, investigate and compare the effectiveness of different

styles of:

• Running, eg small steps, long strides, straight arms, bent arms,

swinging arms

• Jumping, eg off one foot, off two feet

• Throwing, eg underarm, overarm, pushing, pulling, slinging

Decide which styles you like best, and see if you can go faster, higher

or further.

In teams of four, find out ways of running:

• The fastest time as a relay team over a shared distance of 60m

• The longest distance as a relay team over times of 1 minute, eg 1

minute 30 seconds, 2 minutes, 3 minutes

Games – Badminton

Throw ball/bean/shuttlecock underarm into target

Throw bean bag/ball/shuttlecock overarm  into target

Show the ready position

Intercept an object thrown

Hold a racket

Play a forearm shot

Play a backhand shot

Play a continuous rally with a partner

Outwit my opponent when playing a game

Suggest what I need to do to improve

OAA

Core Task 1:

orienteering activities

Use a simple map of the playground or school

fields to complete a course with eight to 12

controls. Check three or four controls and then

return to base before finding the next ones.

Core Task 2:

physical challenge and problem-solving

activities

Carry out this task with a partner. One of you put

on a blindfold. The person without the blindfold

should then lead his or her partner around a safe

area given by the teacher. You can only use voice

and fingertip contact to lead your partner (without

pushing or pulling). When you have both had a

go, repeat the task without using your voice and

using your own signal system.

PSHE New beginnings Getting on Say no to bullying Going for goals Good to be me Relationships
Music Three Little Birds Ho, ho, ho! Glockenspiel Stage 2 Benjamin Britten – There was a monkey Let your spirit fly Reflect, Rewind and Replay
RE Judaism

(AT1) Beliefs, teachings and sources.

(AT2) Identify diversity and belongings.

Christianity

(AT1) Forms of expressing meaning.

(AT2) Meaning, purpose and truth.

Judaism

(AT1) Practices and ways of life.

(AT2) Meaning, purpose and truth.

Christianity

(AT1) Beliefs, teachings and sources.

(AT2) Meaning, purpose and truth.

Judaism

(AT1) Practices and ways of life.

(AT1) Forms of expressing meaning.

(AT2) Values and commitment

Christianity

(AT1) Practices and ways of life.

(AT2) Identify, diversity and belonging.