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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Additional Unit |
REPDF Files |
Gospel accounts which show the love and complete self giving of Jesus How the school community has opportunities to be Good News for others |
The main events, characters and place in the life of Jesus: The Nativity (travelling to Bethlehem etc) |
The main aspects of the Eucharistic celebration and prayers used at the Eucharist. The story of the Last Supper. |
The main events, characters and places of Jesus: Palm Sunday, The story of the Holy Spirit at Pentecost The Holy Spirit as the helper Jesus promised his Church |
Prayers of the Mass/and the Eucharist Use of the Psalms/ Hymns (these were the prayers that Jesus knew as a Jew)- the Psalms are being honest with God (anger, disappointment) You can be yourself with the Psalms. |
The church buildings and furnishings and how people show respect and reverence in church. Signs and symbols used by the Church |
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English |
See separate document: English Curriculum Map |
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MathematicsPDF files |
Click to read separate document: Mathematics Scheme of Learning |
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Science |
Offspring growing into adults, basic needs of animals, importance of exercise, diet hygiene
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Material Content currently under review. It will be revealed the half term before it is due to be taught. |
Energy Content currently under review. It will be revealed the half term before it is due to be taught. |
Plants Content currently under review. It will be revealed the half term before it is due to be taught. |
Forces Content currently under review. It will be revealed the half term before it is due to be taught. |
Habitats Content currently under review. It will be revealed the half term before it is due to be taught. |
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TOPIC Theme |
Knights and Castles | Dinosaurs | Victorians | Minibeasts | Oceans and seas | Plants | |
History & Geography
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The UK (map work) | Contrasting Location to UK | Dinosaurs | Stone Age | Continents and Oceans (maps) | Ancient Greeks | |
Art |
Sculpting – texture and form Refine skills in sculpting and develop and share ideas combining real life experiences and imagination. |
Artists – differences and similarities Examine a piece of work from a well-known artist and use it to create success criteria. Begin to critically examine own work |
Drawing – line, shape Refine and develop skills in drawing to share ideas. Use experiences and imagination. Focus on line and shape form including known shapes to create. |
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DT |
Making products work Build structures, exploring how they can be made stronger, stiffer and more stable. Explore how freestanding structures can be made stronger, stiffer and more stable. Explore and use mechanisms for movement. Understanding contexts, users and purposes Planning, Practical skills and techniques Own ideas and products |
How to prepare simple dishes safely and hygienically without a heat source. Food preparation, cooking and nutrition Plan a Victorian meal To use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading and kneading. |
Making products work (mini-beast hotel)
Build structures, exploring how they can be made stronger, stiffer and more stable. Understanding contexts, users and purposes Planning, Practical skills and techniques Own ideas and products |
How to eat a healthy diet.
How to name and sort foods into the five groups in ‘the eat well plate’ |
Where food comes from
Understand that all food has to be farmed, grown elsewhere e.g. home, caught. Existing products Linked to food and products used for/by food Say how they will make their products suitable for their intended users. |
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PHSE |
See separate document: PHSE Curriculum Map
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PE |
Games Invasion | Gymnastics | Dance | GamesNet/Wall | GamesStriking/Fielding | Athletics, Baseline Assessment | N/A |
Music |
To play tuned and un-tuned instruments musically To experiment with, create, select and combine sounds using the inter-related dimensions of music (made by instruments) Excellence Outcome: to make controlled sounds (long short) using voices and experiment with pitch (high/low) |
To play tuned and un-tuned instruments musically To experiment with, create, select and combine sounds using the inter-related dimensions of music (made by instruments) Excellence Outcome: to combine pulse, rhythm and pitch to create a two bar composition that includes ascending/ descending steps and repeated notes. |
To play tuned and un-tuned instruments musically To experiment with, create, select and combine sounds using the inter-related dimensions of music (made by body and voice) Excellence Outcome: to combine rhythm and pitch to create a two bar composition in common time. |
To use their voices expressively and creatively by singing songs and speaking chants and rhymes
Excellence Outcome: to sing/speak in unison and rounds in time with the music |
To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression Experiment with, create select and combine sounds using the inter-related dimensions of music Excellence Outcome: to use non-standard notation to combine a sequence of long and short notes to form a simple melody. |
To listen with concentration and understanding to a range of high-quality live and recorded music. Excellence Outcome: To interpret when the music is fast/ slow/ loud /quiet and discuss feelings, use appropriate adjectives to describe sounds heard To begin to identify instruments in a range of music genres. (classical, jazz, hip-hop, pop) |
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Computing |
See separate document for scheme of learning |
Our approach to the planning and delivery of our curriculum is centered in the philosophy of developing young people with the necessary skills and knowledge to leave this year group in order to succeed in the next. Curriculum scheme of learning are organised in a systematic and progressive manner to ensure that each learning opportunity given to our children builds effectively on prior learning and knowledge. Should you require more information on the curriculum in our school please contact the school office.