Whetley Academy 2019-20 Long Term Curriculum Plan
Bradford [incl. smsc] suggestions:
- Cartwright Hall
- Media museum
- Bradford Pals
- Industrial revolution / Victorian era
Yorkshire Week [incl. smsc] suggestions:
- WW1 / Remembrance
- Geography / location
- War of the Roses
- Yorkshire charity event
- Yorkshire culture – artists – authors
England Week [incl. smsc]
See National curriculum for more in depth year group objectives
· They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
· Identify special places, days and objects related to the questions studied / aspects covered
· Identify special books and know some key teachings for the religions studied.
· Recount some religious stories and recognise some religious objects
· Talk or write about some key teachings in at least two religious and nonreligious worldviews.
· Talk or write about special places, days and objects in at least two religions in relation to the topics studied
· Show understanding of the meaning of stories and symbols relating to the topics covered.
· Talk or write about key teachings with increased depth. Identify the key details of some stories.
· Talk or write about special places, days and objects and their significance to believers.
· Explain why stories and symbols are significant to believers.
· Respond to others' identity and experiences.
· Use correct terminology when talking or writing about special places, days, rituals and objects and key beliefs and teachings
· to explain the details of significant stories.
· to explain some ways that different religions can share common features.
· Understand that symbolic meaning and
· Understand the significance of key writings and teachings.
· Understand and make connections between key teachings in religious and non-religious worldviews. Understand some of the ways in which believers interpret story and symbolism and use language and ritual to convey meaning.
· Reflect on links and comparisons between their own and others’ identity and experience. · Formulate questions of meaning and purpose.
· Reflect on moral issues in their own lives, in relation to their understanding of religious and non-religious worldviews
· Understand the significance of key writings and teachings for the followers of religious and non-religious worldviews.
· Understand the significance of worship, rituals and values for the followers of religious and non-religious worldviews and make comparisons between the religions and beliefs studied.
· Explain how believers give meaning to symbols, story, language etc. and make some links between beliefs, practices and ways of expressing meaning.
· Reflect on their own identity and experiences.
· Ask questions and give opinions about religious and non-religious worldviews.
· Reflect on their own values, attitudes and commitments.
· Recognise that others' identity and experiences are important to them.
· Recognise that some ‘deep’ questions are about meaning and purpose.
· Recognise and respond to examples of others’ values, attitudes and commitments and share their own.
· Respond to questions about meaning and purpose.
· Recognise that values, attitudes and commitments are often rooted in religious teachings and authority.
· Understand that symbolic meaning and significance can be expressed in a variety of ways.
· Make connections between their own identity and experience and that of others.
· Reflect on what is special and significant in their own lives and/or realise that there are puzzling and difficult questions.
· Show some understanding of values, attitudes and commitments in relation to stories and teachings, beliefs and practices.
· Formulate questions of meaning and purpose.
· Reflect on moral issues in their own lives, in relation to their understanding of religious and non-religious worldviews
· Formulate questions on their own and others’ experiences and suggest some possible responses.
· Reflect on some questions of meaning and purpose in their own lives and suggest some possible responses.
· Discuss moral questions, recognising that there are different views to be considered.
Art and Design:
Full programme of study available online
Art – Drawing
Whole school drawing using animals as a stimulus
Art - Painting
Whole school painting using David Hockney as a local artist
Art - Sculpture
Whole school sculpture looking at the work of Andy Goldsworthy and Barbary Hepworth
Full programme of study available online
· Children talk about past and present events in their own lives and in the lives of family members.
· Changes within living memory. Where appropriate these should be used to reveal aspects of change and national life.
· Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
Year 3 Anglo Saxons
· Understand that many different peoples have settled in Britain since the start of the Common Era and have helped shape the nation.
· Discuss why invasions are not always unpopular and why settlers are not always welcome.
Year 4 Vikings
· Understand how knowledge of the past is constructed from a range of sources.
· Learn about Viking raids and invasion.
· Think of historically valid questions to ask about the Vikings.
Year 5 Stone Age – Iron Age
· Research about Stone Age to Iron Age Britain.
· Know about changes in Britain from the Stone Age to the Iron Age.
Year 6 Romans
· Understand that one way we know about the past is from stories.
· Understand how the Roman ruling system helped to build the Roman Empire.
· Understand that there are some things we depend on today which are available because of the Romans.
· Significant events, people and places in their own locality.
· The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
Year 3 the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day
Year 4 a significant turning point in British history, for example, the first railways or the Battle of Britain
Year 5 the achievements of the earliest civilizations an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
A significant British event - WW2
Full programme of study available online
· Children know about similarities and differences in relation to places. They talk about the features of their own immediate environment and how environments might vary from one another
Should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. Pupils should be taught to:
Locational knowledge (Year 2):
· name and locate the world’s seven continents and five oceans
· name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
Place knowledge (Year 1):
· understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
Human and physical geography (Year 1):
· identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
· use basic geographical vocabulary to refer to:
· key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
· key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
Geographical skills and fieldwork (Year 2):
· use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
· use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map Geography – key
· use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
· use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. Pupils should be taught to:
Locational knowledge (Year 6):
· locate the world’s countries, 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
· name and locate counties and cities of the United Kingdom, 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 of these aspects have changed over time
· identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Place knowledge (Year 3):
· understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
Human and physical geography (Year 5):
· describe and understand key aspects of:
· physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
· human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
Geographical skills and fieldwork (Year 4) :
· Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
· Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
· Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely.
Sense enjoyment and fascination when learning about themselves, others and the world around them.
Understand the consequences of their behaviour and actions.
Co-operate well with others and be able to resolve conflicts effectively.
Participate in and respond positively to artistic, musical, sporting and cultural opportunities.
Use imagination and creativity in their learning.
Recognise the difference between right and wrong and readily apply this understanding in their lives.
Participate in a variety of communities and social settings.
Explore and show respect for different faiths, religious, ethnic and socio-economic groups, national and global communities.
Reflect willingly on their experiences.
-Investigate and offer reasoned views about moral and ethical issues and understand and appreciate the viewpoints of others on these issues.
- Develop an acceptance of other people, understanding the importance of identifying and combatting discrimination.
Know that the rule of law protects the rights of individual citizens and is essential for their wellbeing and safety.
Know about Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.
· Children sing songs, make music and dance, and experiment with ways of changing them.
· They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
Visits from external agencies
Music assemblies to take place weekly in KS1 or KS2 Hall.
· Y1 and Y2
· Y3 and Y4
· Y5 and Y6
Science and Topic
To be completed during the half term (minimum of 6 hours)
This can include topic completed through English and Maths lessons.
EYFS - Animals, including humans
Children know about similarities and differences in relation to living things. They make observations of animals and explain why some things occur, and talk about changes
Year 1 - Animals, including humans
· identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
· identify and name a variety of common animals that are carnivores, herbivores and omnivores
· describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
· Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
Year 2 - Animals, including humans
· notice that animals, including humans, have offspring which grow into adults
· find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
· describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
Year 3 - Animals, including humans
· 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
· identify that humans and some other animals have skeletons and muscles for support, protection and movement.
Year 4 - 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.
Year 5 - Animals, including humans
· describe the changes as humans develop to old age.
· Pupils should draw a timeline to indicate stages in the growth and development of humans. They should learn about the changes experienced in puberty.
· Pupils could work scientifically by researching the gestation periods of other animals and comparing them with humans; by finding out and recording the length and mass of a baby as it grows.
Year 6 - Animals, including humans
· identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
· recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
· Describe the ways in which nutrients and water are transported within animals, including humans.
EYFS Health and self-care
· Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Year 1- Everyday materials
· distinguish between an object and the material from which it is made
· identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
· describe the simple physical properties of a variety of everyday materials
· compare and group together a variety of everyday materials on the basis of their simple physical properties.
Year 2 – Living things and their habitats
· Explore and compare he differences between things that are living, dead, and things that have never been alive
· identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic
· needs of different kinds of animals and plants, and how they depend on each other
· identify and name a variety of plants and animals in their habitats, including microhabitats
· describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
Year 3 – Plants
· identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
· explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
Year 4 - 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.
Year 4 – 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.
Year 5 - Living things and their habitats
· describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
· describe the life process of reproduction in some plants and animals.
Year 6 - Living things and their habitats
· describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
· give reasons for classifying plants and animals based on specific characteristics.
Year 1 – Seasonal Changes
· Observe changes across the four seasons
· Observe and describe weather associated with the seasons and how day length varies
Year 5 – Properties and Changes of Materials
· compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
· use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
· give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
· demonstrate that dissolving, mixing and changes of state are reversible changes
· explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda
EYFS - plants
Children know about similarities and differences in living things. They make observations of plants and explain why some things occur, and talk about changes.
Year 1 – Plants
· identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
· Identify and describe the basic structure of a variety of common flowering plants, including trees.
Year 2 – Plants
· observe and describe how seeds and bulbs grow into mature plants
· Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
Year 3 – Light
· 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 an opaque object
· find patterns in the way that the size of shadows changes.
Year 3 – 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.
Year 4 – Sound
· 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.
Year 5 - Earth and Space
· describe the movement of the Earth, and other planets, relative to the Sun in the solar system
· describe the movement of the Moon relative to the Earth
· describe the Sun, Earth and Moon as approximately spherical bodies
· use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.
Year 6 – Light
· recognise that light appears to travel in straight lines
· use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
· explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
· use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
EYFS - materials
Children know about similarities and differences in relation to materials.
Year 2 - Uses of everyday materials
· identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
· find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
Year 3 – Magnets
· 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
Year 4 – 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
Year 5 – Forces
· explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
· identify the effects of air resistance, water resistance and friction, that act between moving surfaces
· recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.
Year 6 – Electricity
· associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
· compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
use recognised symbols when representing a simple circuit in a diagram.
Year 6 – Evolution and Inheritance
recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
Topics can be completed as a cohort or in individual classes.
Carousel activities taught by teachers / LSAs in different classrooms.
Assemblies with visitors invited into school [incl. smsc]
Oracy – debate in-school and across Bradford cluster [incl. smsc]
Performers / authors / poets / artists etc invited into school.
Local community activities / projects [incl. smsc]
Charity / fundraising events [incl. smsc]