Project & Enquiry
Question
Visit/visitor
Theme Day:
History
Geography
Progression and
Innovation
Engagement
(Hook)
Whole
school
Events
Developing an ‘EPIC’ Approach to the Wickersley Northfield Primary Curriculum to inspire and equip learners for the 21st Century
Long Term Plan for Year ………. Teacher ………………………………………
Year: 2016/17
Autumn 1
7 Week
Autumn 2
6 Week
Harvest Festival
Christmas Events
& Productions
Spring 1
7 Week
Spring 2
6 Week
Whole School Book Week
Summer 1
5 Week
SATS
Sport’s Week
Project: Vikings
Project: Splish, Splash, Splosh!
Project: lights, Camera,
Action
Enquiry question:
Why did The Vikings invade Britain?
Enquiry question: Where does
water go when puddles dry up?
(HISTORY)
(SCIENCE / GEOGRAPHY)
(ICT/DT)
Project: South America
(DT)
Yorvik
Carsington Water?
Or Magna?
Winterhill CLC
Drinks Pitch to peers
Enquiry question: How was
Wallace and Gromit made?
Project: Slurp
Enquiry question:
What drinks are healthy?
Summer 2
7 Week
Whole School Transition
Project
Transition & Y6 Production
Project: Zoologist for a
day
Project: A Bigger Picture
Enquiry question: What
animals are native to
Africa?
Enquiry question: How did
David Hockney capture a
woodland landscape?
(SCIENCE)
Yorkshire Wildlife Park
Famous
Briton:
David
Hockney
(ART)
Art Gallery for parents
Use maps to locate
countries and describe
features studied
Use a four figure grid
reference.
Use maps and digital
mapping to locate
countries.
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 technology.
Anglo Saxons and Scots
The Viking and Anglo-Saxon struggle
for the kingdom of England to the
time of Edward the Confessor.
(Viking quest)
Types of Settlement and Land use.
(Viking quest)
Rivers, Mountains and The Water
Cycle
Name and locate cities of the
United Kingdom.
Key topographical features.
Pupils should be taught to
develop their techniques,
including their control and
their use of materials, with
creativity, experimentation
and an increasing
awareness of different kinds
of art, craft and design.
Pupils should be taught:
to create sketch books to
record their observations
and use them to review and
revisit ideas
to improve their mastery of
art and design techniques,
including drawing and
painting with a range of
materials [for example,
pencil, charcoal, paint, clay]
about great artists,
architects and designers in
history.
Art
Textiles: Weaving
Pupils should be taught to develop
their techniques, including their
control and their use of materials,
with creativity, experimentation and
an increasing awareness of different
kinds of craft and design.
DT
Understand and use electrical
systems in their products
(building circuits)
Make models for animation
Design: use research and
develop design criteria.
Design: generate, develop,
model and communicate their
ideas…
Make: Select from and use a
wider range of tools and
equipment to perform
practical tasks accurately
Make: Select from and use a
wide range of materials and
components.
Evaluate their ideas and
products against their own
design criteria and consider
the views of others to improve
their work.
Creating recipes for
Smoothies:
use and apply the principles of
a healthy and varied diet to
prepare dishes and
understand where food comes
from.
understand seasonality, and
know where and how a variety
of ingredients are grown,
reared, caught and processed.
Science
Cross curricular
Literacy
Genre & SPaG
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
Working Scientifically
State 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 and
condensation
Light and Sounds
Identify how sounds are made,
associating 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.
Non-chronological Report
Explanation
Instructions
Historical Narrative
Non-chronological
Narrative/myth
Persuasion
Recount
Digestive system in 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.
Describe the simple
functions of the basic parts
of the digestive system in
humans
Persuasion
Narrative
Story
Poetry
Poetry
Narrative
Recount
Narrative - Dilemmas
Explanation
Non-chronological Report
Capacity
Area and perimeter
–
Adventure
Non-chronological
Playscripts
Capacity
Cross curricular
Maths
Area of Learning
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 dangers to
living things
Weight/mass
Capacity
Main focus
Select, use and combine a
variety of software on a range
of digital services to design
and create a range of
programs and content that
accomplish given goals.
Focus/skill: digital literacy
Focus/skill: control
E-safety opportunities:
Focus/skill: digital literacy
E-safety opportunities:
E-safety opportunities:
Focus/skill:
Focus/skill:
Focus/skill:
Focus/skill:
Focus/skill:
Focus/skill:
PE
E-safety opportunities:
for this term is e safety.
Select, use and combine a variety
of software to collect, analyse,
evaluate and present data
Competition Events:
Competition Events:
Competition Events:
Competition Events:
Competition Events:
Whole School Sports
Day/Health Week
Competition Events:
RE
Computing
Focus/skill:
Focus: Christians and Hindus
Enquiry Question: How do they use art, buildings and music in worship and
community
Other links : e.g. Literacy/Art etc
PSHE
Focus: Christians and Hindus
Enquiry Question: What is God like? What matters most in life?
What happens when we die?
Other links : e.g. Literacy/Art etc
Viking assembly
Celebration &
Critique
Communicat
ion
Music
Play and perform in solo and
ensemble contexts, using their
voices and playing musical
instruments
with
increasing
accuracy, fluency, control and
expression.
Improvise and compose music for
a range of purposes using the
inter-related dimensions of music
Listen with attention to detail and
recall sounds with increasing aural
memory
Use and understand staff and
other musical notations.
Appreciate
and
understand a wide range
of high quality live and
recorded music drawn
from different traditions.
Animation event
Art exhibition