How Topics Work…
• Each academic year is
split into 3 terms
autumn, spring and
summer
• Each of those terms
has a ‘topic’
• Each ‘topic’ is chosen
to ensure links to the
National Curriculum
are age appropriate
• Up until now the
National Curriculum
has outlined
‘Programmes of
Study’ to break down
the coverage for
example..
• Science ….
Science Programmes of Study
Key Stage 1 and 2
KS1 AT4 3A 3B
KS2 AT4 3A 3B 3D 4B 4C 4D
To identify different light sources.
To know that sunshine travels from a
source.
KS1 AT4 3A 3B
KS2 AT4 3A 3B 3D 4B 4C 4D
To identify different light sources.
To know that sunshine travels from a
source.
KS1 AT4 3A 3B
KS2 AT4 3A 3B 3D 4B 4C 4D
To know that shadows are formed when
light travelling through is blocked.
To know that light cannot travel through
some materials and how this leads to
shadows.
New Curriculum 2014
Science ~ Key Stage 1 and 2
Year 3 Subject Content ~ Light
Statutory requirements
Pupils should be taught to:
•
•
•
•
•
•
•
•
•
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 a solid object
Find patterns in the way that the size of shadows change.
Notes and guidance (non-statutory)
Pupils should explore what happens when light reflects off a mirror or other reflective surfaces,
including playing mirror games to help them to answer questions about how light behaves. They
should think about why it is important to protect their eyes from bright lights. They should look
for, and measure, shadows, and find out how they are formed and what might cause the shadows
to change.
Note: Pupils should be warned that it is not safe to look directly at the Sun, even when wearing
dark glasses.
Pupils might work scientifically by: looking for patterns in what happens to shadows when the
light source moves or the distance between the light source and the object changes.
New Curriculum 2014
Science ~ Key Stage 1 and 2
Pupils should look
for, and measure,
shadows, and find
out how they are
formed and what
might cause the
shadows to change.
Examples of Topics
• Autumn Term ~ Our
Community and Beliefs
Foundation Stage
Autumn ~ My Family
• Spring Term ~ Our
Nation
• Summer Term ~ Our
World
Spring ~ Why do we wear
clothes?
Summer ~ Where can we
go today?
Examples of Topics
• Autumn Term ~ Our
Community and Beliefs
• Spring Term ~ Our
Nation
Year 2 and 3
Autumn ~ Great British
Transport
Spring ~ Japan
• Summer Term ~ Our
World
Summer ~ World
Rainforests
Curriculum Drivers
SC Autumn 2014 to 2015
Essential Learning and Thinking
Literacy ~ please see NLS overview
Should know /should be able to

Write a recipe

ICT also to be used to create RECIPE BOOKS for
the cupcakes and the gingerbread we are making.

ICT used to support art work and design of
vehicles in DT
• Identifying, reading and spelling the sounds: ai, ay, ee, ea,
ie, oa, oy, ir, ue, aw, ou, wh, ph, ew, eo, au, ey
• Reading and spelling the High Frequency Words (HFW’s)
and tricky words
• Reinforcing use of capital letters and full stops, sentence
connectives and openers
• Studying story structures like the plot, characters, and
settings and trying to understand time sequences,
relationships and events in stories
• Writing my own story with a clear structure, trying to
include dialogue using speech bubbles or speech marks
• Understanding the difference between past and present
tense
• Practising letter formation with correct size, proportion
and spacing with a view to starting to join when writing
• Word-process short narrative and non-narrative texts
• Read, perform then write similar, poems with a distinctive
pattern
Could
Some of the above with differentiation or support
Historical, geographical and social understanding skills
Skills/attitudes and knowledge
Numeracy ~ please see NNP overview
• Researching how Britain’s rail network grew around trade
and industrial areas
• Researching materials used and designs used in the
creation of vehicles
• Learning about Britain’s role in the creation of ships and
the ship building industry
• Learning about the Titanic; its design, building, projected
journey and the disaster that struck
• Researching Light and shadows and how the sun travels
and how it makes a shadow
• Using what we are learning about light and shadow in art
and to create our own pieces of art work with detailed light
and shadow observation
• Taking part in Forest Schools including team building
activities and environmental art to support topic subjects
• Researching portraits from history and link to the use of
light and shadow
• To compare the art work of Mondrian and Kandinsky
linking to transport frameworks and creating own piece of
art
• Using photography and paint to create/recreate some
landscape art both modern and historic.
Knowledge
•
Counting in, and learning x2, x5 and x10,
•
Learning x3 and x4 tables
•
Using related division facts from the
multiplication we are learning
•
Reading, writing and ordering whole 2-digit and 3digit numbers
•
Partioning numbers and learning the value of the
each digit in a number, eg how many hundreds, ten’s, unit’s
•
Ordering and positioning 2 and 3-digit number
•
Using the greater than and less than signs
•
Add and subtract combinations of 1 or 2 digit
numbers
•
Solving number problems involving addition and
subtraction
•
Using measures for money, length and mass
•
Learning how to use an analogue and digital clock
to tell the time
•
Classify, describe and review 2-d and 3-d objects
using correct mathematical language
•
Solving and explaining number problems using a
list, picture, diagram or table
Researching the historical facts behind railways and
vehicles.
To know the events of the Titanic and how this
affected safety regulations for the future.
To know safety regulations of large transit vehicles
and link to PSHCE why there is a need to rules and
for people to generally follow them
To know that there are sources of light and how
shadows are created.
To understand how shadow can help us tell the time.
To know the simple phases of the moon.
Scientific and technological understanding skills
To use ICT to help create presentations. Power Point
introduced etc
To be able to use the internet as a research tool
Could
Some of the above with differentiation or support
Understanding the arts
Mondrian as a picture that reflects s the use of a straight
line
Kandinsky as a picture that reflects the not straight line
Looking for straight and not straight lines in the universe
and attach to our feelings and emotions etc
To look at a real picture in comparison LANSCAPE from the
present day use photography and historical look at past
through photography and through the landscape changes
Examples of Topics
• Autumn Term ~ Our
Community and Beliefs
• Spring Term ~ Our
Nation
• Summer Term ~ Our
World
Year 5
Autumn Term ~ AngloSaxons
Spring Term ~ Super
Scientists
Summer Term ~ Ancient
Greece
Subject Coverage ~ Year 5
Science
ICT
Geography
History
RE
Music
PSHE
Art
DT
PE
Autumn
Spring
Summer
Growing Up and Growing Old
Super Scientists 5
Bubbles 4
Out of this World!
Unit 5.3 We are Bloggers
Unit 5.2 We are Architects
Unit 5.6 We are Traders
Anglo Saxon settlements
Is our country changing?
N/A
Ancient Greece
Anglo Saxons crime and punishment
N/A
Ancient Greece
What did the Greeks do for us?
What impact did the Anglo Saxons
have?
5.3 Should we forgive others
5.4 What matters most
Music Express Year 6 (1) Round a
bout
Music Express Year 6 (3) Song
Writer
Music Express Year 6 (2) Journey
into Space
Links to Toolkit unit E3 – Developing
our environment through topic
Toolkit unit C5 – Children’s rights,
Human rights
Year 5s: SPICED
Year 4s: SR4 Changing bodies
Year 5s: SR 5/6 Growing up
Anglo Saxon Arts
Jewellery and Armour
Aut 1- invasion games (VS units year
4 (3) and year 5 (3))
Context: hockey
Aut 2- gymnastics (VS year 5
aspects of units T-W)
Sculpture linked to changes of
materials ~ different media for
sculpting
Design and Launch a Rocket
Spr 1: Dance
VS Yr 4 Electricty
VS Yr5 City Life
Spr 2: Athletics (throwing) NEED
VS UNIT
5.1 Why are some places and
journeys special
Ancient Greece Art with Earth and
Space
Design and Launch a Rocket
Sum 1: Athletics (Running/Jumping)
NEED VS UNIT
Sum 2: Orienteering
Striking Games (cricket)
VS Yrs 4/5 – Striking and Fielding
games
Year 5 ~ Anglo Saxon settlements
AUTUMN
Science
Autumn 1/2
ANIMALS INCLUDING HUMNAS
DISCRETE
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 changes as humans
develop to old age
Our Community and Beliefs
Our Nation Our World
FOCUS ~ ANGLO SAXONS
CRIME AND PUNISHMENT
ANARCHY IN THE UK
Cooking and Nutrition
Music
Autumn 1/2
Music express year 5. Cyclic patternsexploring rhythm and pulse. Music
Express Year 6 (1) Round a bout
Music culture in Britain- changes in
styles of music- development of
electronic music from acoustic
Black history month – influence of
black people to the UK
The Viking and Anglo-Saxon
struggle for the Kingdom of
England to the time of Edward
the Confessor. Examples (nonstatutory) This could include:
Anglo-Saxon laws and justice
Anglo Saxons crime and punishment
Geography
Life on earth in different places- comparing
localities- lifestyle, schooling, food, work
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. (Y3,4,5)
Use the eight points of a compass, four and sixfigure grid references, symbols and key (including
the use of Ordnance Survey maps) to build their
knowledge of the United Kingdom and the wider
world (y3,4,5)
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. (Y3,4,5)
ICT
We are photographers- Switched on
Unit 5.1- links to Art- Pop ART?
Literacy links- comic strip writing?
History
Autumn 1
PSHCE
ART
DT
Links to Toolkit unit E3 – Developing our
POP art
Comic strip ART
Design and build a
musical instrument
environment through topic
Class Visit ~
Assembly ~
Toolkit unit C5 – Children’s rights, Human
rights
RE
5.3 Should we forgive others
PE
Aut 1- invasion games (VS units year 4 (3)
and year 5 (3))
Context: hockey
Aut 2- gymnastics (VS year 5 aspects of
units T-W)
Year 5 ~ Anglo-Saxons
Introduction to Anglo- Saxons
Show children Horrible histories video showing a brief overview of how they
became settled in what we call England.
Children to write down questions that they would like to know more
information about.
Children to think about how they may find out more information about the
Anglo- Saxons. What resources might you use and why?
Children to look at the main historical events before the Anglo- Saxons. How
do we know about these events?
To know the 7 Kingdoms at the
time of the Anglo-Saxons
To understand that the AngloSaxons were from different
countries and settled in
different Kingdoms
Where did the ‘Anglo- Saxons’ originate from
Children to know that ‘Anglo Saxons were a mix of peoples from a variety of
places. Angles, Jutes and Saxons. – Children use map of England to recognise
where they settled. Do children know which kingdom they would have lived in
if they were an Anglo- Saxon?
How did the Anglo- Saxons live
Ch. to think about the way that they live. What is their house like, what do
they eat. Who do they live with. What jobs do they do. What do they do in
their spare time?
I can compare similarities and
differences in the ways that the
Anglo-Saxons lived with the way
I live.
Children to learn about how Anglo-Saxons lived.
What were the homes like of the Anglo-Saxons- what were they made of?
What clothing did they wear?
What jobs did they do?
Why did the kings decide to use old Roman towns to live?
Children to make a comparison list comparing how they live with the way that
the Anglo Saxons live.
Year 5 Anglo-Saxons
How did the Anglo- Saxons live
I can compare similarities and differences in
the ways that the Anglo-Saxons lived with the
way I live.
Science
Living Things differences & similarities
plus senses
KS1 (AT1 1 2BCGH) AT2 1B 2ACG 4AB
KS2 (AT1 1B 2BFH) AT2 1A 2ABCDH
Changes & Materials
KS1 AT3 2AB
KS2 AT3 1 2ABCDEFG 3B
ICT
Simple Database ~ to link to data
handling and science topic differences
and similarities
Link to Batik art
KS1 1ABC 2C 3B 4ABC
KS2 1ABC 2A 3B 4AB
Plus Combining Texts and Graphics
Music
LCP Unit The Class Orchestra ~
Exploring arrangements
(x12 sessions)
Year 2 and 3 ~ Japan
SPRING
Our Nation
Life in Japan and Life in
Great Britain
Science AT3 on-going
Changing Materials
Japanese foods for
cooking/preparing to taste link to
senses and likes & dislikes
History
Geography
Famous Person Louis Braille
KS1 1AB 2AB 4AB 5 6C
KS2 1AB 2ABCD 4AB 5ABC
Compare and Contrast Life as a child in Japan
to Life as a child in Britain
KS1 1ABCD 2ACDE 3ABCDE 6AB 7A
KS2 1ABCDE 2ABCDF 3ACF 6A 7AB
PSHCE
ART
Batik
Unit D3 B ~ Risk Taking Drugs
Unit D2b Be Healthy Stay Safe
Forest Schools
Making instruments outside
Japanese natural art link to
outside and creation of
Venn/Carroll outside and
arrays for times tables
Class Visit ~
Role Play ~ Japanese Restaurant
Assembly ~ My Life in Japan or
My Life in Great Britain
KS1
1AB 2ABC 3AB 4ABC
5BCD
KS2 1AB 2ABC 3AB
4ABC 5CD
Collage Making ~ FACES
link to diffs&sims
KS1 1AB 2ABC 3AB 4ABC
5B
KS2 1ABC 2ABC 3AB
4ABC
5B
DT
Design and
make your own
vehicle EGG
DAY CHALENGE
& BULLET
TRAIN LINK
KS1 1ABCDE
2ABCE 3AB 4A 5A
KS2 1ABCD
2ABCDE 3ABC 4A
5A
RE
PE
Spring 1
Unit 3C ~ Preparing for a Big Day
Spring 1
Gymnastics Year 3 Unit M ~ Symmetry and
Asymmetry
Dance Year 3 Unit 1 ~ Who am I and The
Language of Dance
Spring 2
Gymnastics Year 3 Unit N ~ Pathways
Dance Year 3 Unit 2 ~ The Explorers and The
Hornpipe
Spring 2
Unit 3D ~ Why do people follow
Jesus today
Year 2 ~ Japan
Knowledge and understanding of places
Key stage 1
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•
•
•
describe what places are like
describe where places are
compare places
linkage of places
Key stage 2
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•
•
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describe places
locate places
describe where places are
compare places
wider context/interdependence
Year 2 and 3 ~ Japan
Multiplication and Division
Year 2
Multiplication and division
Children should use a variety of language to
describe multiplication and division.
Children should be introduced to the
multiplication tables. They practise to become
fluent in the 2, 5 and 10 multiplication tables and
connect them to each other. They connect the 10
multiplication table to place value, and the 5
multiplication table to the divisions on the clock
face. They begin to use other multiplication tables
and recall multiplication facts, including using
related division facts to perform written and
mental calculations.
Children should work with a range of materials and
contexts in which multiplication and division relate
to grouping and sharing discrete and continuous
quantities, relating these to fractions and
measures (e.g. 40 ÷ 2 = 20, 20 is a half of 40). They
use commutativity and inverse relations to
develop multiplicative reasoning (e.g. 4 × 5 = 20
and 20 ÷ 5 = 4).
Year 3
Multiplication and Division
Children should continue to practise their mental
recall of multiplication tables when they are
calculating mathematical statements in order to
improve fluency. Through doubling, they connect the
2, 4 and 8 multiplication tables.
Children should develop efficient mental methods, for
example, using commutativity (e.g. 4 × 12 × 5 =4 × 5 ×
12 = 20 × 12 = 240) and multiplication and division
facts (e.g. using 3 × 2 = 6, 6 ÷ 3 = 2 and 2 = 6 ÷ 3) to
derive related facts (30 × 2 = 60, 60 ÷ 3 = 20 and 20 =
60 ÷ 3).
Children should develop reliable written methods for
multiplication and division, starting with calculations
of two-digit numbers by one-digit numbers and
progressing to the formal written methods of short
multiplication and division.
Children should solve simple problems in contexts,
deciding which of the four operations to use and why,
including measuring and scaling contexts, and
correspondence problems in which m objects are
connected to n objects (e.g. 3 hats and 4 coats, how
many different outfits; 12 sweets shared equally
between 4 children; 4 cakes shared equally between 8
Children should develop
efficient mental
methods, for example,
using commutativity
(e.g. 4 × 12 × 5 =4 × 5 ×
12 = 20 × 12 = 240) and
multiplication and
division facts (e.g. using
3 × 2 = 6, 6 ÷ 3 = 2 and 2
= 6 ÷ 3) to derive
related facts (30 × 2 =
60, 60 ÷ 3 = 20 and 20 =
60 ÷ 3).
Shelley First School
Classes and Year Groups..
• LTP ~ coverage and age appropriate objectives
are planned for
• MTP ~ each subject area is weighted and
planned for
• STP ~ teachers ensure planning covers the
New National Curriculum and is creative
• Coverage ~ each year group/class/child is
monitored to ensure skills match coverage