Curriculum LKS2 2018-19

LKS2

Year A

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
TOPIC Victorians Rainforests Magic
SCIENCE 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.

 

Key skills

Part 1: Measure volume /temperature and time with appropriate accuracy (identify and link patterns shown in line graphs with explanations – don’t need to draw line graph)

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

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.

 

Key skills

Planning how to find out

Testing their ideas to solve problems

Use results to draw conclusions

 

Plants

 

-identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

-explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

-investigate the way in which water is transported within plants

-explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

 

Key skill

Measuring the volume of water and length/growth accurately

Animals including humans (Y3)

 

-identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

 

Key skills

Making accurate measurements

Interpreting evidence

Animals including humans (Y4)

-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?

HISTORY Local history through the Victorians

-investigate how an aspect in the local area has changes over a period of time.

-a study of the impact of significant individuals, events and changes in work and transport on the lives of men, women and children from different sections of the society

Changes in Britain from the Stone Age to the Iron Age

-use dates and vocabulary relating to the passing of time

– about characteristic features of the periods and societies studied

-recognise that the past is represented and interpreted in different ways

-find out about the events, people and changes studied from a range of sources.

 The Roman Empire and its impact upon Britain

Julius Ceasar

Roman Empire by Ad42

Successful invasion by Claudius

British resistance

‘Romanisation’ of Britain

GEOG Physical Geography

-the location of places and environment

-to explain why places are like they are

-to identify why and how places change and how to may change in the future

-to recognise how places fit within a wider geographical context

Human Geography

(Early Britain)

 

-recognise some physical and human processes and explain how these can cause changes in places and environments

-recognise how and why people may seek to manage environment

 

ICT DIGITAL CITIZENSHIP

(working with technology safely and respectfully)

 

PROGRAMMING

(from Explorers)

DIGITAL CITIZENSHIP

(Web Research)

PRESENTING INFORMATION

YR3—Exploreers (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)

 

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   Textiles

-understand seam allowance

-use appropriate decoration techniques e.g. appliqué(glued or simple stitches)

-join fabrics using running stitch, over sewing, back stitch

-create a simple pattern

-understand the need for patterns

Construction

 

-incorporate a circuit with a bulb or buzzer into a model

-create shell or frame structures, strengthen frames with diagonal struts

-make structures more stable by giving them a wide base

-prototype frame and shell structures

-measure and mark square selection, strip and dowel accordingly to 1cm

-use glue gun with close supervision (one to one)

Food

-develop sensory vocabulary/knowledge using, smell, taste, texture and feel

-analyse the taste, texture, smell and appearance of a range of foods

-follow instructions

-make healthy eating choices from and understanding of a balanced diet

-join and combine a range of ingredients e.g. snack foods

-work safely and hygienically

-measure and weigh ingredients appropriately

ART Printing and stencilling

Experiment with stencilling and print making techniques to make a printed pattern.

Comment on similarities and differences between their own and other peoples work (William Morris)

Observational drawing

Investigate techniques to create shape, tone, texture in drawings

Photography

Investigate techniques to create shape/photography

PE Gym

ACQUIRING AND DEVELOPING

• to consolidate and improve the quality

of their actions, body shapes and

balances, and their ability to link

phrases of movement

SELECTING AND APPLYING

• to improve their ability to select

appropriate actions and use simple

compositional ideas

FITNESS AND HEALTH

• to recognise and describe the shortterm

effects of exercise on the body

during different activities

• to know the importance of suppleness

and strength

EVALUATING AND IMPROVING

• to describe and evaluate the

effectiveness and quality of a

performance

• to recognise how their own

performance has improved

Dance – Machines

ACQUIRING AND DEVELOPING

• to improvise freely on their own and

with a partner, translating ideas from a

stimulus into movement

SELECTING AND APPLYING SKILLS

• to create and link dance phrases

using a simple dance structure or

motif

• to perform dances with an awareness

of rhythmic, dynamic and expressive

qualities, on their own, with a partner

and in small groups

KNOWLEDGE AND UNDERSTANDING

• to keep up activity over a period of

time and know they need to warm up

and cool down for dance

EVALUATING AND IMPROVING

• to describe and evaluate some of the

compositional features of dances

performed with a partner and in a

group

• to talk about how they might improve

their dances

 Dance Pattern Dance (Country Dance – Dorset ring Dance)

ACQUIRING AND DEVELOPING

• to improvise freely on their own and

with a partner, translating ideas from a

stimulus into movement

SELECTING AND APPLYING SKILLS

• to create and link dance phrases

using a simple dance structure or

motif

• to perform dances with an awareness

of rhythmic, dynamic and expressive

qualities, on their own, with a partner

and in small groups

KNOWLEDGE AND UNDERSTANDING

• to keep up activity over a period of

time and know they need to warm up

and cool down for dance

EVALUATING AND IMPROVING

• to describe and evaluate some of the

compositional features of dances

performed with a partner and in a

group

• to talk about how they might improve

their dances

 Games – Basketball / Netball

Send and receive using a chest pass

• Improve quality of chest pass and use simple tactics in a

game situation

• To explore the skill of dribbling a ball

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

• Improve quality of chest and bounce pass and improve ability

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

 

Gym

ACQUIRING AND DEVELOPING

• to consolidate and improve the quality

of their actions, body shapes and

balances, and their ability to link

phrases of movement

SELECTING AND APPLYING

• to improve their ability to select

appropriate actions and use simple

compositional ideas

FITNESS AND HEALTH

• to recognise and describe the shortterm

effects of exercise on the body

during different activities

• to know the importance of suppleness

and strength

EVALUATING AND IMPROVING

• to describe and evaluate the

effectiveness and quality of a

performance

• to recognise how their own

performance has improved

Games – Cricket

Develop underarm throwing and catching

• Set up core task 1 with throwing and bouncing a ball

• Strike a ball with a bat off a tee (Quick runs and safe catching)

• Striking skills and fielding tactics (Strike off a Tee)

• Core Task 1 with a variety of bats focus on tactics

• Core Task 1 assessment and ask children to adapt the game

 

Athletics

ACQUIRING AND DEVELOPING

• to remember, repeat and link

combinations of actions

• to use their bodies and a variety of

equipment with greater control and

coordination

SELECTING AND APPLYING

• to choose skills and equipment to help

them meet the challenges they are set

FITNESS AND HEALTH

• to recognise and describe what their

bodies feel like during different types

of activity

EVALUATING AND IMPROVING

• to watch, copy and describe what they

and others have done

Games – Tennis

Explore different throwing actions

• To consolidate throwing actions and practise catching.

• Explore different ways of throwing.

• Consolidate catching skills.

• To suggest ideas and practices to improve their play

• Strike the ball using their hand or small bat.

• Improve movement skills and body positions.

• Familiarise them with a racquet and practise striking skills

using a racquet

• To devise their own game.

• Consolidate striking and ball control skills.

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 Buddhism

(AT1) Buddhist Symbols

 

-that all symbols in any given religion represent the basic tenants of their beliefs in their daily lives.

Christianity

(AT1) The stories of Jesus

 

-that the stories of Jesus are still relevant today and teach to live and work together in peace and harmony in God’s words.

Multi-cultural

(AT2) What is a leader

 

-to recognise the different qualities leaders possess from different faiths and cultures and how we can use these qualities to improve our lives and meaning.

Christianity

(AT1) Characters in the Easter story

-to recognise that the different characters in the Easter story had human qualities, such as betrayal and loyalty.

-that Jesus represented all that is good about God.

Buddhism

(AT1) Buddhist key Symbols:

The four noble truths

The eight fold path

The six perfections

The five moral precepts

 

-that all symbols in any given religion represent the basic tenants of their beliefs in their daily lives.

Islam

(AT1) Stories about the Prophet Mohammed

-the impact that Prophet Mohammed had and still has on the lives and culture of the Muslim people.

PSHE
Textiles

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

Prototype a product using J cloths