Autumn 2015 Spring 2016 Aztecs
Latitude and Longitude
Geography
Children will ask big questions will lead to an understanding of: Understand biomes, vegetation belts, land use, economic activity, distribution of resources Geography Locate and study world’s countries, focussing on Europe & Americas focus on key physical & human features Use 8 points of compass, symbols & keys Describe & understand climate, rivers, mountains, volcanoes, earthquakes, water cycle, settlements, trade links, etc. History​
: Broader history study: Earliest civilisations, non­European civilisations Art Use sketchbooks to collect, record and review ideas Improve mastery of techniques such as drawing and sculpture. Children will: ● Focus on mosaics and their role in Aztec society. ● Use pointillism ( look at connected artists) to create Azrtec images DT Computing: Use research& criteria to develop products which are fit for purpose Year 3/4 will:
RE Music Using percussion instruments children will: Ethics and Relationships – Eco History Children will ask big questions will lead to an understanding of: •Stone Age to Iron Age Britain, including: ­ hunter­gatherers and early farmers ­ Bronze age religion Summer 2016 Changes to Bacton
Geography
Children will be able to: ● Use fieldwork to explain and record ideas ● Use fieldwork and observation to study the immediate environment ​
History: A local history study ● A depth study linked to a studied period ● A study over a period of time ● A post 1066 of a relevant period of history – Ruins next to the school ●
Learn to create a variety of pop up, swinging mechanisms to create Aztec story books with moving parts for the Seahorse class. ● Design & write programs to achieve specific goals, including solving problems ● Use logical reasoning Year 5/6 will:
● Design & write programs ● Use sequences, repetition, inputs, variables and outputs in programs ● Detect & correct errors in programs Be discerning in evaluating digital content RE Inspiration, influence and the impact of belief Art: Use research& criteria to develop products which are fit for purpose Use annotated sketches and prototypes to explain ideas Evaluate existing products and improve own work /​
DT​
Understand seasonality; prepare & cook mainly savoury dishes Music:
Use & understand basics of staff notation Computing: Year 3/4 will:
Design & write programs to achieve specific goals, including solving problems ● Use logical reasoning Understand computer networks
Year 5/6 will:
● Design & write programs ● Use sequences, repetition, inputs, variables and outputs in programs ● Detect & correct errors in programs Be discerning in evaluating digital content RE: Belonging: family, community and the world. Art/DT •Improve mastery of techniques such as sculpture: ● Clay to create an example of a memorial/ piece of sculpture which represents Bacton’s history. . •Perform with control & expression in ensembles •Listen to detail and recall aurally Develop an understanding of the history of music ICT:​
Across the year children will also be taught to: During all topics children will: ● Use internet safely and appropriately ● Collect and present data appropriately RE. (KS2 Christianity & Islam ) (KS2 Christianity, Hinduism & Buddhism​
) (KS2 Christianity, Islam & Sikhism​
) Languages: ​
Across the year children will be taught to understand and respond to spoken and written language from a variety of authentic sources; speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation; can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt; discover and develop an appreciation of a range of writing in the language studied SCIENCE 2015­2016 Autumn HT1 Autumn HT2 Spring HT1 Spring HT2 Summer HT1 Summer HT2 Year 3 /4 Rocks
Light
Living things and
Electricity
Plants – growing,
Animals
●
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
●
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
habitats
recognise that
environments can
change and that
this can sometimes
pose danger to
living things
construct and
interpret a variety
of food chains,
identifying
producers,
predators and prey
● identify common
appliances that
run on electricity
● construct a
simple series
electrical circuit,
identifying and
naming its basic
parts, including
cells, wires,
bulbs,
● identify whether
or not a lamp
will light in a
simple series
circuit, based on
whether or not
the lamp is part
pollination
●
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,
Identify that humans
and some other
animals have
skeletons and
muscles for support,
protection and
movement.
source is blocked by
a solid object
find patterns in the
way that the size of
shadows change
of a complete
loop
● recognise that a
switch opens
and closes a
circuit and
associate this
with whether or
not a lamp lights
including pollination, seed
formation and seed
dispersal.
recognise some
common
conductors and
insulators, and
associate metals
with being good
conductors
Working Scientifically:
These approaches and skills should come into every science lesson in some way, but should also be taught explicitly
●asking relevant questions and using different types of scientific enquiries to answer them
●Setting up simple practical enquiries, comparative and fair tests
●making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including
thermometers and data loggers
●gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
●recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
●reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
●using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
●identifying differences, similarities or changes related to simple scientific ideas and processes
using straightforward scientific evidence to answer questions or to support their findings. Year 5/6 Light
Evolution and
Evolution and
●
recognise
Inheritance
Inheritance
recognise
that light appears to ●
identify how
travel in straight lines that living things have animals and plants
changed over time
●
use the idea
are adapted to suit
and
that
fossils
that light travels in
Properties and
changes in
materials
●
compare
and group together
everyday materials
Life Cycles
●
describe the
differences in the life
cycles of a mammal, an
amphibian, an insect and
a bird
Forces
●
explain that
unsupported objects
fall towards the
Earth because of the
force of gravity
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.
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
their environment
in different
ways and that
adaptation may
lead to evolution
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
Working Scientifically:
These approaches and skills should come into every science lesson in some way, but should also be taught explicitly
●
describe the life
process of reproduction
in some plants and
animals
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
●
planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
●
taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
●
recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
●
using test results to make predictions to set up further comparative and fair tests
●
reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written
forms such as displays and other presentations
identifying scientific evidence that has been used to support or refute ideas​
or ​
arguments