Curriculum LKS2 2019-20

LKS2

Year A

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
TOPIC Under The Sea Space Romans Ancient Egypt
SCIENCE 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.

 

Key skills:

Explain findings using scientific knowledge and understanding.

Measuring and observing carefully and accurately

 

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

 

 

Key skills

Making accurate measurements Interpreting evidence.

Making decisions on what evidence to collect. Deciding if there is enough evidence?

Light and Astronomy

-recognise that they need light in order to see things and that dark is the absence of light

-notice that light is reflected from surfaces

-recognise that light from the sun can be

dangerous and that there are ways to protect their eyes

-recognise that shadows are formed when

the light from a light source is blocked by a solid object

-find patterns in the way that the size of shadows change.

 

Key skills:

Consider different ways of recording (use scientific vocabulary and knowledge to describe and explain findings.

 

Forces and magnets

-compare how some things move on

different surfaces

-notice that some forces need contact

between two objects but magnetic forces can act at a distance

-observe how magnets attract or repel each other and attract some materials and not others

-compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials

-describe magnets as having two poles

-predict whether two magnets will attract or

repel each other, depending on which poles are facing.

 

Key skills:

Part 1: Predicting and looking for patterns in results

Part2: Explaining and demonstrating using repeat readings to increase reliability of results.

Rocks

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

-describe in simple terms how fossils are formed when things that have lived are trapped within rock

-recognise that soils are made from rocks and organic matter.

 

Key skills:

Part 1: Planning investigations – what to change, what to measure, what to keep the same (measuring and recording carefully and accurately)

Part 2: Making and recording observations, choosing equipment, considering health and safety.

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 Ceasar

Roman Empire by Ad42

Successful invasion by Claudius

British resistance

‘Romanisation’ of Britain

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

GEOG   Mapping Skills

-to draw plans and maps at a range of scales

-to use appropriate fieldwork techniques

  Place knowledge

-ask geographical questions

-to identify and describe what places are like

-to describe where places are

ICT We are network engineers

understand the physical hardware connections

necessary for computer networks to work

understand some features of internet protocols

understand some diagnostic tools for investigating

network connections

develop a basic understanding of how domain

names are converted to IP addresses.

E-safety

The pupils learn about how networks, including the internet, operate.

They learn that data transmitted via the internet is not always encrypted.

They consider some of the implications for privacy, e.g. their ‘digital

footprint’ associated with using the internet. They become aware of

the importance of DNS for safe use of the internet. They learn to use

command line diagnostic tools safely and responsibly.

We are bug fixers

develop a number of strategies for finding errors in

programs

build up resilience and strategies for problem solving

increase their knowledge and understanding of

Scratch

recognise a number of common types of bug in

software.

E-safety

The pupils could consider the implications of bugs in software.

Participating in the Scratch community would enable the pupils to help

others with their projects as well as allowing them to receive help on

their own. Participation requires parental permission, and the pupils

should consider what behaviour is acceptable online.

We are presenters

gain skills in shooting live video, such as framing

shots, holding the camera steady, and reviewing

edit video, including adding narration and editing

clips by setting in/out points

understand the qualities of effective video, such

as the importance of narrative, consistency,

perspective and scene length.

E-safety

In filming one another, the pupils need to ensure that the appropriate

permission has been obtained, and that they act respectfully and

responsibly when filming, editing and presenting their work. The pupils

should think through the implications of videos being made available on

the school network or more widely via the internet. They should discuss

why schools and other organisations have strict policies over filming.

We are programmers

create an algorithm for an animated scene in the

form of a storyboard

write a program in Scratch to create the animation

correct mistakes in their animation programs.

E-safety

The pupils need to consider copyright when sourcing images for their

programs and/or uploading their own work to the Scratch community

site. Searching for content for programs or viewing others’ cartoons

also offers an opportunity to develop safe search habits. If the pupils

participate in the Scratch community, they need to think about what

information they can share and how to participate positively in an online

community, as well as obtaining parental permission.

 

We are communicators

develop a basic understanding of how email works

gain skills in using email

be aware of broader issues surrounding email,

including ‘netiquette’ and e-safety

work collaboratively with a remote partner

experience video conferencing.

E-safety

The pupils should think about the safe use of email. They learn how

email can be used positively. They become aware of some of its risks,

including malware attachments, hacked accounts, spam and spoofed

links, but also learn how their exposure to such risks can be reduced.

They consider the importance of introductions in extending circles of

trust. They learn how video conferencing can be used positively, to

support learning with a known partner.

We are opinion pollsters

understand some elements of survey design

understand some ethical and legal aspects of

online data collection

use the web to facilitate data collection

gain skills in using charts to analyse data

gain skills in interpreting results.

E-safety

The pupils learn some of the legal and ethical requirements for

designing online surveys and processing data. They also consider what

information it would be appropriate for them to give in an online survey,

and some implications of data processing. The pupils can use online

tools for collaborating on survey design and analysis, considering how

to use these appropriately. The survey itself could address issues of the

pupils’ attitudes to online safety.

MFL 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

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

Describe people, places, things and actions orally  and in writing

 

DT   Fastenings

 

-explore fastenings and recreate some e.g. sew on buttons and make loops

-prototype a product using J cloths

 Sheet Materials

 

-cut slots

-cut internal shapes

-use lolly sticks/card to make levers and linkages

-use linkages to make movement larger or more varied.

-use and explore complex pop ups

-create nets

     
ART Collage

Combine print making, painting and collage techniques to enhance their own work.

      Sculpture

-to improve design techniques, including the making of clay pots. (sculpture)

Portraits

-explore ideas about portraits. Experiments with painting techniques.

(Ancient Egypt art)

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.

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.

MUSIC  Three Little Birds Ho, ho, ho! Glockenspiel Stage 2 Benjamin Britten – There was a monkey Let your spirit fly Reflect, Rewind and Replay