St Oswald’s School Curriculum
At St Oswald’s CofE VA Primary and Nursery School we offer a curriculum which is
balanced and broadly based1 and which:
promotes the spiritual, moral, cultural, mental and physical development of pupils
at the school and of society, and
prepares pupils at the school for the opportunities, responsibilities and
experiences of later life.
The school curriculum comprises all learning and other experiences that our school plans
for our pupils. The national curriculum forms one part of the school curriculum.
We make provision for a daily act of collective worship and teach religious education to
pupils at every key stage.
At St Oswald’s we are legally required to follow the statutory national curriculum which
sets out in programmes of study, on the basis of key stages, subject content for
those subjects that should be taught to all pupils. Our school must publish our school
curriculum by subject and academic year online.2 This can be found on our school
website at http://www.stoswaldsdurham.net
At St Oswald’s we make provision for personal, social, health and economic education
(PSHE), drawing on a range of good practice.
At St Oswald’s we are also free to include other subjects or topics of our choice in planning
and designing our own programme of education. We expect this to develop and
evolve over time as we implement the new national curriculum and move to being a
primary school from September 2014.
In 2014/15 we will include the teaching of a Foreign Language for our pupils in Year 2.
This is beyond the requirements of the National Curriculum.
1
2
See Section 78 of the 2002 Education Act: http://www.legislation.gov.uk/ukpga/2002/32/section/78 which
applies to all maintained schools. Academies are also required to offer a broad and balanced curriculum in
accordance with Section 1 of the 2010 Academies Act:
http://www.legislation.gov.uk/ukpga/2010/32/section/1
From September 2012, all schools are required to publish information in relation to each academic year,
relating to the content of the school’s curriculum for each subject and details about how additional
information relating to the curriculum may be obtained: http://www.legislation.gov.uk/uksi/2012/1124/made
The structure of the national curriculum, in terms of which subjects are compulsory at key
stages 1 and 2, is set out in the table below:
Key stage 1
Key stage 2
Age
5–7
7 – 11
Year groups
1–2
3–6
English
Mathematics
Science
Computing
Design and technology
Core subjects
Foundation subjects
Art and design
Citizenship
Languages3
Geography
History
Music
Physical education
Schools are also required to teach religious education at all key stages.
3
At key stage 2 the subject title is ‘foreign language’; at key stage 3 it is ‘modern foreign language’.
Inclusion
Setting suitable challenges
At St Oswald’s teaching staff set high expectations for every pupil. They plan stretching
work for pupils whose attainment is significantly above the expected standard. They
have an even greater obligation to plan lessons for pupils who have low levels of
prior attainment or come from disadvantaged backgrounds. Teachers use
appropriate assessment to set targets which are deliberately ambitious.
Responding to pupils’ needs and overcoming potential barriers
for individuals and groups of pupils
Teachers take account of their duties under equal opportunities legislation that covers
race, disability, sex, religion or belief, sexual orientation, pregnancy and maternity,
and gender reassignment.4
A wide range of pupils have special educational needs, many of whom also have
disabilities. Lessons are planned to ensure that there are no barriers to every pupil
achieving. In many cases, such planning will mean that these pupils will be able to
study the full national curriculum. The SEN Code of Practice includes advice on
approaches to identification of need which can support this. A minority of pupils will
need access to specialist equipment and different approaches. The SEN Code of
Practice outlines what needs to be done for them.
With the right teaching, that recognises their individual needs, many disabled pupils may
have little need for additional resources beyond the aids which they use as part of
their daily life. Teachers plan lessons so that these pupils can study every national
curriculum subject. Potential areas of difficulty should be identified and addressed at
the outset of work.
Teachers also take account of the needs of pupils whose first language is not English.
Monitoring of progress should take account of the pupil’s age, length of time in this
country, previous educational experience and ability in other languages.
The ability of pupils for whom English is an additional language to take part in the national
curriculum may be in advance of their communication skills in English. Teachers
should plan teaching opportunities to help pupils develop their English and should
aim to provide the support pupils need to take part in all subjects.
4
Age is a protected characteristic under the Equality Act 2010 but it is not applicable to schools in relation
to education or (as far as relating to those under the age of 18) the provision of services; it is a relevant
protected characteristic in relation to the provision of services or employment (so when thinking about
staff). Marriage and civil partnership are also a protected characteristic but only in relation to employment.
Numeracy and mathematics
Teaching staff use every relevant subject to develop pupils’ mathematical fluency.
Confidence in numeracy and other mathematical skills is a precondition of success
across the national curriculum.
Teaching staff develop pupils’ numeracy and mathematical reasoning in all subjects so
that they understand and appreciate the importance of mathematics. Pupils are
taught to apply arithmetic fluently to problems, understand and use measures, make
estimates and sense check their work. Pupils apply their geometric and algebraic
understanding, and relate their understanding of probability to the notions of risk and
uncertainty. They also understand the cycle of collecting, presenting and analysing
data. They are taught to apply their mathematics to both routine and non-routine
problems, including breaking down more complex problems into a series of simpler
steps.
6. Language and literacy
Language and literacy
At St Oswald’s teaching staff develop pupils’ spoken language, reading, writing and
vocabulary as integral aspects of the teaching of every subject. English is both a
subject in its own right and the medium for teaching; for pupils, understanding the
language provides access to the whole curriculum. Fluency in the English language
is an essential foundation for success in all subjects.
Spoken language
Pupils are taught to speak clearly and convey ideas confidently using Standard English.
They learn to justify ideas with reasons; ask questions to check understanding;
develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas
of others; and select the appropriate register for effective communication. They are
taught to give well-structured descriptions and explanations and develop their
understanding through speculating, hypothesising and exploring ideas. This enables
them to clarify their thinking as well as organise their ideas for writing.
Reading and writing
Teaching staff develop pupils’ reading and writing in all subjects to support their acquisition
of knowledge. Pupils are taught to read fluently, understand extended prose (both
fiction and non-fiction) and be encouraged to read for pleasure. St Oswald’s School
does everything to promote wider reading. We provide library facilities and set
ambitious expectations for reading at home. Pupils develop the stamina and skills to
write at length, with accurate spelling and punctuation. They are taught the correct
use of grammar. They build on what they have been taught to expand the range of
their writing and the variety of the grammar they use. The writing they do includes
narratives, explanations, descriptions, comparisons, summaries and evaluations:
such writing supports them in rehearsing, understanding and consolidating what they
have heard or read.
Vocabulary development
Pupils’ acquisition and command of vocabulary are key to their learning and progress
across the whole curriculum. Teaching staff at St Oswald’s therefore develop
vocabulary actively, building systematically on pupils’ current knowledge. They
increase pupils’ store of words in general; simultaneously, they also make links
between known and new vocabulary and discuss the shades of meaning in similar
words. In this way, pupils expand the vocabulary choices that are available to them
when they write. In addition, it is vital for pupils’ comprehension that they understand
the meanings of words they meet in their reading across all subjects, and older pupils
are taught the meaning of instruction verbs that they may meet in examination
questions. It is particularly important to induct pupils into the language which defines
each subject in its own right, such as accurate mathematical and scientific language.
Programmes of study and attainment
targets
The statutory programmes of study and attainment targets for all the subjects taught at key stages
1 and 2 can be found on the Government’s website.
The following pages show how St Oswald’s School will cover the statutory programmes of study in
Key Stages 1 and 2. It is our intention to make the planning as creative as possible by
teaching in a cross-curricular manner where possible. We also intend to supplement the
requirements of the national curriculum with other learning experiences. Together the
statutory programmes of study and these other learning experiences form our school
curriculum.
YEAR 1/2 CURRICULUM MAP CYCLE A
Autumn – Dragons, Fire and
Festivals
Text Types
Spring – Put St Oswald's on the Map
Narrative: Stories with familiar
settings; contemporary fiction –
stories reflecting children’s own
experiences.
Non-Fiction: Labels, captions and
lists; Instructions
Poetry: Poems on a theme;
Rhyming and Couplets
Narrative: Traditional stories/fairy
stories
Narrative: Predictable and patterned
language; Predictable phrasing
Non-Fiction: Information texts;
Explanations
Non-Fiction: Recount, fact and fiction
Poetry: Using the senses; Take One Poet
Poetry: Patterns on the page
Take One Poet: in depth study of the
work of one poet linked to a special
interest or topic.
Take One Book: in depth study of a
book linked to a special interest or
topic.
Reading:
Summer – Exciting Explorers
Take One Book: in depth study of a book
linked to a special interest or topic.
Phonics programme: Letters and Sounds
English
Word reading
Reading:
Comprehension
Texts include:
Y1 poetry, key stories, traditional stories, fairy stories and non-fiction texts (NC p.21)
Y2 poetry (contemporary and classic), traditional stories, fairy stories, non-fiction texts (NC p.28)
Writing:
Phonics/Spelling programme (NC Appendix 1)
Transcription
Writing:
Composition
Writing:
Y1 Short narratives (NC p.24)
Y2 Narratives about personal experiences and those of others (real and fictional); about real events; poetry and for different
purposes (NC p.31)
NC Appendix 2
Vocabulary,
Grammar and
Punctuation
Speaking and
Listening
12 Statutory statements (NC p.17)
Maths
Number and Place Value
Number and Place Value
Number and Place Value
Four Operations (Written and Mental
Calculations)
Geometry: Properties of 2D Shapes
Four Operations (Written and Mental
Calculations)
Geometry: Properties of 3D Shapes
Four Operations (Written and Mental
Calculations)
Geometry: Properties of Shapes
Geometry: Position and Direction:
Symmetry
Geometry: Position and Direction
Geometry: Position and Direction
Measurement: Time & Calendars
Measurement: Weight & Capacity; Time
Statistics: Sorting Information
Statistics: Interpreting Pictograms and
Block Graphs
Statistics: Making Pictograms and Block
Graphs
Fractions, ratio and proportion
Fractions
Fractions
Measurement: Length
Science
Seasonal changes: across the four seasons/weather
Uses of Everyday Materials
Plants
Animals, including humans
Working scientifically: throughout the year
Computing
IT: Create a database; Record and
playback sound; Take photographs;
Combine photographs, audio and
text to create videos (links to
Science, History, Geography and
English).
Digital Literacy and e-Safety:
Staying Safe Online
IT: Use word processing, publishing
software and online tools to keep a blog
and to create a newspaper (links to
English and History).
Computer Science: Algorithms and
instructions; Programmable toys and
hardware.
Digital Literacy and e-Safety: Digital
Footprints
History
Geography
IT: Use word processing and publishing
software to produce an advertisement;
Use online tools to hotseat a historical or
fictional character (links to English,
Geography and History).
Computer Science: Algorithms and
instructions; Programmable apps and
software.
Digital Literacy and e-Safety: Cyberbullying; Safety when Online.
Significant events in the past:
Gunpowder Plot, Great Fires of
London and Newcastle.
Changes within living memory: Our
School
Location knowledge: The UK
Geographical skills and fieldwork:
Location of features and routes on a
map; basic geography of school and
grounds; use aerial photographs and
plan perspectives; devise a simple map;
basic symbols in a key.
Place knowledge: Compare Durham to a
contrasting location.
Mechanisms: e.g. vehicles with wheels
(links to Science)
Textiles: e.g. make a hand puppet (links
to English and/or History)
Human and physical geography:
Weather
Geographical skills and fieldwork:
The UK
Significant people:
Explorers
Human and physical geography: Basic
geographical vocabulary to refer to key
physical and human features.
Human and physical geography:
Basic geographical vocabulary to
refer to key physical features.
D.T.
Structures: e.g. construct a house
(links to History)
Design, Make, Evaluate, Technical Knowledge
Throughout all DT projects.
Art and Design
Collage: e.g. use natural/man-made
materials to produce a collage (links
to Science)
Drawing and Painting: e.g. Still-life
(links to Science)
Observational drawings/Self-Portraits:
e.g. study famous artists and produce own
portrait based on this stimuli.
Rubbing/use of colour: e.g. Leaf
rubbings (links to Science)
Music
Charanga units throughout the year.
Opportunities for recorder, violin and guitar tuition.
Durham Music Services Drumming Workshop.
Performing-Singing
Performing-Singing
Performing-Singing
School songs
Songs
Listen to and copy notes G and E; singing
voices and match pitches.
Performing- Playing
Performing-Playing
Chant and clap in time with a steady
pulse using words related to topic.
Introduce chime bars- tuned percussion.
Illustrate stories or nursery rhymes by
playing up or down chime bars at
appropriate moment; Represent shoots
growing up and roots growing down;
Play copy cats tap back rhythm patterns.
Songs
Play junk instruments together
keeping beat.
Performing- Playimg
Play sounds in response to an animal
story/poem, using body percussion/
untuned / tuned instruments. Perform to
story.
Improvising and Experimenting
Improvising and Experimenting
Make junk instruments using
different materials. Play the
instruments together following a
conductor. Respond to range of
gestures for start/stop, slow/fast,
loud/quiet; Make a picture label for
each group of instruments.
Improvising and Experimenting
Play instruments or use body percussion
in different ways to create sound effects.
Make a picture label for each sound
effect; Suggest which instrument would
make a particular sound; Explore
different types of voices (Use puppets)
Use own voices to create sound effects
Select sounds in response to an animal
story/poem. Experiment to see what
sounds could be added to depict ideas.
Children compose own Animal rhythms/
Animal sounds short sequences of sound
using symbols for support. Animal
footsteps=pulse
Listening
Pulse/rhythm grids
Play games to guess what is making
the sound; Sounds heard on the way
to school; Listen to local music; Tap
knees in time to steady beat.
P.E.
R.E.
Listen to different sounds in the
environment then use memory to make
a list; Recall short sequences and
patterns of sounds; Listen to classical
music.
Listening
Sing back melodic phrases (tunes) they
have heard; Listen to classical music.
Coverage throughout the year depending on coaches and other planned activities:
Basic Movements and Activities (e.g. gymnastics)
Team Games
Dance
God & Creation
Jesus: friend to everyone
The Bible
Harvest
Listening
Easter: celebrating new life
Non-Christian faith link
Non-Christian faith: Special Books
Saints and Followers
Christmas: Gifts & Gift Bringers
MFL
Y2 2014 only
French
French
French
YEAR 1/2 CURRICULUM MAP CYCLE B
Autumn – Houses and Homes
Text Types
Spring – Home and Away
Narrative: Stories with familiar
settings; Traditional stories
Non-Fiction: Explanations
Poetry: Silly stuff; Calligrams
Take One Book: in depth study of a
book linked to a special interest or
topic.
Summer – Bon Voyage
Narrative: Stories from a range of
cultures/myths – creation stories;
different stories by the same
author/stories with recurring literacy
language
Narrative: Extended stories/significant
authors
Non-Fiction: Recount; use of dictionary;
instructions
Poetry: Really looking
Poetry: Pattern and rhyme
Non-Fiction: Information texts,
explanation; non-chronological reports
Take One Poet: in depth study of a poet
linked to a special interest or topic.
Take One Book: in depth study of a
book linked to a special interest or topic.
Reading:
Phonics programme: Letters and Sounds
English
Word reading
Reading:
Comprehension
Texts include:
Y1 poetry, key stories, traditional stories, fairy stories and non-fiction texts (NC p.21)
Y2 poetry (contemporary and classic), traditional stories, fairy stories, non-fiction texts (NC p.28)
Writing:
Phonics/Spelling programme (NC Appendix 1)
Transcription
Writing:
Composition
Writing:
Y1 Short narratives (NC p.24)
Y2 Narratives about personal experiences and those of others (real and fictional); about real events; poetry and for different
purposes (NC p.31)
NC Appendix 2
Vocabulary,
Grammar and
Punctuation
Speaking and
Listening
12 Statutory statements (NC p.17)
Maths
Number and Place Value
Number and Place Value
Number and Place Value
Four Operations (Written and Mental
Calculations)
Geometry: Properties of 2D Shapes
Four Operations (Written and Mental
Calculations)
Geometry: Properties of 3D Shapes
Four Operations (Written and Mental
Calculations)
Geometry: Properties of Shapes
Geometry: Position and Direction:
Symmetry
Geometry: Position and Direction
Geometry: Position and Direction
Measurement: Time & Calendars
Measurement: Weight & Capacity; Time
Statistics: Sorting Information
Statistics: Interpreting Pictograms and
Block Graphs
Statistics: Making Pictograms and Block
Graphs
Fractions, ratio and proportion
Fractions
Fractions
Measurement: Length
Science
Seasonal changes: across the four seasons/weather
Everyday Materials
Living things and their habitat
Animals, including humans
Working scientifically: throughout the year
Computing
IT: Record and playback sound; use
cameras to take photographs; use
multimedia software to complete
project (links to History and
Geography)
Digital Literacy and e-Safety: My
creative work; private information;
internet safety
IT: Use word processing and publishing
software to produce posters and
booklets (links to Geography and
History); recognise common uses of IT
beyond school
Computer Science: Algorithms and
instructions; Programmable toys and
hardware.
Digital Literacy and e-Safety:
Searching and key words; keeping safe
online
History
Geography
IT: Use database software (links to
Science); use publishing software (links to
History and Geography)
Computer Science: Algorithms and
instructions; Programmable apps and
software; Programmable toys and
hardware.
Digital Literacy and e-Safety: Sending email; trust
Chronology:
Local area history:
Changes within living memory –
families, homes, clothes and toys
Durham Cathedral and the Castle
Human and physical geography:
Basic geographical vocabulary to
refer to key human features; the
Equator and the Poles.
Location knowledge:
Location knowledge:
The seven continents and five oceans.
The UK
Geographical skills and fieldwork:
Use world maps, atlases and globes.
Physical geography:
Place Knowledge:
Local area history and significant
British individuals:
How travel has changed
Seasons and weather
A study comparing the human and
physical geography of a small area
of the UK and a contrasting nonEuropean country through a project
about homes around the world.
Human and physical geography:
Geographical skills and fieldwork:
Basic geographical vocabulary to refer to
key human and physical features.
Use world maps, atlases and globes; use
aerial photographs and plan perspectives;
devise a simple map; use and construct
keys.
Comparative study:
Durham and Lesotho.
Human and physical geography:
Basic geographical vocabulary to refer to
key physical features.
D.T.
Structure: e.g. make a house from
recycled materials (links to
Geography and History)
Control: e.g. produce a moving picture
book (links to Geography)
Cooking and nutrition: e.g. prepare
healthy and varied dishes.
Design, Make, Evaluate, Technical Knowledge
Throughout all DT projects.
Art and Design
Painting: e.g. houses in art; use of
colour and style around the world;
Sculpture: e.g. link to
Geography/History/English)
Printing: e.g. texture and colour;
shapes and patterns (links to
Geography and History)
Music
Painting/Colour: e.g. Animals in art (links
to Science)
Collage: e.g. Colour and texture (links to
Science or DT)
Charanga units throughout the year.
Opportunities for recorder, violin and guitar tuition.
Durham Music Services Drumming Workshop.
Performing-Singing
Performing-Singing
Performing-Singing
Nursery rhymes and playground
chants.
Songs from around the world.
Songs relating to topic; Sing songs in
different ways and discuss the effect.
Pitching- Slide the voice upwards in pitch
to a high voice and downwards to a low
voice; Sing songs based on the minor
third (soh-mi). Have 2 chilme bars
available which make the minor 3rd (G-E,
F-D, C-A)
Performing- Playing
Performing- Playing
Use instruments to accompany
singing songs; keeping steady
beat/playing rhythm.
Improvising and Experimenting
Handle and play African Instruments in
time to songs; Play rhythms of new
vocabulary linked to topic; Add an
instrument to play the beat and another
play the rhythm; Follow conductor and
be the conductor responding to gestures
for start/stop, slow/fast, loud/quiet.
Making sounds related to rooms in a
house; Compose a sound poem.
Improvising and Experimenting
Listening
Local songs
Listen to sounds of the jungle. Can the
children recreate the sounds with
instruments. Make a sound chart to
remind children when to play and record
sequence of sounds.
Listening
Listen to music from around the world
(African Music, Banghra); Invite
performers.
Performing- Playing
Identify different groups of instruments.
Play instruments or use body percussion
in different ways to create sound effects
and follow directions to ‘perform a story
together’; Children mark the pulse of a
song with feet and clap or tap the rhythm
with their hands at the same time.
Improvising and Experimenting
Create and choose sounds in response to
given stimulus; Find words to describe key
stimulus, explore different ways of saying
them to create effect and in way that
reflects their meaning. Suggest
appropriate instruments to make the
sounds described by the words and plan a
sequence/ create sound pictures.
Listening
Talk about high and low sounds in the
environment and imitate them with their
voices; Play High-middle-low. Prepare two
chime bars an octave apart e.g. Middle C
and the C an octave higher. Introduce
middle note G. Use hand positions to
reinforce high, middle and low. Sing back
melodic phrases from unknown songs.
P.E.
R.E.
Coverage throughout the year depending on coaches and other planned activities:
Basic Movements and Activities (e.g. gymnastics)
Team Games
Dance
My world: Jesus’ world
Baptism
The Church
Jesus was special
Christmas – The Journey to
Bethlehem
Non-Christian faith link
Non-Christian faith Unit: Places of
Worship
Easter – symbols
Ascension and Pentecost
YEAR 3/4 CURRICULUM MAP CYCLE A
Autumn – Rock and Roll
Text Types
Narrative: Adventure and Mystery
Non-Fiction: Information texts;
Explanation texts
Poetry: Riddles
Spring – Castles
Narrative: Story settings; Traditional
tales – alternative versions
Summer – The Romans
Narrative: Persuasive texts
Non-Fiction: Haiku, tanka and kennings
Non-Fiction: Reports
Poetry: Using the senses; Take One Poet
Poetry: Poems to perform
Take One Book: in depth study of a
book linked to a special interest or
topic.
Reading:
Take One Poet: in depth study of the
work of one poet linked to a special
interest or topic.
Take One Book: in depth study of a book
linked to a special interest or topic.
NC Appendix 1 (NC p. 35)
Word reading
English
Reading:
Comprehension
Writing:
Texts include:
Wide range of fiction (including fairy stories and myths and legends), poetry, plays, nonfiction texts and reference books /
text books and dictionaries (NC p. 35/36)
Spelling programme (NC Appendix 1)
Transcription
Writing:
Narrative and non-narrative (NC p. 39)
Composition
Writing:
NC Appendix 2
Vocabulary,
Grammar and
Punctuation
Speaking and
Listening
12 Statutory statements (NC p.17)
Maths
Four Operations (Written and Mental
Calculations)
Four Operations (Written and Mental
Calculations)
Four Operations (Written and Mental
Calculations)
Number and place value
Number and place value
Number and place value
Decimals, fractions, percentages,
ratio and proportion
Equivalent decimals, fractions,
percentages, ratio and proportion
Mental addition and subtraction
Measurement: Time and Calendars;
Weight and Capacity
Geometry: properties of 2D shapes:
Angles; Drawing Shapes
Statistics: Bar Charts
Geometry: position and direction
Geometry: properties of 2D & 3D
shapes; Angles
Measurement: Time and Calendars;
Weight and Length
Decimals, percentages and their
equivalence to fractions
Measurement: Time
Geometry: properties of shapes:
Symmetry and Perimeter; 3D Shapes
Geometry: position and direction
Statistics: Block Graphs
Statistics: Line Graphs
Science
Rocks and Soils
Living things and their habitats
Light
Animals, including humans
Electricity
Working Scientifically: Throughout the year
Computing
Computer Science: Write and
debug programs using Scratch.
IT: Use learning platform to create
class learning blog (links to Science,
History and Geography).
Digital Literacy and e-Safety:
Connecting to others through the
internet; Cyberbulling and reporting.
History
Stone age to iron age
Computer Science: Write and debug
programs using Scratch (links to
Literacy).
Computer Science: Write and debug
programs (including repetition) using
Scratch (links to Maths).
IT: Use search technologies and use a
range of software to create and publish a
presentation/video documentary (links to
History and Geography).
IT: Use and combine a variety of software
and devices to create and publish projects
(links to History).
Digital Literacy and e-Safety:
Responsibility; personal information.
Local study:
Digital Literacy and e-Safety: Sharing
information online; Using e-mail safely.
Roman Empire and impact on Britain
Durham Castle (1072)
Geography
Describe and understand key
aspects of physical geography:
Mountains, volcanoes and
earthquakes
Place knowledge:
Location knowledge:
Compare a of a region of the UK, a
region in a European country, and a
region within North or South America.
The UK
Geographical skills and fieldwork:
Geographical skills and fieldwork:
Use maps, atlases, globes and
digital/computer mapping.
Use maps, atlases, globes and
digital/computer mapping.
Fieldwork using a range of methods.
D.T.
Textiles:
Food:
Electrical control:
e.g. bags
e.g. healthy meals (links to Geography)
e.g. design and make an alarm (links to
Science)
Design, Make, Evaluate, Technical Knowledge
Throughout all DT projects.
Art and Design
Music
Moving figures:
Architecture study/printing:
Italian art:
e.g. exploring movement in art (links
to History)
e.g. Study of form, structure, materials
and symmetry (links to History and
Geography)
e.g. Study of famous Italian artists and
their impact on the world.
Charanga units throughout the year
Musical Instrument Tuition opportunities
Performing- Singing
Performing- Singing
Performing- Singing
Use voices to create and control
sounds including tempo/speeddynamics/volume and pitch) during
rhymes/raps/action songs.
Sing in tune in a group and alone.
Sing using a limited range of notes (i.e.
middle C to D octave above)
Performing-Playing
Create and control sounds on
instruments (Including tempo/speeddynamics/volume and pitch)
Improvising and Experimenting.
Percussion band/ensemble-playing
word rhythms using Stone-Iron Age
ideas; Recognise and explore the
ways sounds can be combined and
used expressively.
Sing with expression.
Make improvements to singing-rehearse
together to achieve objectives.
Performing-Playing
Select instruments and create sounds to
describe visual images; Keep in time
with a steady pulse when playing
instruments
Improvising and Experimenting.
Identify how songs are structured and
accompanied.
Performing-Playing
Perform a repeated pattern to a steady
pulse.
Maintain own part with awareness of how
the different parts fit together to achieve
an overall effect.
Charanga notated music.
Improvising and Experimenting.
Listening
Listening
Learn new songs quickly, sing from
memory; Identify rhythmic patterns,
instruments and repetitions of
sound/pattern.
Listen and appraise regional
songs/dances-folk and national music;
Internalise short melodies and play
these on pitched instruments (play by
ear).
Express song meanings/lyric using voices
or instruments.
Identify and control different ways
instruments make sounds.
Listening
Analyse and compare different sound
qualities (Timbres) instrumental, vocal,
environmental/natural, synthesised.
Explain how sounds can create different
intended effects.
P.E.
R.E.
Coverage throughout the year depending on coaches and other planned activities:
Basic movements and activities
Competitive games including basic principles of attacking and defending.
Flexibility, strength, technique, control and balance (e.g. gymnastics and/or athletics)
Dance
Outdoor and adventurous activity challenges (individual and team)
Compare performances and demonstrate improvement
Swimming
Jesus the Man who changed lives
Rules for living
The Old Testament – Called by God
Harvest
God, David and The Psalms
Non-Christian faith link
Joseph
Christmas – God with us
Non-Christian Faith Unit: Rules for living
Easter – Joy, Sadness, Joy
MFL
French
French
French
YEAR 3/4 CURRICULUM MAP CYCLE B
Autumn – Water Cycles
Text Types
Narrative: Traditional tales: fables;
Stories which raise issues/dilemmas
Non-Fiction: Information texts;
Explanation; Discussion
Poetry: Riddles
Take One Poet: in depth study of a
poet linked to a special interest or
topic.
Reading:
Spring – Eqypt
Summer – The Greeks
Narrative: Stories from other cultures
Narrative: Myths and legends; Plays
Non-Fiction: Instructions
Non-Fiction: Recounts:
newspapers/magazines
Poetry: Narrative poetry
Poetry: Limericks
Take One Author: in depth study of the
work of one author linked to a special
interest or topic.
Take One Book: in depth study of a book
linked to a special interest or topic.
NC Appendix 1 (NC p. 35)
Word reading
English
Reading:
Comprehension
Writing:
Texts include:
Wide range of fiction (including fairy stories and myths and legends), poetry, plays, nonfiction texts and reference books /
text books and dictionaries (NC p. 35/36)
Spelling programme (NC Appendix 1)
Transcription
Writing:
Narrative and non-narrative (NC p. 39)
Composition
Writing:
NC Appendix 2
Vocabulary,
Grammar and
Punctuation
Speaking and
Listening
12 Statutory statements (NC p.17)
Maths
Four Operations (Written and Mental
Calculations)
Four Operations (Written and Mental
Calculations)
Four Operations (Written and Mental
Calculations)
Number and place value
Number and place value
Number and place value
Decimals, fractions, percentages,
ratio and proportion
Equivalent decimals, fractions,
percentages, ratio and proportion
Mental addition and subtraction
Measurement: Time and Calendars;
Weight and Capacity
Geometry: properties of 2D shapes:
Angles; Drawing Shapes
Statistics: Bar Charts
Geometry: position and direction
Geometry: properties of 2D & 3D
shapes; Angles
Measurement: Time and Calendars;
Weight and Length
Decimals, percentages and their
equivalence to fractions
Measurement: Time
Geometry: properties of shapes:
Symmetry and Perimeter; 3D Shapes
Geometry: position and direction
Statistics: Block Graphs
Statistics: Line Graphs
Science
States of Matter
Animals, including humans
Sound
Forces and magnets
Plants
Working Scientifically: Throughout the year
Computing
Computer Science: Write and
debug programs using Scratch.
Digital Literacy and e-Safety:
Online and offline communication;
using technology to communicate
Computer Science: Write and debug
programs using Scratch (links to
Literacy).
Computer Science: Write and debug
programs (including repetition) using
Scratch (links to Maths).
IT: Use search technologies and use a
range of software to create and publish
an information leaflet (links to History).
IT: Use and combine a variety of software
and devices to collect, analyse, evaluate
and present data and information (links to
History and Maths); Combine media to
design an advertising campaign (links to
History and PE)
Digital Literacy and e-Safety:
Searching the internet; Plagiarism;
Responsible use of the internet
Digital Literacy and e-Safety: Online
advertisements; Online communication
and safety
History
Geography
Earliest Civilizations:
Earliest Civilizations:
Study of Ancient Egypt
Study of Ancient Greeks
Describe and understand key
aspects of physical geography:
Water cycle
Location knowledge:
Europe
Geographical skills and fieldwork:
Use maps, atlases, globes and
digital/computer mapping.
D.T.
Mechanisms:
Control:
Structure:
e.g. Pneumatics and toys (links to
Science and English)
e.g. Books with moving parts (links to
English and History)
e.g. Photo frames (links to Geography)
Design, Make, Evaluate, Technical Knowledge
Throughout all DT projects.
Art and Design
Movement in art:
Mixed Media:
Sculpture:
e.g. Water in art
e.g. Study of Egyptian art
e.g. Study of Greek sculpture
Music
Charanga units throughout the year
Musical Instrument Tuition opportunities
Performing- Singing
Performing- Singing
Performing- Singing
Use voices to create and control
sounds including tempo/speeddynamics/volume and pitch) during
rhymes/raps/action songs.
Sing in tune in a group and alone.
Sing using a limited range of notes (i.e.
middle C to D octave above); Make
improvements to singing-rehearse
together to achieve objectives.
Performing-Playing
Performing-Playing
Create and control sounds on
instruments (Including tempo/speeddynamics/volume and pitch).
Select instruments and create sounds to
describe visual images.
Sing with expression.
Keep in time with a steady pulse when
playing instruments.
Improvising and Experimenting.
Percussion band/ensemble-playing
word rhythms using Stone-Iron Age
ideas; Recognise and explore the
ways sounds can be combined and
used expressively.
Performing-Playing
Perform a repeated pattern to a steady
pulse; Maintain own part with awareness
of how the different parts fit together to
achieve an overall effect; Charanga
notated music.
Improvising and Experimenting.
Identify how songs are structured and
accompanied.
Improvising and Experimenting.
Express song meanings/lyric using voices
or instruments; Identify and control
different ways instruments make sounds.
Listening
Listening
Learn new songs quickly, sing from
memory; Identify rhythmic patterns,
instruments and repetitions of
sound/pattern.
Listen and appraise regional
songs/dances-folk and national music.
Internalise short melodies and play
these on pitched instruments (play by
ear).
Listening
Analyse and compare different sound
qualities (Timbres) instrumental, vocal,
environmental/natural, synthesised.
Explain how sounds can create different
intended effects.
P.E.
R.E.
Coverage throughout the year depending on coaches and other planned activities:
Basic movements and activities
Competitive games including basic principles of attacking and defending.
Flexibility, strength, technique, control and balance (e.g. gymnastics and/or athletics)
Dance
Outdoor and adventurous activity challenges (individual and team)
Compare performances and demonstrate improvement
Swimming
Jesus the Son of God –
The Lord’s Prayer
The Church
Non-Christian faith link
Lent
Prayer
Easter – Betrayal and Trust
Christmas – Light
Non-Christian Faith Unit: Sacred Places
Why do Christians sing?
MFL
French
French
French