LTP KS2 – New Curriculum 2014
Year A
Party like a Roman
Extreme Environment
Conquests/Invaders
English
Narrative:
Write stories set in places pupils have been.
Write stories of adventure.
POR – Ug - Boy Genius of the Stone Age
Narrative:
Stories from other cultures – Grace and Family
Narrative:
Write stories of mystery and suspense.
POR – The Iron Man
Non-Fiction:
Explanation Text – Roman Soldier Handbook
Poetry:
Christmas themed
Science
Sound
Pupils should be taught to:
• identify how sounds are made, associating
some of them with something vibrating
• 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. Non-fiction:
Write explanations.
Poetry:
Poetry from other cultures – Caribbean poetry. Poet
study – Grace Nichols, etc.
All living things
Pupils should be taught to:
• identify and name a variety of living things
(plants and animals) in the local and wider
environment, using classification keys to
assign them to groups
• recognise that environments can change
and that this can sometimes pose dangers
to living things.
States of matter
Pupils should be taught to:
• 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.
Non-fiction:
Write in a journalistic style.
Persuasion / Adverts – healthy eating.
Poetry:
Performance poetry: the iron man
Animals, including humans
Pupils should be taught to:
• 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 animals
have skeletons and muscles for support,
protection and movement.
Forces and magnets (Weapons?)
Pupils should be taught to:
• notice that some forces need contact
between two objects, but magnetic forces
can act at a distance
• 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
LTP KS2 – New Curriculum 2014
•
•
Geography
describe magnets as having two poles
predict whether two magnets will attract or
repel each other, depending on which poles
are facing.
Rivers and Mountains
Describe and understand key aspects of: physical
geography, including rivers, mountains and the
water-cycle.
To 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.
To understand how rivers and mountains are
formed.
History
PE
Changes in Britain from the Stone Age to the Iron Age
and The Roman Empire and its impact on Britain
The Viking and Anglo-Saxon struggle for the Kingdom
of England to the time of Edward the Confessor
To understand what life was like for Celts and Romans
Gymnastics – Flight
To understand what life was like for the Romans and
Celts.
Swimming
Athletics
Pupils should be
taught to:
Pupils should be
taught to:
Dance – Topic
Gymnastics – Pathway and
Level
Pupils should be
taught to:
Pupils should be taught to:
perform dances using
a range of movement
patterns
develop flexibility, strength,
technique, control and
balance,
•
develop
flexibility,
strength,
technique,
control and
balance,
Pupils should be taught to:
•
•
•
swim
competently,
confidently and
proficiently over a
distance of at
least 25 metres
use a range of
•
use running,
jumping, throwing
and catching in
isolation and in
combination
compare their
performances
with previous
LTP KS2 – New Curriculum 2014
•
strokes effectively
such as front
crawl, backstroke
and breaststroke
perform safe selfrescue in different
water-based
situations.
ones and
demonstrate
improvement to
achieve their
personal best.
PPA
OAA
• take part in
outdoor and
adventurous
activity
challenges both
individually and
within a team
Rugby
• play competitive games,
modified where
appropriate, such as
badminton, basketball,
cricket, football, hockey,
netball, rounders and
tennis, and apply basic
principles suitable for
attacking and defending
Badminton
• play competitive
games, modified
where
appropriate, such
as badminton,
basketball,
cricket, football,
hockey, netball,
rounders and
tennis, and apply
basic principles
suitable for
attacking and
defending
Football
• play competitive
games, modified
where appropriate,
such as badminton,
basketball, cricket,
football, hockey,
netball, rounders and
tennis, and apply basic
principles suitable for
attacking and
defending
Striking/Fielding
• play competitive
games, modified
where
appropriate, such
as badminton,
basketball, cricket,
football, hockey,
netball, rounders
and tennis, and
apply basic
principles suitable
for attacking and
defending
Tennis
• play competitive
games, modified
where appropriate,
such as badminton,
basketball, cricket,
football, hockey,
netball, rounders and
tennis, and apply basic
principles suitable for
attacking and
defending
Computing
Understanding Tech:
Using search engines
Programming: Algorithm –
Getting Up
Understanding Tech:
Creating effects –
Faces / music
Programming: Scratch –
Bringing it to life
Understanding Tech:
Creating PowerPoint
presentations
Programming: Playground
games algorithm
understand
computer networks
including the
internet; how they
can provide multiple
services, such as the
world-wide web; and
the opportunities
design, write and debug
programs that accomplish
specific goals, including
controlling or simulating
physical systems; solve
problems by decomposing
understand computer
networks including the
internet; how they can
provide multiple
services, such as the
world-wide web; and
the opportunities they
design, write and debug
programs that accomplish
specific goals, including
controlling or simulating
physical systems; solve
problems by decomposing
understand computer
networks including the
internet; how they can
provide multiple
services, such as the
world-wide web; and
the opportunities they
design, write and debug
programs that accomplish
specific goals, including
controlling or simulating
physical systems; solve
problems by decomposing
LTP KS2 – New Curriculum 2014
they offer for
communication and
collaboration
them into smaller parts
offer for
communication and
collaboration
them into smaller parts
offer for
communication and
collaboration
them into smaller parts
Digital Literacy:
Making an e-book /
searching and saving
images
E-safety: Searching the
internet and keeping safe
Digital Literacy:
Handling Data
(2Graph)
E-safety: Keeping devices
safe / Passwords
Digital Literacy: Web
research
E-safety: Cyber people /
Have your say
use technology safely,
respectfully and
responsibly; know a range
of ways to report concerns
and inappropriate
behaviour
select, use and
combine a variety of
software (including
internet services) on a
range of digital devices
to accomplish given
goals, including
collecting, analysing,
evaluating and
presenting data and
information
use technology safely,
respectfully and
responsibly; know a range
of ways to report concerns
and inappropriate
behaviour
select, use and
combine a variety of
software (including
internet services) on
a range of digital
devices to
accomplish given
goals, including
collecting, analysing,
evaluating and
presenting data and
information
use search
technologies
effectively,
appreciate how
results are selected
and ranked, and be
discerning in
evaluating digital
content
use technology safely,
respectfully and responsibly;
know a range of ways to
report concerns and
inappropriate behaviour
select, use and
combine a variety of
software (including
internet services) on a
range of digital
devices to accomplish
given goals, including
collecting, analysing,
evaluating and
presenting data and
information
use search
technologies
effectively, appreciate
how results are
selected and ranked,
and be discerning in
evaluating digital
content
use search
technologies
effectively, appreciate
how results are
selected and ranked,
and be discerning in
evaluating digital
content
LTP KS2 – New Curriculum 2014
Art
Classical art – history/culture
Landscapes – local artists, John Constable, Hokusai,
Van Gogh, Gauguin
Pupils should be taught:
Still life – Cezanne
Pupils should be taught:
Pupils should be taught:
•
•
•
Design and
Technology
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, painting and
sculpture with a range of materials (e.g.
pencil, charcoal, paint, clay)
about great artists, architects and designers
in history.
•
•
•
•
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, painting and
sculpture with a range of materials (e.g.
pencil, charcoal, paint, clay)
about great artists, architects and
designers in history.
•
•
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, painting and
sculpture with a range of materials (e.g.
pencil, charcoal, paint, clay)
about great artists, architects and
designers in history.
Making Roman Shields / Christmas decorations
Cooking – healthy diet
Making a Viking Long Boat
When designing and making, pupils should be taught
to:
Design –
• use research and develop design criteria to
inform the design of innovative, functional,
appealing products that are fit for purpose,
aimed at particular individuals or groups
• generate, develop, model and communicate
their ideas through discussion, annotated
sketches, cross-sectional and exploded
diagrams, prototypes, pattern pieces and
computer-aided design
Make
• select from and use a wider range of tools
and equipment to perform practical tasks,
When designing and making, pupils should be
taught to:
Design
• use research and develop design criteria to
inform the design of innovative, functional,
appealing products that are fit for purpose,
aimed at particular individuals or groups
• generate, develop, model and communicate
their ideas through discussion, annotated
sketches, cross-sectional and exploded
diagrams, prototypes, pattern pieces and
computer-aided design
Make
• select from and use a wider range of tools
and equipment to perform practical tasks,
When designing and making, pupils should be
taught to:
Design
• use research and develop design criteria to
inform the design of innovative, functional,
appealing products that are fit for purpose,
aimed at particular individuals or groups
• generate, develop, model and communicate
their ideas through discussion, annotated
sketches, cross-sectional and exploded
diagrams, prototypes, pattern pieces and
computer-aided design
Make
• select from and use a wider range of tools
and equipment to perform practical tasks,
LTP KS2 – New Curriculum 2014
•
such as cutting, shaping, joining and finishing,
accurately
select from and use a wider range of
materials and components, including
construction materials, textiles and
ingredients, according to their functional
properties and aesthetic qualities
•
such as cutting, shaping, joining and
finishing, accurately
select from and use a wider range of
materials and components, including
construction materials, textiles and
ingredients, according to their functional
properties and aesthetic qualities
•
such as cutting, shaping, joining and
finishing, accurately
select from and use a wider range of
materials and components, including
construction materials, textiles and
ingredients, according to their functional
properties and aesthetic qualities
Evaluate
• investigate and analyse a range of existing
products
• evaluate their ideas and products against
their own design criteria and consider the
views of others to improve their work
• understand how key events and individuals in
design and technology have helped shape the
world .
Technical knowledge
• apply their understanding of how to
strengthen, stiffen and reinforce more
complex structures
Evaluate
• investigate and analyse a range of existing
products
• evaluate their ideas and products against
their own design criteria and consider the
views of others to improve their work
• understand how key events and individuals
in design and technology have helped shape
the world .
Technical knowledge
• apply their understanding of how to
strengthen, stiffen and reinforce more
complex structures
Evaluate
• investigate and analyse a range of existing
products
• evaluate their ideas and products against
their own design criteria and consider the
views of others to improve their work
• understand how key events and individuals
in design and technology have helped shape
the world.
Technical knowledge
• apply their understanding of how to
strengthen, stiffen and reinforce more
complex structures
PSHE
Beginning and Belonging
Anti-bullying
Managing Risk
Drug Education
Family and Friends
Working Together
Sex and Relationships
Managing Change
RE
Judaism:
Christmas:
Water of Life:
The Church Year:
Christianity:
Journeys:
What is important for
Jews about being part of
God’s family?
How is it celebrated
around the world?
What does this mean and
why is it important to
people?
Is Easter a festival of
new life or sacrifice?
What do people believe about
the creation of our world?
What can we learn
from religious
stories about
journeys?
LTP KS2 – New Curriculum 2014
Music
Music Express Year 3
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising
and manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
•
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 and from great composers and musicians
•
develop an understanding of the history of music.
Animal Magic –
Exploring descriptive
sounds
Languages
Play it again – Exploring
rhythmic patterns
The class orchestra –
Exploring arrangements
Dragon scales –
Exploring pentatonic
scales
Painting with sound –
Exploring sound colours
Salt pepper vinegar
mustard –
Exploring singing
games
Pupils should be taught to:
•
listen attentively to spoken language and show understanding by joining in and responding
•
explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
•
engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
•
speak in sentences, using familiar vocabulary, phrases and basic language structures
•
develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
•
present ideas and information orally to a range of audiences*
LTP KS2 – New Curriculum 2014
•
read carefully and show understanding of words, phrases and simple writing
•
appreciate stories, songs, poems and rhymes in the language
•
broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a
dictionary
•
write phrases from memory, and adapt these to create new sentences, to express ideas clearly
•
describe people, places, things and actions orally* and in writing
•
understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation
of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are
similar to English.
Year B
Shake, Rattle and Roll
Tomb Raiders
Rainforest Rescue
English Y3
Narrative:
POR – The Pebble in my pocket
Narrative:
Write stories that contain mythical legendary or historical
characters or events – Historical
Narrative:
Write stories, letters, scripts and fictional biographies inspired by
reading across the curriculum – Lynne Cherry
POR – Jeannie Baker
Write stories that contain mythical legendary or historical
characters or events – Mythical
POR – Varjak Paw
Non-Fiction:
Write non-chronological reports – Pompeii
Poetry:
Cinquains
Science
Rocks
Pupils should be taught to:
•
compare and group together different kinds of
rocks on the basis of their appearance and simple
physical properties
Non-fiction:
Write instructions.
Recount – Howard Carter
Poetry:
Riddles
Light
Pupils should be taught to:
•
notice that light is reflected from surfaces
•
find patterns that determine the size of
shadows.
Non-fiction:
Write persuasively.
Write non-chronological reports.
Poetry:
Shape and calligrams
Plants
Pupils should be taught to:
•
identify and describe the functions of different
parts of flowering plants: roots, stem, leaves and
flowers
LTP KS2 – New Curriculum 2014
•
•
Geography
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
•
Electricity (lighting the tomb?)
Pupils should be taught to:
•
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 being good
conductors. Describe and understand key aspects of: physical geography,
including volcanoes and earthquakes.
•
•
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, including pollination, seed
formation and seed dispersal.
Animals, including humans
Pupils should be taught to:
•
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. Describe and understand key aspects of:
physical geography, including: climate zones, biomes and
vegetation belts.
To study the formation of volcanoes and earthquakes
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.
To understand life in the rainforest
History
Egyptians - an overview of where and when the first
civilizations appeared
To study the civilization of ancient Egypt.
LTP KS2 – New Curriculum 2014
PE
Dance – Topic
Gymnastics – Curl and Stretch
Swimming
Athletics
Pupils should be taught to:
Pupils should be taught to:
Pupils should be taught to:
Pupils should be taught
to:
perform dances using a range of movement patterns
•
develop flexibility, strength, technique, control
and balance,
•
•
•
PPA
Tag Rugby
•
play competitive games,
modified where
appropriate, such as
badminton, basketball,
cricket, football, hockey,
netball, rounders and
tennis, and apply basic
principles suitable for
attacking and defending
Hockey
•
play competitive
games, modified
where appropriate,
such as badminton,
basketball, cricket,
football, hockey,
netball, rounders and
tennis, and apply basic
principles suitable for
attacking and
defending
Netball
•
play competitive games,
modified where
appropriate, such as
badminton, basketball,
cricket, football, hockey,
netball, rounders and
tennis, and apply basic
principles suitable for
attacking and defending
Netball
•
play competitive
games, modified
where
appropriate, such
as badminton,
basketball,
cricket, football,
hockey, netball,
rounders and
tennis, and apply
basic principles
suitable for
attacking and
defending
swim competently,
confidently and
proficiently over a
distance of at least 25
metres
use a range of strokes
effectively such as front
crawl, backstroke and
breaststroke
perform safe self-rescue
in different water-based
situations.
Striking/Fielding
•
play competitive games,
modified where
appropriate, such as
badminton, basketball,
cricket, football, hockey,
netball, rounders and
tennis, and apply basic
principles suitable for
attacking and defending
•
use running,
jumping,
throwing and
catching in
isolation and in
combination
•
compare their
performances
with previous
ones and
demonstrate
improvement
to achieve their
personal best.
Tennis
• play competitive
games, modified
where
appropriate, such
as badminton,
basketball, cricket,
football, hockey,
netball, rounders
and tennis, and
apply basic
principles suitable
for attacking and
LTP KS2 – New Curriculum 2014
defending
Computing
Understanding Tech:
Programming:
Understanding Tech:
Programming:
Understanding Tech:
Programming:
understand computer
networks including the
internet; how they can
provide multiple services,
such as the world-wide web;
and the opportunities they
offer for communication and
collaboration
design, write and debug
programs that accomplish
specific goals, including
controlling or simulating
physical systems; solve
problems by decomposing
them into smaller parts
understand computer networks
including the internet; how they
can provide multiple services,
such as the world-wide web; and
the opportunities they offer for
communication and
collaboration
design, write and
debug programs that
accomplish specific
goals, including
controlling or
simulating physical
systems; solve
problems by
decomposing them
into smaller parts
understand computer
networks including the
internet; how they can
provide multiple services,
such as the world-wide web;
and the opportunities they
offer for communication and
collaboration
design, write and debug
programs that
accomplish specific goals,
including controlling or
simulating physical
systems; solve problems
by decomposing them
into smaller parts
Digital Literacy:
E-safety:
Digital Literacy:
E-safety:
Digital Literacy:
E-safety:
select, use and combine a
variety of software (including
internet services) on a range
of digital devices to
accomplish given goals,
including collecting,
analysing, evaluating and
presenting data and
information
use technology safely,
respectfully and
responsibly; know a range
of ways to report concerns
and inappropriate
behaviour
select, use and combine a
variety of software (including
internet services) on a range of
digital devices to accomplish
given goals, including collecting,
analysing, evaluating and
presenting data and information
use technology safely,
respectfully and
responsibly; know a
range of ways to
report concerns and
inappropriate
behaviour
select, use and combine a
variety of software (including
internet services) on a range
of digital devices to
accomplish given goals,
including collecting,
analysing, evaluating and
presenting data and
information
use technology safely,
respectfully and
responsibly; know a
range of ways to report
concerns and
inappropriate behaviour
use search technologies
effectively, appreciate how
results are selected and
ranked, and be discerning in
evaluating digital content
use search technologies
effectively, appreciate how
results are selected and ranked,
and be discerning in evaluating
digital content
use search technologies
effectively, appreciate how
results are selected and
ranked, and be discerning in
evaluating digital content
LTP KS2 – New Curriculum 2014
Art & Design
Sculpture –Andy Goldsworthy
Portraits –Van Gogh, David Bailey, Andy Warhol
Animal patterns -Henri Rousseau
Pupils should be taught:
Pupils should be taught:
Pupils should be taught:
•
•
•
Design and
Technology
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, painting and
sculpture with a range of materials (e.g. pencil,
charcoal, paint, clay)
about great artists, architects and designers in
history.
•
•
•
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, painting and
sculpture with a range of materials (e.g. pencil,
charcoal, paint, clay)
about great artists, architects and designers in
history.
•
•
•
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, painting and
sculpture with a range of materials (e.g. pencil,
charcoal, paint, clay)
about great artists, architects and designers in
history.
Model making – make a volcano
Cooking – making flatbread
Creating rainforest canopy
When designing and making, pupils should be taught
to:
Design
• use research and develop design criteria to
inform the design of innovative, functional,
appealing products that are fit for purpose,
aimed at particular individuals or groups
• generate, develop, model and communicate
their ideas through discussion, annotated
sketches, cross-sectional and exploded
diagrams, prototypes, pattern pieces and
computer-aided design
Make
• select from and use a wider range of tools
and equipment to perform practical tasks,
such as cutting, shaping, joining and finishing,
accurately
• select from and use a wider range of
materials and components, including
construction materials, textiles and
When designing and making, pupils should be
taught to:
Design
• use research and develop design criteria to
inform the design of innovative, functional,
appealing products that are fit for purpose,
aimed at particular individuals or groups
• generate, develop, model and communicate
their ideas through discussion, annotated
sketches, cross-sectional and exploded
diagrams, prototypes, pattern pieces and
computer-aided design
Make
• select from and use a wider range of tools
and equipment to perform practical tasks,
such as cutting, shaping, joining and
finishing, accurately
• select from and use a wider range of
materials and components, including
construction materials, textiles and
When designing and making, pupils should be
taught to:
Design
• use research and develop design criteria to
inform the design of innovative, functional,
appealing products that are fit for purpose,
aimed at particular individuals or groups
• generate, develop, model and communicate
their ideas through discussion, annotated
sketches, cross-sectional and exploded
diagrams, prototypes, pattern pieces and
computer-aided design
Make
• select from and use a wider range of tools
and equipment to perform practical tasks,
such as cutting, shaping, joining and
finishing, accurately
• select from and use a wider range of
materials and components, including
construction materials, textiles and
LTP KS2 – New Curriculum 2014
ingredients, according to their functional
properties and aesthetic qualities
ingredients, according to their functional
properties and aesthetic qualities
ingredients, according to their functional
properties and aesthetic qualities
Evaluate
• investigate and analyse a range of existing
products
• evaluate their ideas and products against
their own design criteria and consider the
views of others to improve their work
• understand how key events and individuals in
design and technology have helped shape the
world .
Technical knowledge
• apply their understanding of how to
strengthen, stiffen and reinforce more
complex structures
Evaluate
• investigate and analyse a range of existing
products
• evaluate their ideas and products against
their own design criteria and consider the
views of others to improve their work
• understand how key events and individuals
in design and technology have helped shape
the world.
Technical knowledge
• apply their understanding of how to
strengthen, stiffen and reinforce more
complex structures
Evaluate
• investigate and analyse a range of existing
products
• evaluate their ideas and products against
their own design criteria and consider the
views of others to improve their work
• understand how key events and individuals
in design and technology have helped shape
the world.
Technical knowledge
• apply their understanding of how to
strengthen, stiffen and reinforce more
complex structures
PSHE
Rights, rules and
responsibilities.
Diversity and
Communities
Safety Contexts
Personal Safety
Me and My Emotions
Financial Capability
Sex and Relationships
Healthy Lifestyles
RE
Islaml
Why is prayer important to
Muslims and not for some
people?
Christmas:
Church People:
History and faith:
Christian Worship:
Creation:
What do the words ‘Peace
and goodwill’ mean to us?
Who are the ‘Saints of God’
and why are they
important?
What did the Ancient
Egyptians believe about
God and how is this
different from today?
How and why are Churches
different?
What are some stories
of creation? How are
they similar and
different to each other?
Music
Music Express – Year
4
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating
ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
•
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
LTP KS2 – New Curriculum 2014
•
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 and from great composers and musicians
•
develop an understanding of the history of music.
Play it again – Exploring
rhythmic patterns
Languages
The class orchestra –
Exploring arrangements
Dragon scales –
Exploring melodies and
scales
Painting with sound –
Exploring sound colours
Animal magic – Exploring
descriptive sounds
Salt pepper vinegar
mustard – Exploring
signals
Pupils should be taught to:
•
listen attentively to spoken language and show understanding by joining in and responding
•
explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
•
engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
•
speak in sentences, using familiar vocabulary, phrases and basic language structures
•
develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
•
present ideas and information orally to a range of audiences*
•
read carefully and show understanding of words, phrases and simple writing
•
appreciate stories, songs, poems and rhymes in the language
•
broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
•
write phrases from memory, and adapt these to create new sentences, to express ideas clearly
•
describe people, places, things and actions orally* and in writing
LTP KS2 – New Curriculum 2014
•
understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of highfrequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.