humanities, arts and science curriculum 2019-20 · pencils, rubbers, crayons, pastels, felt tips,...

HUMANITIES, ARTS AND SCIENCE CURRICULUM 2019-20

OUR INTENT:• TO CLEARLY AND PROGRESSIVELY COVER THE CONTENT OF THE NATIONAL CURRICULUM

• FOR SUBJECTS AND SKILLS TO BUILD ON EACH OTHER THROUGH UNDERLYING THEMES AND CLEARLY MAPPED PROGRESSION

• FOR CHILDREN TO GAIN A DEEP KNOWLEDGE AND REMEMBER KEY FACTS AND FIGURES IN THEIR LONG TERM MEMORY

• TO USE METACOGNITIVE STRATEGIES SUCH AS ACTIVE RECALL AND ACCESSING PRIOR KNOWLEDGE TO ENSURE LEARNING STICKS

• TO MAKE SURE SUBJECTS ARE LINKED TO AND IMMERSED IN OUR LOCAL SURROUNDINGS AND HISTORY SO THAT CHILDREN CAN RELATE TO THEIR

LEARNING AND BECOME PROUD OF THEIR HERITAGE

• FOR LEARNING TO BE ENQUIRY BASED IN ORDER TO ENGAGE CHILDREN AND TO DEVELOP INQUISITIVE MINDS

• TO PROVIDE OPPORTUNITIES FOR PUPILS TO DEVELOP CONFIDENCE IN PRESENTING AND COMMUNICATING THEIR IDEAS TO AN AUDIENCE

• TO INSPIRE CREATIVITY IN BOTH TEACHERS AND PUPILS, MAKING QUALITY LINKS BETWEEN OUR SUBJECTS TO ENABLE CHILDREN APPLY SKILLS ACROSS

ALL THEIR LEARNING

• FOR CHILDREN TO KNOW WHERE THEIR LEARNING FITS INTO THE BIGGER PICTURE AND THAT IT HAS PURPOSE

• TO ENSURE CHILDREN ARE CULTURALLY AWARE AND ACCEPTING OF PEOPLE FROM ALL BACKGROUNDS, RELIGIONS AND PREFERENCES BY WIDENING

THEIR EXPOSURE TO THE WORLD OUTSIDE OF OUR RURAL VILLAGE.

• TO MAKE SURE THE CURRICULUM IS ENRICHED WITH A WIDE RANGE OF CULTURAL AND HIGH QUALITY EXPERIENCES CAREFULLY MAPPED OUT ACROSS

SCHOOL IN ORDER TO OFFER THE CHILDREN THE BEST POSSIBLE FUTURE LIFE CHANCES AND HIGH ASPIRATIONS REGARDLESS OF THEIR BACKGROUND OR

NEEDS.

• TO HAVE OUR SCHOOL VALUES AT THE HEART OF THE CURRICULUM

YEAR 1 OVERVIEW

I am the one and Only Ice ice Baby The Locomotion

HISTORY What were toys like a long

time ago?

Who were John and

Josephine Bowes?

Who was Ernest

Shackleton?

Why is he famous?

Who built the first

train?

Where did it go?

What did people use at

the seaside?

GEOGRAPH

Y

Where do I live?

What is in a town?

What is a cold place like?

Where is the North/South

Pole?

Which way is North?

What will the weather

be like?

Where in the U.K.

could we visit?

When should we go to

the seaside?

SCIENCE What is my body like?

What are toys made from?

What animals live in cold

places?

How can we sort animals?

What do animals eat?

What is growing

outside?

What time of year is it?

How do we know?

DT/ART Can I make a moving toy?

Can I plan and create a

healthy snack?

What does a portrait tell

me?

Can I recreate the Northern

Lights?

How could we build an igloo

with no snow?

How can we show

happiness in a

picture?

How can we show

sadness /anger in

picture?

ENRICHMEN

T

Bowes Museum Visit

Class Toy Museum

Village Walk

Class Igloo Seaside trip/

Shildon railway

museum

Y1

SKILLS: Recognise the best type of

enquiry to answer a question

Choose equipment, select

tests, use secondary

sources

Obtain observations

and measurements

using equipment

and/or secondary

sources

Record observations

and measurements

Present

observations and

measurements

Draw conclusions and

make explanationsEvaluate the data

collected

Evaluate the process

used (including next

steps)

SC

IEN

TIF

IC

EN

QU

IRY

SK

ILLS

I ask simple questions and recognise

these questions can be answered in

different ways.

I decide with help, what to find

out, observe or measure.

I can perform a simple test.

I use simple equipment

and non-standard units to

find things out.

I observe closely.

I record what I have found

out using e.g. words or

pictures, tables or simple

prepared formats.

I use my observations and ideas

to suggest answers to my

questions.

I talk about how I found

out what I found out.

CHRONOLOGY EVENTS INTERPRETATION Enquiry COMMUNICATION

HIS

TO

RY

SK

ILLS

Sequence events in their life

Sequence 3/4 artefacts from

distinctly different periods

Match objects to people of

different ages

Know and recount episodes

from stories and their own

life. Recognise differences

between past and present

events.

Use stories to develop understanding of

fact/fiction. Compare adults talking about the

past- are they reliable?

Find answers to simple questions about the

past from sources of information e.g.

artefacts

Communicate their knowledge through:

Discussion…. Drawing pictures… Drama/role

play.. Making models….. Writing.. Using

ICT…

Enquiry and Investigation Fieldwork Interpreting a range of sources Communicating Geographical information

GE

OR

GA

P

HY

SK

ILLS Ask and answer simple Geographical questions

Describe similarities and differences when studying places and

features

. Observe and describe daily weather patterns

Use simple fieldwork and observational skills

when studying the geography of the school and

grounds- sensory map of school grounds

Use simple maps, globes infant atlases and

pictures.

Know that symbols mean something on a map

Use maps and images to talk about everyday

life.

Draw speak and write about simple

geographical concepts such as what they

can see

Sketchbooks: Developing

ideas, evaluating and refining

work.

DRAWING PAINTING 3d form Textiles/ collage Printing

AR

T S

KIL

LS

• Record a variety of ideas from

imagination, observation and first hand

experiences.

• Explore the differences and similarities

within the work of artists, craftspeople

and designers in different times and

cultures and making links to their own

work

• Ask and answer questions about

starting points and develop their own

ideas.

• Use a variety of tools, Inc.

pencils, rubbers, crayons,

pastels, felt tips, charcoal,

ballpoints, chalk and other dry

media.

• Begin to explore the use of line,

shape and colour

• Explore the roles and purposes

of artists, craftspeople and

designers working in different

times and culture

• Use a variety of tools

and techniques

including the use of

different brush sizes

and types.

• Mix and match colours

to artefacts and objects.

• Manipulate clay in a

variety of ways, e.g.

rolling, kneading and

shaping.

• Explore sculpture with

a range of malleable

media, especially clay.

• Experiment with,

construct and join

recycled, natural and

manmade materials.

• Explore shape and

form.

• Use a variety of techniques, e.g. weaving, finger knitting, fabric

crayons, sewing and binca.

• How to thread a needle, cut, glue and trim material.

• . Create images from imagination, experience or observation.

• Use a wide variety of media, Inc. photocopied material, fabric,

plastic, tissue, magazines, crepe paper, etc.

• Make marks in print with a variety of objects, including

natural and made objects.

• . Build a repeating pattern and recognise pattern in the

environment.

• Make rubbings.

Y1- I AM THE ONE AND ONLY

DRIVERS:

HISTORY

WITHIN LIVING MEMORY:

• KNOW HOW THE TOYS THEIR GRANDPARENTS PLAYED

WITH WERE DIFFERENT FROM THEIR OWN

• ORGANISE A NUMBER OF ARTEFACTS BY AGE

• KNOW THE MAIN DIFFERENCES BETWEEN THEIR

SCHOOL DAYS AD THAT OF THEIR GRANDPARENTS

ENQUIRY:

• FIND ANSWERS TO SIMPLE QUESTIONS ABOUT THE

PAST FROM SOURCES OF INFORMATION E.G.

ARTEFACTS

• COMPARE ADULTS TALKING ABOUT THE PAST – HOW

RELIABLE ARE THEIR MEMORIES?

GEOGRAPHY

HUMAN AND PHYSICAL:

• KNOW THE MAIN DIFFERENCES BETWEEN A TOWN,

VILLAGE AND CITY

• KNOW THEIR OWN ADDRESS INCLUDING THEIR POSTCODE

BIOLOGY

• KNOW THE NAMES OF THE PARTS OF THE HUMAN

BODY THAT CAN BE SEEN

CHEMISTRY:

• KNOW THE NAME OF MATERIALS AN OBJECT IS MADE

FROM

• KNOW ABOUT THE PROPERTIES OF EVERYDAY

MATERIALS

WORKING SCIENTIFICALLY:

• ASK A QUESTION SUCH AS -WHY IS IT MADE FROM

PLASTIC?

• SET UP A TEST TO SEE WHICH MATERIAL KEEPS

THINGS THE WARMEST, KNOW IF IT WAS SUCCESSFUL

AND SAY WHAT HAS BEEN LEARNED.

ART

• DESCRIBE WHAT CAN BE SEEN AND

GIVE AN OPINION ABOUT THE ARTIST

• KNOW HOW TO CREATE LINES OF

DIFFERENT THICKNESS IN DRAWINGS

• KNOW HOW TO USE ICT TO CREATE A

PICTURE

FOOD TECHNOLOGY:

• CUT FOOD SAFELY

DT

DESIGNING:

• USE OWN IDEAS TO DESIGN

SOMETHING AND DESCRIBE HOW

THEIR IDEA WORKS

• EXPLAIN WHAT WORKS WELL AND

NOT SO WELL

Enhancers:

Underlying Themes: changes,

family, journeys

Our Locality: Staindrop village,

Newcastle, Bowes Museum

Toy Art- pencil, paint, photos.John Bowes -

portraits

DT-THAUMOTROPES & FRUIT KEBABS

Y1- ICE, ICE BABYDRIVERS:

HISTORY: SHACKLETON

LIVES OF SIGNIFICANT PEOPLE:

• NAME A FAMOUS PERSON FROM THE

PAST

• KNOW AND EXPLAIN WHY THEY ARE

FAMOUS

• FIND ANSWERS TO SIMPLE QUESTIONS

ABOUT THE PAST FROM SOURCES OF

INFORMATION E.G. ARTEFACTS

GE0GRAPHY: HOT AND COLD PLACES

PLACE KNOWLEDGE:

• KNOW FEATURES OF HOT AND COLD PLACES IN THE

WORLD

SKILLS AND FIELDWORK

• KNOW WHERE THE EQUATOR, THE NORTH POLE AND THE

SOUTH POLE ARE ON A GLOBE.

• KNOW WHICH IS N, S,E AND W ON A COMPASS

BIOLOGY- ANIMALS AND HABITATS

• KNOW HOW TO CLASSIFY A RANGE OF ANIMALS BY

AMPHIBIAN, REPTILE, MAMMA, FISH AND BIRDS

• KNOW HOW TO CLASSIFY ANIMALS BY WHAT THEY EAT

• KNOW HOW TO SORT LIVING AND NON- LIVING THINGS


• EXPLAIN TO SOMEONE WHAT HAS BEEN LEARNED

FROM AN INVESTIGATION AND ANSWER QUESTIONS

ASKED

ART: NORTHERN LIGHTS

• KNOW THE NAMES OF THE PRIMARY AND SECONDARY

COLOURS

• KNOW HOW TO CREATE A REPEATING PATTERN IN PRINT

• KNOW HOW TO CUT COIL AND ROLL MATERIALS

• KNOW HOW TO USE ICT TO CREATE A PICTURE

DT:IGLOOS

DESIGNING:

• EXPLIAN TO SOMEONE ELSE HOW THEY WANT TO MAKE

THEIR PRODUCT AND MAKE A SIMPLE PLAN

MAKING:

• CHOOSE APPROPRIATE TOOLS AND RESOURCES

TECHNICAL KNOWLEDGE:

• MAKE THEIR OWN MODEL STRONGER

Enhancers:

Underlying Themes: changes, water,

journeys, survival, weather

Our Locality:

3d Clay animals-Northern

lights-, paint, pastels, chalks

DT-Model Igloos

Y1- THE LOCOMOTIONDRIVERS:

HISTORY: RAILWAYS & SEASIDE

• KNOW THE NAME OF A FAMOUS PERSON CLOSE TO

WHERE THEY LIVE

• EXPLAIN WHY THEY ARE FAMOUS

• KNOW WHAT A NUMBER OF OLDER OBJECTS WERE

USED FOR AT THE SEASIDE

GEOGRAPHY

HUMAN AND PHYSICAL:

• KNOW THE NAME OF THE 4 COUNTRIES THAT MAKE UP

THE UK AND THE THREE SEAS THAT SURROUND THEM

• KNOW WHICH IS THE HOTTEST AND COLDEST SEASON IN

THE UK

• KNOW AND RECOGNIZE THE MAIN WEATHER SYMBOLS

BIOLOGY

• KNOW AND NAME A VARIETY OF COMMON WILD

AND GARDEN PLANTS

• KNOW AND NAME PETALS, STEM AND ROOT OF A

PLANT

• KNOW AND NAME THE ROOTS, TRUNK,

BRANCHES AND LEAVES OF A TREE

PHYSICS

• NAME THE SEASONS AND KNOW ABOUT THE

TYPE OF WEATHER IN EACH ONE


• ASK QUESTIONS SUCH AS -WHY ARE FLOWERS

DIFFERENT COLOURS?

• USE MEASURES TO HELP FIND OUT MORE

ART: SEASCAPES

• ASK QUESTIONS ABOUT A PIECE OF ART

• KNOW HOW TO CREATE MOODS IN

ARTWORK

• KNOW HOW TO SHOW HOW PEOPLE FEEL

IN PAINTINGS AND DRAWINGS

DT: MOVING TRAINS

DESIGNING

• DESIGN A PRODUCT WHICH MOVES

MAKING

• MAKE A PRODUCT WHICH MOVES

EVALUATING

• DESCRIBE HOW SOMETHING WORKS

Enhancers:


family, journeys, holidays,

inventions

Our Locality: Scarborough,

Head of Steam Museum,

Shildon Railway Museum

Seaside paintings-pencil, paint,

pastels

DT-Moving TrainsSeaside puppets

YEAR 2 OVERVIEW

London’s Burning Akuna Matata Castle on the Hill

HISTORY Why is the year 1666 so

famous?

Why did the fire spread?

How did they stop is?

What did we learn?

Who was Rosa Parkes?

Why was she brave?

How is Staindrop

different from a long

time ago?

Which buildings in

Staindrop are old?

What is the Lake

district like?

GEOGRAPH

Y

Where is pudding lane?

Where are the capital

cities?

Would you prefer to live in

a city?

Where is Africa?

Which Oceans surround

Africa?

How would life be different in

a village in Africa?

Can I find castles on a

map?

What re the features of

a castle?

SCIENCE What is it made from?

Are wooden houses a

good idea?

How do animals change and

grow? What do animals eat?

How can some animals

survive in the desert?

Is it alive?

How do plants grow?

What do plants need to

survive?

DT/ART How can I recreate the fire

of London?

What is printing?

Can I make a Tudor

house?

Can I follow a recipe to

bake bread?

Why do Africans wear

masks?

How can I make a mask?

What is weaving used for?

Can I paint a water

colour like Beatrix

Potter?

Can I create some

wallpaper?

How can I attack a

castle?

ENRICHMEN

T

FINDING THE WINE AND

CHEESE

FIRE IN THE FOREST

FIRE SERVICE VISIT

MASK DANCE RABY CASTLE WALK

BEATRIX POTTER

MUSEUM VISIT

Y2





sources

Obtain observations

and measurements

using equipment

and/or secondary

sources

Record observations

and measurements

Present

observations and

measurements



collected

Evaluate the process used

(including next steps)

SC

IEN

TIF

IC

EN

QU

IRY

SK

ILLS

I ask simple questions and recognise

these questions can be answered in

different ways.

I decide with help, what to find out,

observe or measure.

I can perform a simple test.

I use simple equipment and

non-standard units to find

things out.

I observe closely.


out using e.g. words or

pictures, tables or simple

prepared formats.

I use my observations and ideas

to suggest answers to my

questions.

I talk about how I found out

what I found out.


HIS

TO

RY

SK

ILLS

Sequence 3/4 objects from periods

closer in time

Sequence photographs from their lives

Describe memories of events in their

past

Recognise why people did things,

why events happened and what

happened as a result. Identify

similarities and differences

between ways of life at different

times

Compare 2 versions of a past event. Compare pictures or

photographs of people or events. Discuss reliability of

stories/accounts.

Use a source – observe or handle sources to answer

questions about the past on the basis of simple

observations

Communicate their knowledge through: Discussion….

Drawing pictures… Drama/role play.. Making

models….. Writing.. Using ICT…


GE

OR

GA

PH

Y

SK

ILLS

Ask and answer simple Geographical questions when investigating different

places and environments.

Describe similarities, differences and patterns e.g. comparing lives of children in

different places

Identify seasonal and daily weather patterns

Develop simple fieldwork and observational skills when

studying the geography of the school and local

environment- Traffic survey, village walk

Use sources such as large scale maps, globes, aerial photos

to identify features and places as well as follow routes.

Use simple compass directions as well as directional

language when describing features and routes.

Express views about an environment and recognize

how people can affect the environment

Create their own simple maps and symbols

Sketchbooks: Developing ideas,

evaluating and refining work.


AR

T S

KIL

LS

• Record a variety of ideas from

imagination, observation and first

hand experiences.

• Explore the differences and

similarities within the work of artists,

craftspeople and designers in

different times and cultures and

making links to their own work

• Ask and answer questions about

starting points and develop their

own ideas.

• Layer different media, e.g. crayons,

pastels, felt tips, charcoal and ballpoint.

• Experiment with different thicknesses of

line.

• Draw for a sustained period of time from

the figure and real objects, including single

and grouped objects.

• Experiment with line, shape, pattern and

colour.

• Mix a range of secondary

colours, shades and tones.

• Identify hot and cold colours.

• Experiment with tools and

techniques, Inc. layering,

mixing media, scraping through

etc.

• Work on a range of scales e.g.

large brush on large paper etc.

• Join clay adequately and work

reasonably independently.

• Build a textured relief tile.

• Understand the safety and

basic care of materials and

tools.

• Experiment with, construct and

join recycled, natural and

manmade materials more

confidently.

• Use a variety of

techniques, Inc. weaving,

French knitting, tie-dyeing,

fabric crayons and wax or

oil resist, appliqué and

embroidery.

• Create textured collages

from a variety of media.

• Make a simple mosaic.

Stitch, knot and use other

manipulative skills.

• Use a variety of techniques, Inc. carbon

printing, relief, press and fabric printing

and rubbings.

• Print using a variety of materials, objects

and techniques.

• Design patterns of increasing complexity

and repetition.

• Layer different media,

e.g. crayons, pastels, felt

tips, charcoal and

ballpoint.

• Experiment with different

thicknesses of line.

• Draw for a sustained

period of time from the

figure and real objects,

including single and

grouped objects.

• Experiment with line,

shape, pattern and

colour.

• Mix a range of secondary

colours, shades and tones.

• Identify hot and cold colours.

• Experiment with tools and

techniques, Inc. layering, mixing

media, scraping through etc.

• Work on a range of scales e.g.

large brush on large paper etc.

Y2- LONDON’S BURNINGDRIVERS:

BEYOND LIVING MEMORY:

• KNOW SOME FACTS ABOUT AN EVENT THAT

HAPPENED LONG AGO, EVEN BEFORE THEIR

GRANDPARENTS WERE BORN

• KNOW WHAT WE USE TODAY INSTEAD OF A

NUMBER OF OLDER ARTEFACTS

• KNOW 3 WAYS THAT CHILDRENS LIVES

TODAY ARE DIFFERENT FROM THOSE OF

CHILDREN WHO LIVED A LONG TIME AGO

HUMAN AND PHYSICAL:

• EXPLAIN SOME ADVANTAGES AND DISADVANTAGES

OF LIVING IN A CITY

LOCATIONAL KNOWLEDGE:

• KNOW THE NAMES OF AND LOCATE THE FOUR

CAPITAL CITIES OF ENGLAND, WALES SCOTLAND AND

NORTHERN IRELAND

SKILLS AND FIELDWORK:

KNOW AND USE THE TERMINOLOGY- LEFT RIGHT BELOW

NEXT TO

CHEMISTRY:

• KNOW WHY A MATERIAL MIGHT/MIGHT NOT

BE USED FOR A SPECIFIC JOB

• KNOW HOW MATERIALS CAN BE CHANGED BY

SQUASHING, BENDING, TWISTING OR

STRETCHING

WORKING SCIENTIFICALLY: SEE PROGRESSION

ART:

• KNOW HOW TO CREATE A PRINTED PIECE OF

ART BY PRESSING, ROLLING RUBBING AND

STAMPING

• KNOW HOW TO CREATE A PIECE OF ART IN

RESPONSE TPO ANOTHER ARTIST

• CHOOSE AND USE 3 DIFFERENT GRADES OF

PENCIL WHEN DRAWING

• KNOW HOW TO USE CHARCOAL PENCIL AND

PASTEL TO CREATE ART

FOOD TECHNOLOGY:

• WEIGH INGREDIENTS TO USE IN A RECIPE

• DESCRIBE THE INGREDIENTS BEING USED

DESIGNING

• THINK OF AN IDEA AND PLAN WHAT TO DO NEXT

• MAKING

• JOIN MATERIALS AND COMPONENTS IN

DIFFERENT WAYS

• MAKE A MODEL STRONGER AND MORE STABLE

EVALUATING

• EXPLAIN WHAT WENT WELL WITH THEIR WORK

Enhancers:


safety, inventions, weather Our Locality: fire in the forest

school, bonfire night

Fire of London-printing, pastels,

paint, charcoalDT-Tudor Houses

Y2- AKUNA MATATADRIVERS:

LIVES OF SIGNIFICANT PEOPLE:

• KNOW ABOUT A FAMOUS PERSON

FROM OUTSIDE THE UK AND

EXPLAIN WHY THEY ARE FAMOUS.

HUMAN AND PHYSICAL:

• EXPLAIN SOME ADVANTAGES AND DISADVANTAGES

OF LIVING IN A VILLAGE

• PLACE KNOWLEDGE:

• KNOW SOME OF THE DIFFERENCES BEWTEEN

STAINDROP AND A VILLAGE IN AFRICA


• KNOW THE NAMES OF AND LOCATE THE SEVEN

CONTINENTS OF THE WORLD

• KNOW THE NAMES OF AND LOCATE THE FIVE OCEANS

OF THE WORLD

BIOLOGY-

KNOW THE BASIC STAGES IN A LIFE CYCLE FOR

ANIMALS INCLUDING HUMANS

KNOW WHY EXERCISE A BALANCED DIET AND GOOD

HYGIENE ARE IMPORTANT FOR HUMANS

MATCH LIVING THINGS TO THEIR HABITATS

NAME DIFFERENT FOOD SOURCES FOR ANIMALS

KNOW ABOUT AND EXPLAIN A SIMPLE FOOD CHAIN


ART:

• KNOW HOW TO USE A VIEWFINDER TO FOCUS ON

A SPECIFIC PART OF AN ARTEFACT BEFORE

DRAWING

• KNOW HOW TO CREATE BROWN PAINT

• SUGGEST HOW ARTISTS HAVE USED COLOUR,

PATTERN AND SHAPE

• KNOW HOW TO MAKE A CLAY POT

• KNOW HOW TO CREATE ART IN RESPONSE TO THE

WORK OF ANOTHER ARTIST

DESIGNING

• EXPLAIN WHY THEY HAVE CHOSEN SPECIFIC

TEXTILES

• MAKING

• CHOOSE TOOLS AND MATERIALS AND EXPLAIN

WHY THEY HAVE CHOSEN THEM

• EVALUATING


Enhancers:

Underlying Themes: climate, water,

equality, racism, culture, change

Our Locality: comparisons with

our village

African Masks-card, collage, art straws, painting

African pots- clay 3d

DT-Woven Mat. Textiles

Y2-CASTLE ON THE HILLDRIVERS:

LOCAL HISTORY:

• KNOW HOW THE LOCAL AREA IS

DIFFERENT TO THE WAY IT USED TO

BE A LONG TIME AGO

• DIFFERENTIATE BEWTEEN THINGS

THAT WERE HERE 100 YEARS AGO

AND THOSE THAT WERE NOT

HUMAN AND PHYSICAL:

• PLACE KNOWLEDGE:

• IDENTIFY THE FOLLOWING PHYSICAL FEATURES

MOUNTAIN, LAKE, ISLAND, VALLEY, RIVER, CLIFF

FOREST AND BEACH

• LOCATIONAL KNOWLEDGE:

• KNOW THE NAMES OF AND LOCATE THE SEVEN

CONTINENTS OF THE WORLD

• SKILLS AND FIELDWORK:

• LOOK AT LOCAL MAPS AND IDENTIFY FEATURES

BIOLOGY-

• CLASSIFY THINGS THAT ARE LIVING, DEAD

OR NEVER LIVED

• KNOW HOW A SPECIFIC HABITAT PROVIDES

THE BASIC NEEDS OF LIVING THINGS

• KNOW AND EXPLAIN HOW SEEDS AND BULBS

GROW INTO PLANTS

• KNOW WHAT PLANTS NEEDS TO GROW AND

STAY HEALTHY


ART:

• KNOW HOW TO CREATE A PIECE OF WORK IN

RESPONSE TO ANOTHER ARTIST

• KNOW HOW TO USE DIFFERENT EFFECTS WITHIN

AN IT PACKAGE

• KNOW HOW TO CREATE TINTS BY ADDING WHITE

AND TONES BY ADDING BLACK

• SUGGEST HOW ARTISTS HAVE USED COLOUR,

PATTERN AND SHAPE

DESIGNING

• THINK OF AN IDEAS AND PLAN WHAT TO DO NEXT

• MAKING

• MEASURE MATERIALS TO USE IN A MODEL OR

STRUCTURE

• USE AXELS AND WHEELS WHEN APPROPRIATE

• EVALUATING


Enhancers:


safety, inventions, weather

Our Locality: our village, Raby

Castle, Barnard Castle, The

Lake District, Beatrix Potter

Water colour painting - Beatrix

potter. William Morris

designs-ICT

DT-Draw Bridges/siege towers

YEAR 3 OVERVIEW

We will rock you Rollin like a river Walk like an Egyptian

HISTORY Who first lived in Britain?

How did their tools develop?

What did the Romans do for

us?

What is the journey of a

River?

How is a river formed?

Who lived 3000 years

ago?

How do you make a

mummy?

GEOGRAPH

Y

Why is Pompeii famous? What is the journey of a

River?

How is a river formed?

Where does rain come

from?

Where is the River Nile

SCIENCE What are rocks made of? How could I lift a bucket

of water?

How is a shadow

formed

How can living things

stay healthy?

DT/ART Can I create stone age art? How can I cross the

river?

What did Egyptians

eat for breakfast?

Could I have been a

Pharaoh?

ENRICHMEN

T

Visit to Binchester Roman Fort River study fieldwork Durham oriental

museum

Y3





sources

Obtain observations

and measurements

using equipment

and/or secondary

sources

Record observations

and measurements

Present

observations and

measurements



collected



steps)

SC

IEN

TIF

ICE

NQ

UIR

Y

SK

ILLS

I ask relevant questions and begin to

recognise which type of enquiry will be

the best to answer a question.

I decide what observations and

measurements to make and what

equipment to use.

I can set up a simple enquiry,

comparative or fair test.

With help I select and use

a range of equipment,

standard units and

information sources to find

things out.

I make systematic

observations and accurate

measurements.


out in a variety of simple

ways using e.g. simple

scientific language, tables,

and labelled diagrams and

drawings.

I present the

information using e.g.

Venn diagrams, bar

charts and simple

scatter graphs.

I draw simple conclusions using

what I have found out and make

predictions for new values.

I communicate what I have found

out using straightforward scientific

ideas.

I suggest improvements to

the way I carried out the

enquiry.

I suggest further questions

to investigate.


HIS

TO

RY

SK

ILLS

Place the time studied on a timeline

Use dates and times related to the unit

or vocab related to the passing of time

Sequence several events

Find out about everyday lives of

people in time studied.

Compare with our life today.

Identify reasons for and results of

people's actions. Understand why

people may have wanted to do

something

Distinguish between different sources comparing

different versions of the same story. Give reasons for

different ways the past is represented. Look at

representations of the period e.g. cartoons, exhibits,

drawings

.

Use a range of sources to find out about a period. Observe

small details – artefacts, pictures. Select and record

information relevant to the study

Communicate their knowledge through: Discussion….

Drawing pictures… Drama/role play.. Making

models….. Writing.. Using ICT…


GE

OR

GA

PH

Y S

KIL

LS

Ask and answer more searching geographical questions when investigating

different places and environments

Identify similarities, differences, and patterns when comparing places and

features.

Observe record and name geographical and human

features of the environment- River study

Use a range of sources including digi maps atlases, globes,

and satellite images to research and present ideas.

Use the eight compass points and recognize some ordnance

survey symbols.

Express their opinions on environmental issues and

recognize how people can affect the environment

positively and negatively.




AR

T S

KIL

LS

• Use their sketchbook to collect and

record visual information from different

sources.

• Explore the roles and purposes of artists,

craftspeople and designers working in

different times and cultures (ONGOING

KS2)

• Question and make thoughtful

observations about starting points and

select ideas to use in their

work.(ONGOING KS2)

• Select and record ideas from first hand

observations, experience and

imagination and explore ideas for

different purposes.

• Experiment with different grades

of pencil and other implements.

• Draw for a sustained period of

time on their own.

• Use different media to achieve

variations in line, texture, tone,

colour, shape and pattern

• Mix a variety of colours

and know which primary

colours make secondary

colours.

• Use a developed colour

vocabulary

• Work confidently on a

range of scales e.g. thin

brush on small picture et

• Name different types of

paint and their

properties.

• Experiment with different

effects and textures Inc.

blocking in colour,

washes, thickened paint

etc.

• Manipulate clay for a

variety of purposes, Inc.

thumb pots, simple coil

pots and models.

• Construct a simple clay

base for extending and

modelling other shapes.

• Cut and join wood safely

and effectively.

• Plan, design and make

models.

• Use a variety of techniques, Inc. printing, dying, quilting, weaving,

embroidery, paper and plastic trappings and appliqué.

• Name the tools and materials they have used. Develop skills in

stitching. Cutting and joining.

• Make a simple mosaic. Stitch, knot and use other manipulative

skills.

• Print using a variety of materials, objects and

techniques including layering.

• talk about the processes to make a simple print.

Explore pattern and shape to create designs for a

print.

Y3-WE WILL ROCK YOUDRIVERS:

CHRONOLOGICAL UNDERSTANDING:

• KNOW AT LEAST 3 CHANGES BETWEEN THE

BEGINNING OF THE STONE AGE AND THE IRON

AGE

• KNOW THE MAIN DIFFERENCES BETWEEN THE

STONE, BRONZE AND IRON AGE

• KNOW SOME WAYS THAT BRITAIN CHANGED UP

TO THE END OF THE ROMAN OCCUPATION

• KNOW 3 WAYS THAT THE ROMANS ADVANCED

BRITISH SOCIETY

• KNOW WHO BOUDICCA WAS

• KNOW SOME FACTS ABOUT 1 ROMAN EMPORER

HUMAN AND PHYSICAL:

• LABEL THE PARTS OF A VOLCANO

CHEMISTRY:

• DESCRIBE AND GROUP ROCKS GIVING A

REASON

• KNOW HOW SOIL IS MADE AND FOSSILS

FORMED

• KNOW ABOUT THE DIFFERENCES BETWEEN

SEDIMENTARY, METAMORPHIC AND IGNEOUS

ROCK

WORKING SCIENTIFCALLY

STUDY OF ARTISTS:

• KNOW HOW TO RECOGNIZE WHEN

ART IS FROM DIFFERENT

HISTORICAL PERIODS

• KNOW HOW TO IDENTIFY

TECHNIQUES BY DIFFERENT

ARTISTS

SKETCHBOOKS:

• KNOW HOW TO USE GRADES OF

PENCILS TO SHADE

• KNOW HOW TO USE SKETCHES TO

PRODUCE A FINAL PIECE OF ART

Enhancers:

Underlying Themes: change,

settlement, invention,

resistance, living in peril

Our Locality: Binchester

Roman Fort, Piercebridge

Roman Settlement , Deer

Street Roman Road.

Cave art-Pencils chalks

Paint, powder paint

YEAR 3- ROLLIN LIKE A RIVERDRIVERS:

PHYSICAL AND HUMAN:

• KNOW AND LABEL THE MAIN FEATURES OF A RIVER

• KNOW, NAME AND LOCATE THE MAIN RIVERS OF THE UK

• KNOW THE NAME OF AND LOCATE A NUMBER OF THE WORLDS

LONGEST RIVERS

• KNOW THE NAMES OF A NUMBER OF THE WORLDS HIGHEST

MOUNTAINS

• KNOW WHERE THE MAIN MOUNTAIN REGIONS OF THE UK ARE

• EXPLAIN THE FEATURES OF THE WATER CYCLE

• KNOW WHY MOST CITIES ARE BY RIVERS


• NAME 6 CITIES IN ENGLAND AND LOCATE THEM ON MAPS

FILEDWORK:

• KNOW HOW TO CARRY OUT A LOCAL RIVER STUDY AND

CREATE SKETCHES

PHYSICS:

• KNOW ABOUT AND DESCRIBE HOW

OBJECTS MOVE ON DIFFERENT SURFACES

• KNOW HOW A PULLEY WORKS AND USE TO

LIFT AN OBJECT

• KNOW WHICH FORCES REQUIRE CONTACT

AND WHICH DO NOT -GIVING EXAMPLES

• KNOW HOW OBJECTS/MAGNETS ATTRACT

AND REPEL

• PREDICT WHETHER MAGNETS ATTRACT

OR REPEL GIVING A REASON

• KNOW THAT DARK IS THE ABSENSE OF

LIGHT

• KNOW THAT LIGHT IS NEEDED IN ORDER

TO SEE AND IS REFLECTED

• KNOW AND DEMONSTRATE HOW A

SHADOW IS FORMED

• EXPLAIN HOW A SHADOW CHANGES

SHAPE

• KNOW ABOUT THE DANGERS OF SUNLIGHT

AND DESCRIBE HOW TO STAY PROTECTED

Enhancers:

DESIGNING:

• PROVE THAT A DESIGN MEETS A SET CRITERIA

• DESIGN A PRODUCT THAT LOOKS ATTRACTIVE

• CHOOSE A MATERIAL FOR IT’S SUITABILITY AND APPEARANCE


• KNOW HOW TO STRENGTHEN A PRODUCE BY STIFFENING A

PART OR REINFORCING A PART

MAKING:

• FOLLOW A STEP BY STEP PLAN

• SELECT THE MOST APPROPRIATE TOOLS

• WORK ACCURATELY TO MEASURE, MAKE CUTS AND MAKE

HOLES

EVALUATING:

• EXPLAIN HOW TO IMPROVE A MODEL

• KNOW WHY A MODEL HAS/HAS NOT BEEN SUCCESSFUL

DRAWING PAINTING AND SCULPTURE:

• KNOW HOW TO CREATE A BACKGROUND WASH

• KNOW HOW TO USE A RANGE OF DIFFERENT BRUSHES

Underlying Themes:

change, settlement,

cycles, forces, journeys

Our Locality: River Tees, High

Force, Middlesbrough

transporter bridge, Newcastle

Millennium bridge

River scenes-water colour

paints

Bridges-structures

Y3-WALK LIKE AN EGYPTIANDRIVERS:

ANCIENT CIVILIZATIONS:

• KNOW ABOUT AND NAME SOME OF THE ADVANCED

SOCIETIES THAT WERE IN THE WORLD AROUND 3000

YEARS AGO:

ANCIENT EGYPT

ANCIENT SUMER

INDUS VALLEY

SHANG DYNASTY

• KNOW ABOUT THE KEY FEATURES OF ANCIENT EGYPT

BIOLOGY:

• KNOW ABOUT THE IMPORTANCE OF A BALANCED DIET

• KNOW HOW NUTRIENTS, WATER AND OXYGEN ARE

TRANSPORTED WITHIN ANIMALS AND HUMANS

• KNOW ABOUT THE SKELETAL AND MUSCULAR SYSTEM

• KNOW THE FUNCTION OF DIFFERENT PARTS OF

FLOWERING PLANTS AND TREES

• KNOW HOW WATER IS TRANSPORTED WITHIN PLANTS

• KNOW THE PLANT LIFE CYCLE, ESPECIALLY THE

IMPORTANCE OF FLOWERS


STUDY OF ARTISTS:

• KNOW HOW TO RECOGNIZE WHEN

ART IS FROM DIFFERENT

CULTURES

• KNOW HOW TO COMPARE WORK

OF DIFFERENT ARTISTS


• KNOW HOW TO SHOW FACIAL

EXPRESSIONS IN ART

• KNOW HOW TO USE DIGITAL

IMAGES AND COMBINE WITH

OTHER MEDIA

• USE ICT TO CREATE ART

• SKETCHBOOKS:

• KNOW HOW TO USE SKETCHES TO

PRODUCE A FINAL PIECE OF ART

Enhancers:FOOD TECHNOLOGY:

• DESCRIBE HOW FOOD INGREDIENTS COME

TOGETHER

• WEIGH OUT INGREDIENTS AND FOLLOW A GIVEN

RECIPE

• TALK ABOUT WHICH FOOD IS HEALTHY AND

WHICH IS NOT

• KNOW WHEN FOOD IS READY FOR HARVESTING Our Locality: Durham oriental museum and

botanical gardens. School grounds and

Forest area

Underlying Themes:

communication, power,

systems, cycles, invention,

beliefs

PLACE KNOWLEDGE:

KNOW THE NAME OF AND LOCATE A NUMBER OF

THE WORLDS LONGEST RIVERS

Egyptian Art-

Mixed media, clay

Bread-food tech

YEAR 4 OVERVIEW

Mamma Mia Food Glorious Food I am Giant

HISTORY Who were the

Greeks?

Who let the Gods

out?

What are their

legacies?

What was Anglo Saxon Britain

like?

Which was the last kingdom?

Where the Vikings really vicious?

GEOGRAPH

Y

Where is Greece?

Wish you were here?

Where does our food

come from?

Where are the

tropics?

Which county do we live in?

Where would you like to go?

SCIENCE Can you hear what I

hear?

What is it made from?

Are we what we eat? Is it easy to change a lightbulb?

DT/ART What would you keep

your wine in?

Who was Giuseppe

Arcimboldi?

Are all smoothies

healthy?

How could we warn off the

Vikings?

ENRICHMEN

T

Greek Feast Trip to Jorvik Viking centre

Y4





sources

Obtain observations

and measurements

using equipment

and/or secondary

sources

Record observations

and measurements

Present

observations and

measurements



collected



SC

IEN

TIF

ICE

NQ

UIR

Y

SK

ILLS

I ask relevant questions and begin to

recognise which type of enquiry will be the

best to answer a question.


measurements to make and what

equipment to use.

I can set up a simple enquiry,

comparative or fair test.

With help I select and use

a range of equipment,

standard units and

information sources to find

things out.

I make systematic

observations and accurate

measurements.


out in a variety of simple

ways using e.g. simple

scientific language, tables,

and labelled diagrams and

drawings.

I present the information

using e.g. Venn

diagrams, bar charts

and simple scatter

graphs.

I draw simple conclusions using

what I have found out and make

predictions for new values.

I communicate what I have found

out using straightforward scientific

ideas.

I suggest improvements to

the way I carried out the

enquiry.

I suggest further questions to

investigate.


HIS

TO

RY

SK

ILLS

Place events from the period studied on

a time line

Use terms related to the period and date

events

Understand more complex terms e.g.

BC/AD

Use evidence to reconstruct life in

time studied. Identify key features

and significant events of time

studied. Look for links and effects

in time studied. Offer a reasonable

explanation for some events.

Look at the evidence available. Begin to evaluate it’s

usefulness and the reliability of different types of sources.

Use textbooks and historical knowledge.

.

Use evidence to build up a picture of a past event. Choose

relevant material to present a picture of one aspect of life in

time past. Ask a variety of questions. Use the library and

internet for research

Recall, select and organise historical information

Communicate their knowledge and understanding.


GE

OR

GA

P

HY

SK

ILLS Ask and respond to more searching Geographical questions including How? And

Why?

Identify and describe similarities, differences and patterns when investigating

different places, environments and people.

Observe record and explain physical and human features

of the environment- Noise survey/ environmental quality

survey

Use a range of sources including digi maps atlases, globes,

and satellite images to research and present geographical

information.

Use letter and number co ordinates to locate features on a

map

Express their opinions on environmental issues and

recognize that other people may feel differently.

Communicate geographical information through a

range of methods including digi maps, plans, graphs

and presentations.




AR

T S

KIL

LS

• Understand the basic use of a sketchbook

and work out ideas for drawings.

• Collect images and information

independently in a sketchbook.

• Make informed choices in drawing

Inc. paper and media.

• Use research to inspire drawings

from memory and imagination

• Explore relationships between line,

tone, texture, shape and pattern.

• Demonstrate a secure

knowledge about primary

and secondary, warm and

cold, complementary and

contrasting colours.

• Use more specific colour

language e.g. tint, tone,

shade, hue.

• Plan and create different

effects and textures with

paint according to what

they need for the task

• Make informed choices

about the 3D technique

chosen.

• Show an understanding of

shape, space and form.

• Plan, design, make and

adapt models.

• Talk about their work

understanding that it has

been sculpted, modelled

or constructed.

• Use a variety of materials

• Match the tool to the material.

• Combine skills more readily

• Choose collage or textiles as a means of extending work already

achieved.

• To be expressive and analytical to adapt, extend and justify their

work

• Experiment with a range of media e.g. overlapping, layering etc.

• Research, create and refine a print using a variety

of techniques.

• Select broadly the kinds of material to print with in

order to get the effect they want

• Choose the printing method appropriate to task.

• Resist printing including marbling, silkscreen and

cold water paste.

Y4-MAMMA MIADRIVERS:

ANCIENT GREECE:

• KNOW SOME OF THE MAIN CHARACTERISTICS OF

ATHENIANS AND SPARTANS

• KNOW ABOUT THE INFLUENCE THE GODS HAD IN

ANCIENT GREECE

• KNOW AT LEAST 5 SPORTS FROM THE ANCIENT

GREEK OLYMPICS

• NAME SOME OF THE INFLUENCES THE ANCIENT

GREEKS HAD ON THE WESTERN WORLD

PHYSICS:

• KNOW HOW SOUND IS MADE

• KNOW HOW SOUND TRAVELS FROM A SOURCE TO OUR

EARS

• KNOW THE CORRELATION BETWEEN PITCH AND THE OBJECT

• KNOW THE CORRELATION BETWEEN THE VOLUME OF

SOUND AND THE STRENGTH OF VIBRATIONS

• KNOW WHAT HAPPENS TO A SOUND AS IT TRAVELS AWAY

FROM ITS SOURCE

CHEMISTRY:

• GROUP MATERIALS BASED ON THEIR STATE OF MATTER

• KNOW THE TEMPERATURE AT WHICH MATERIALS CHANGE

SHAPE

• KNOW ABOUT AND EXPLORE HOW SOME MATERIALS

CHANGE STATE

• KNOW THE PART PLAYED BY EVAPORATION AND

CONDENSATION IN THE WATER CYCLE


STUDY OF ARTISTS:

• EXPLAIN SOME FEATURES OF ART

FROM HISTORICAL PERIODS

• KNOW HOW ARTISTS HAVE

DEVELOPED THEIR SPECIFIC

TECHNIQUES

• DRAWING PAINTING AND

SCULPTURE:

• KNOW HOW TO USE LINES AND

MARKS TO SHOW TEXTURE IN ART

• KNOW HOW TO PRINT ONTO

DIFFERENT MATERIALS

• SKETCHBOOKS:

• USE SKETCHBOOKS TO

EXPERIMENT WITH DIFFERENT

TEXTURES

Enhancers:

Our Locality: Underlying Themes:

power, beliefs, sport,

inventions, health

PLACE KNOWLEDGE:

• KNOW AT LEAST 5 DIFFERENCES BETWEEN LIVING IN

THE UK AND A MEDITERRANEAN COUNTRY

• KNOW THE NAMES AND LOCATE 8 EUROPEAN

COUNTRIES

• KNOW THE NAMES OF A NUMBER OF EUROPEAN

CAPITALS

Greek vases-paper mache

Printingpainting

YEAR 4-FOOD GLORIOUS FOODDRIVERS:


• KNOW WHERE THE TROPIC OF CANCER, TROPIC

OF CAPRICORN AND THE GREENWICH MERIDIAN

ARE ON A WORLD MAP

• KNOW WHAT IS MEANT BY THE TERM ‘TROPICS’

HUUMAN AND PHYSICAL

• KNOW THAT CERTAIN FOODS ARE ABUNDANT IN

DIFFERENT PLACES DUE TO CLIMATE

DIFFERENCES GIVING SOME EXAMPLES.

• DESCRIBE WHAT IS MEANT BYTHE TERMS FAIR

TRADE AND FOOD MILES

• FIELDWORK:

• USE MAPS AND GLOBES TO LOCATE THE

EQUATOR, TROPICS AND GREENWICH MERIDIAN

BIOLOGY:

• IDENTIFY AND NAME THE PARTS

OF THE HUMAN DIGESTIVE SYSTEM

• KNOW THE FUNCTIONS OF THE

ORGANS IN THE DIGESTIVE SYSTEM

• IDENTIFY AND NAME THE DIFFERENT

TYPES OF HUMAN TEETH

• KNOW THE FUNCTIONS OF DIFFERENT

HUMAN TEETH

• USE AND CONSTRUCT FOOD CHAINS

TO IDENTIFY PREDATORS AND PREY

• USE CLASSIFICATION KEYS TO

IDENTIFY AND NAME LIVING THINGS

• KNOW HOW CHANGES TO AN

ENVIRONMENT COULD ENDANGER

LIVING THINGS

Enhancers:

FOOD TECHNOLOGY:

• KNOW HOW TO BE BOTH SAFE AND HYGIENIC IN

THE KITCHEN

• BRING A CREATIVE ELEMENT TO THE FOOD

PRODUCT BEING DESIGNED

STUDY OF GREAT ARTISTS:

• EXPERIMENT WITH THE STYLES USED BY OTHER

ARTISTS

• KNOW HOW ARTISTS DEVELOP THEIR OWN

SPECIFIC TECHNIQUES

SKETCHBOOKS:

• KNOW HOW TO INTEGRATE DIGITAL IMAGES INTO

ARTWORK

• USE SKETCH BOOKS TO EXPERIMENT WITH

DIFFERENT TEXTURE

DRAWING, PAINTING AND SCULPTURE

• KNOW HOW TO USE LINE, TONE, SHAPE AND

COLOUR TO REPRESENT FORMS AND FIGURES IN

MOTION

Underlying themes:

journeys, health, equality, Our Locality: Local produce,

School Gardening Area

Arcimboldo-Pencils, digital

media

Smoothies & packaging-

Food Tech

WE ARE SAILINGDRIVERS:

CHRONOLOGY:

• KNOW HOW BRITAIN CHANGED AT THE END OF

THE ROMAN OCCUPATION

• KNOW SOME WAYS THAT THE ANGLO -SAXONS

ATTEMPTED TO BRING ABOUT LAW AND ORDER

• KNOW THAT THE SAXON BRITAIN WAS DIVIDED

INTO MANY KINGDOMS AND NAME SOME

• KNOW HOW THESE KINGDOMS LED TO THE

CREATION OF OUR COUNTY BOUNDARIES TODAY

• KNOW WHERE TO PLACE THE ANGLO-SAXONS ON

A TIMELINE

• KNOW WHERE THE VIKINGS ORIGINATED AND

SHOW THIS ON A MAP

• KNOW THAT THE VIKINGS AND ANGLO-SAXONS

WERE OFTEN IN CONFLICT

• KNOW WHY THE VIKINGS OFTEN WON BATTLES


• KNOW THE NAMES OF AND LOCATE AT LEAST 8

COUNTIES AND 6 CITIES IN ENGLAND

• IDENTIFY LOCAL PLACE NAMES ON A MAP

FIELDWORK:

• PLAN A JOURNEY USING A ROAD MAP

PHYSICS:

• IDENTIFY AND NAME APPLIANCES THAT USE

ELECTRICITY

• KNOW HOW TO CONSTRUCT A SERIES CIRCUIT

• IDENTIFY AND NAME THE COMPONENTS IN A

CIRCUIT

• PREDICT AND TEST IF A LAMP WILL WORK IN A

CIRCUIT

• KNOW THE FUNCTION OF A SWITCH

• KNOW THE DIFFERENCE BETWEEN A

CONDUCTOR AND AN INSULATOR AND GIVE

EXAMPLES OF EACH


Enhancers:


settlement, beliefs, invasion,

journeys,

Our Locality: Jorvik Viking

Centre-York, Durham,

Bamburgh, St Cuthbert


• KNOW HOW TO SCULPT CLAY AND OTHER MOLDABLE

MATERIALS

• KNOW HOW TO USE LINES AND MARKS TO SHOW

TEXTURE IN ART

DESIGNING:

• USE IDEAS FROM OTHER PEOPLE WHEN DESIGNING

• PERSEVERE AND ADAPT DESIGNS WHEN THINGS DO

NOT WORK

• COMMUNICATE IDEAS IN A RANGE OF WAYS E.G.

SKETCHES, ANNOTATED DRAWINGS


• USE SWITCHES, BUZZERS AND LIGHTS

• USE ELECTRICAL SYSTEMS TO ENHANCE A PRODUCT

• USE ICT WHERE APPROPRIATE

MAKING:

• KNOW WHICH TOOLS TO USE AND SHOW

KNOWLEDGE OF HANDLING THAT TOOL

• CAN MEASURE ACCURATELY

• USE A RANGE OF CONSTRUCTION MATERIALS

• EVALUATING:

• EVALUATE PRODUCTS FOR THEIR PURPOSE AND

APPEARANCE

• PRESENT A PRODUCT IN AN INTERESTING WAY

• EXPLAIN ANY IMPROVEMENTS MADE

Dragon Eyes-pencils, clay,

paint

lighthouse- circuits

YEAR 5 OVERVIEW

Livin in America Roses are Red I feel the earth move

HISTORY How were advanced were

the Mayans?

What should we thanks the

Mayans for?

Who was the Rose of Raby?

When did the Tudors take over?

What happened during the Tudor

reign?

GEOGRAPH

Y

Where is Mexico?

What is life like living in a

developing country?

What is Dia de los Muertos?

Can we visit Tulum?

Can I find Raby castle on the map?

Where in the world were the

Tudor’s friends and foes?

Can I sketch a Tudor garden?

What is our Earth made of?

How do earthquakes happen?

How can we protect the

rainforest?

SCIENCE Where has it gone?

Will it change back?

Are these the best days of our

lives?

How does your garden grow?

How can we make things move

more easily?

Where in the universe are we?

How does the earth move?

DT/ART Why was Frida Kahlo so

strong?

What did her art portray?

Can we create a piñata for

our party?

Would I have looked good as a

Tudor?

Can we capture our bodies in

motion?

Would Henry have liked the pie?

Can we recreate ‘The Wave’?

What does it look like up close?

How can we help? Earthquake

rescue pulley system

ENRICHME

NT

Day of the dead celebration

Mexican meal and Hat

Dance

Visit to Bolton Castle Life Centre- gears and pulleys

workshop

Y5

SKILLS:Recognise the best type of




sources

Obtain observations

and measurements

using equipment

Record observations

and measurements

Present

observations and

measurements



collected



SC

IEN

TIF

IC

EN

QU

IRY

SK

ILLS

I ask relevant questions and

recognise

which type of enquiry will be the best to

answer a question.


measurements to make (controlling

variables where necessary) and

what scientific equipment to use

to make my measurements.

I select and use a range of

scientific equipment

independently

and accurately,

and use relevant

information

sources to find things out.

I take repeat readings

when appropriate.

I decide how to record

results

of increasing complexity

(data and observations)

using e.g. tables, and

scientific diagrams with

labels.

I present the results


in suitable formats e.g.

line graphs,

bar graphs, scatter

graphs and keys.

From my data and observations I

draw valid conclusions. Including

causal relationships.

I use scientific evidence to support

or refute the ideas or argument for

my conclusion.

I can look at the results

and decide if any

observations or

measurements are not

to be trusted and need

to be carried out again.

I use what I have found out

to make suggestions for

further enquiries e.g.

comparative and fair tests.


HIS

TO

RY

SK

ILLS Know and sequence key events

within the time studied. Know and

use relevant terms and period

labels including the duration of

different periods.

Make comparisons between

different times.

Study different aspects of different

people - differences between men

and women. Examine causes and

results of significant events and

the impact on people. Compare

life in early and late 'times'

studied. Compare an aspect of life

with the same aspect in another

period.

Compare accounts of events from different

sources. Offer reasons for different versions of

events. Identify different viewpoints within

evidence.

. Begin to identify primary and secondary sources.

Use evidence to build up a picture of a past event or

person. Select relevant sections of information.

Recall, select and organise historical

information Communicate their knowledge

and understanding


GE

OR

GA

PH

Y

SK

ILLS

Ask and respond to questions that are more causal e.g. Why is that happening

in this place? What are the effects of…? Could it happen here?

Recognise geographical issues affecting people in different environments.

Observe measure and record human and physical

features using a range of methods e.g. sketch maps,

plans, graphs and digital technologies- annotating photos

and sketch maps of Raby including contours.

Use a range of maps and other sources of primary and

secondary geographical information and select the most

appropriate for the task.

Demonstrate an understanding between Ordnance Survey

and other maps ( e.g. digi maps, road maps, historical maps,

leisure maps, tourist maps) and know when its appropriate to

use each. Use 4 figure grid references.

Express and and explain their opinions on

geographical and environmental issues and recognize

why others people may feel differently.

Choose from a range of methods e.g. digital maps,

plans, graphs and presentations when communicating

geographical information.




AR

T S

KIL

LS

• Use a variety of source material for their

work.

• Use a sketchbook to develop ideas.

• Alter and refine drawings and describe

changes using art vocabulary

• Work in a sustained and

independent way from observation,

experience and imagination.

• Explore the potential properties of

the visual elements, line, tone,

pattern, texture colour and shape

inc. creating movement.

• Make and match colours

with increasing accuracy.

• Work on preliminary

studies to test media and

materials.

• Show increasing

independence and

creativity with the painting

process.

• Create a variety of

imaginative work from a

range of sources.

• Describe the different

qualities involved in

modelling, sculpture and

construction.

• Use recycled, natural and

manmade materials to

create sculpture.

• Plan a sculpture through

drawing and other

preparatory work.

• Make a simple papier

mache object

• Join fabrics in different ways, including stitching

• Use different grades and uses of threads and needles.

• Extend their work within a specified technique.

• Collect visual information from a variety of sources, describing with

vocabulary based on the visual and tactile elements. Use a range

of media to create collage.

• Explain a few techniques, inc’ the use of

poly-blocks, relief, mono and resist printing

• Be familiar with layering prints.

• Build up layers and colours/textures

• Choose inks and overlay colours. Organise

work In terms of pattern repetition and

symmetry.

Y5-LIVING IN AMERICADRIVERS: ANCIENT MAYAN CIVILIZATION :

• KNOW AT LEAST 3 REASONS WHY THE

MAYANS WERE CONSIDERED AN

ADVANCED SOCIETY

• EXPLAIN AT LEAST 3 WAYS THE MAYAN

CIVILIZATION HAD AN IMPACT ON THE

WORLD

• EXPLAIN 3 WAYS WE CAN LEARN ABOUT

THE MAYAN SOCIETY TODAY

CHEMISTRY:

• COMPARE AND GROUP MATERIALS BASED

THEIR ON PROPERTIES

• KNOW AND EXPLAIN HOW MATERIALS

DISSOLVE TO FORM A SOLUTION

• KNOW HOW TO RECOVER A SUBSTANCE

FROM A SOLUTION

• KNOW AND DEMONSTRATE HOW MATERIALS

CAN BE SEPERATED

• KNOW AND GIVE EXAMPLES OF CHANGES

THAT ARE REVERSIBLE AND THOSE THAT

ARE NOT

• KNOW AND GIVE EXAMPLES OF CHANGES

THAT RESULT IN THE FORMATION OF A NEW

MATERIAL


STUDY OF ARTISTS:

• RESEARCH THE WORK OF AN ARTIST AND USE THEIR WORK TO

REPLICATE A STYLE

• DRAWING PAINTING AND SCULPTURE:

• KNOW HOW TO ORGANISE LINE, TONE, SHAPE AND COLOUR TO

REPRESENT FIGURES AND FORMS

• KNOW HOW TO EXPRESS EMOTION IN ART

• SKETCHBOOKS:

• EXPERIMENT BY USING MARKS AND LINES TO PRODUCE

PATTERN

• EXPERIMENT WITH MEDIA TO CREATE EMOTION IN ART

DESIGNING

• COME UP WITH A RANGE OF IDEAS AFTER COLLECTING IDEAS

FROM DIFFERENT SOURCES

• PRODUCE A DETAILED STEP BY STEP PLAN

• EXPLAIN HOW A PRODUCT WILL APPEAL TO A SPECIFIC AUDIENCE

MAKING

• USE A RANGE OF TOOLS AND EQUIPMENT COMPETENTLY

• USE A RANGE OF TEXTILE AND CONSTRUCTION MATERIALS

EVALUATING

• EVALUATE APPEARANCE AND

FUNCTION AGAINST SUCCESS

CRITERIA

Enhancers:

Our Locality: Local

Mexican restaurants

Underlying Themes:

poverty, society, invention,

communication


• KNOW THE NAMES OF AND LOCATE A NUMBER OF

NORTH/SOUTH AMERICAN COUNTRIES

HUMAN AND PHYSICAL:

• KNOW KEY DIFFERENCES BETWEEN LIVING IN THE UK

AND A COUNTRY IN NORTH AMERICA/SOUTH AMERICA

• KNOW SOME HUMAN AND PHYSICAL DIFFERENCES

BETWEEN DEVELOPED AND DEVELOPING COUNTRIES

• USE GOOGLE EARTH TO LOCATE A PLACE OF INTEREST

Frida Kahlo-pastels,

paint

Pinatas and masks-

structure and textiles

Y5-LIVING IN AMERICADRIVERS:

ANCIENT MAYAN CIVILIZATION :

• KNOW AT LEAST 3 REASONS WHY THE

MAYANS WERE CONSIDERED AN ADVANCED

SOCIETY

• EXPLAIN AT LEAST 3 WAYS THE MAYAN

CIVILIZATION HAD AN IMPACT ON THE WORLD

• EXPLAIN 3 WAYS WE CAN LEARN ABOUT THE

MAYAN SOCIETY TODAY

CHEMISTRY:

• COMPARE AND GROUP MATERIALS BASED THEIR

ON PROPERTIES

• KNOW AND EXPLAIN HOW MATERIALS DISSOLVE TO

FORM A SOLUTION

• KNOW HOW TO RECOVER A SUBSTANCE FROM A

SOLUTION

• KNOW AND DEMONSTRATE HOW MATERIALS CAN

BE SEPERATED

• KNOW AND GIVE EXAMPLES OF CHANGES THAT

ARE REVERSIBLE AND THOSE THAT ARE NOT

• KNOW AND GIVE EXAMPLES OF CHANGES THAT

RESULT IN THE FORMATION OF A NEW MATERIAL


STUDY OF ARTISTS:

• RESEARCH THE WORK OF AN ARTIST AND USE THEIR WORK TO REPLICATE A STYLE

• DRAWING PAINTING AND SCULPTURE:


REPRESENT FIGURES AND FORMS

• KNOW HOW TO EXPRESS EMOTION IN ART

• SKETCHBOOKS:

• EXPERIMENT BY USING MARKS AND LINES TO PRODUCE PATTERN

• EXPERIMENT WITH MEDIA TO CREATE EMOTION IN ART

DESIGNING

• COME UP WITH A RANGE OF IDEAS AFTER COLLECTING IDEAS FROM DIFFERENT SOURCES

• PRODUCE A DETAILED STEP BY STEP PLAN

• EXPLAIN HOW A PRODUCT WILL APPEAL TO A SPECIFIC AUDIENCE

MAKING

• USE A RANGE OF TOOLS AND EQUIPMENT COMPETENTLY

• USE A RANGE OF TEXTILE AND CONSTRUCTION MATERIALS

EVALUATING

• EVALUATE APPEARANCE AND

FUNCTION AGAINST SUCCESS

CRITERIA

Enhancers:

Our Locality: Local

Mexican restaurants

Underlying Themes:

poverty, society, invention,

communication




HUMAN AND PHYSICAL:

• KNOW KEY DIFFERENCES BETWEEN LIVING IN THE UK AND A

COUNTRY IN NORTH AMERICA/SOUTH AMERICA

• KNOW SOME HUMAN AND PHYSICAL DIFFERENCES BETWEEN

DEVELOPED AND DEVELOPING COUNTRIES

• USE GOOGLE EARTH TO LOCATE A PLACE OF INTEREST

Frida

kahlo-pastels,

paint

Pinatas and

masks-

structure

and textiles


• KNOW THE NAMES OF A NUMBER OF EUROPEAN

COUNTRIES AND THEIR CAPITALS

• FIELDWORK:

• DRAW A SKETCH MAP

• KNOW WHAT SOME O.S MAP SYMBOLS REPRESENT

Y5- ROSES ARE REDDRIVERS:

LOCAL STUDY:

• KNOW SOME KEY FACTS ABOUT A PERIOD OF HISTORY (POST 1066)

THAT HAS STRONG CONNECTIONS TO THEIR LOCALITY

• RESEARCH AND KNOW 3 KEY FACTS ABOUT ‘THE ROSE OF RABY'

• DESCRIBE THE SIGNIFICANCE OF HER POSITION

• KNOW HOW TO IDENTIFY & COMPARE DIFFERENT SOURCES IF

EVIDENCE

• DESCRIBE 3 ISSUES ASSOCIATED WITH THE PERIOD (DIVORCE,

REFORMATION, MEDICINE)

• KNOW HOW THE LIVES OF WEALTHY PEOPLE DIFFERED FROM THE

POOR

BIOLOGY:

• KNOW THE LIFE CYCLE OF DIFFERENT

THINGS E.G. MAMMAL, AMPHIBIAN, INSECT,

BIRD

• KNOW THE DIFFERENCES BETWEEN LIFE

CYCLES

• KNOW THE PROCESS OF REPRODUCTION IN

PLANTS

• CREATE A TIMELINE TO SHOW GROWTH IN

HUMANS


STUDY OF ARTISTS:

RESEARCH THE WORK OF AN

ARTIST AND USE THEIR WORK TO

REPLICATE A STYLE

DRAWING PAINTING AND

SCULPTURE:

• USE A RANGE OF PENCILS,

PASTELS OR CHARCOAL TO

CREATE OBSERVATIONAL ART

• EXPERIMENT BY USING MARKS

AND LINES TO PRODUCE

TEXTURE

• KNOW HOW TO USE IMAGES

CREATED, SCANNED AND

FOUND, ALTERING THEM TO

CREATE ART

Enhancers:

FOOD TECHNOLOGY:

BE BOTH HYGIENIC AND SAFE IN THE KITCHEN

KNOW HOW TO PREPARE A MEAL BY COLLECTING

THE INGREDIENTS

KNOW WHICH SEASON VARIOUS FOODS ARE

AVAILABLE FOR HARVESTING

UNDERSTAND FOODS THAT ARE AVAILABLE LOCALLY Our Locality: Raby Castle, Neville Family,

House of York, local produce & farming. Local

Historian

Underlying Themes:,

power, beliefs, tyranny,

equality

Botanical drawings-

mixed media, pencils, 3d sculpture

Tudor pies-food tech

YEAR 5- I FEEL THE EARTH MOVE…DRIVERS:

HUMAN AND PHYSICAL:



• KNOW WHAT IS MEANT BY BIOMES, WHAT THE FEATURES OF A

SPECIFIC BIOME ARE AND IT’S THREATS

• DESCRIBE WAYS IN WHICH BIOMES CAN BE PROTECTED

• LABEL THE LAYERS OF A RAINFOREST

• DESCRIBE WHAT DEFORESTATION IS AND ITS EFFECTS.

• KNOW THE NAMES OF AND LOCATE THE WORLD’S DESERTS

• EXPLAIN THE CAUSES OF EARTHQUAKES

FIELDWORK:

KNOW HOW TO USE GRAPHS TO RECORD FEATURES SUCH AS

RAINFALL AND TEMPERATURE HERE AND ACROSS THE WORLD.

PHYSICS:

• KNOW WHAT GRAVITY IS AND IT’S

IMPACT ON OUR LIVES

• IDENTIFY AND DESCRIBE THE

EFFECT OF AIR/WATER RESISTANCE

• KNOW THE EFFECT OF FRICTION

• EXPLAIN HOW LEVERS, GEARS AND

PULLEYS ALLOW A SMALLER FORCE

TO HAVE A GREATER EFFECT

• KNOW ABOUT AND EXPLAIN THE

MOVEMENT OF THE EARTH AND

OTHER PLANETS AROUND THE SUN

• KNOW AND EXPLAIN THE

MOVEMENT OF THE MOON IN

RELATION TO EARTH

• DEMONSTRATE HOW NIGHT AND

DAY ARE CREATED

• DESCRIBE THE SUN MOON AND

EARTH (USING THE TERM

SPHERICAL)

Enhancers:


• RESEARCH THE WORK OF AN ARTIST AND

USE THEIR WORK TO REPLICATE STYLE

DRAWING, PAINTING AND SCULPTURE:

• KNOW HOW TO USE SHADE TO CREATE MOOD AND FEELING


REPRESENT FIGURES AND FORMS IN MOTION

• SKETCHBOOKS:

• EXPERIMENT WITH SHADING TO CREATE MOOD AND FEELING

DESIGNING:

• DESIGN A PRODUCT THAT REQUIRES PULLEYS OR GEARS

MAKING:

• MAKE A PROTOTYPE BEFORE MAKING A FINAL VERSION

• MAKE A PRODUCT THAT RELIES ON PULLEYS OR GEARS


EVALUATING:

• SUGGEST ALTERNATIVE PLANS- OUTLINE POSITIVE FEATURES

AND DRAW BACKS

• TECHNICAL KNOWLEDGE:

• LINK SCIENTIFIC KNOWLEDGE OF PULLEYS AND GEARS

• USE A COMPLEX IT PROGRAM TO ENHANCE THE QUALITY OF THE

FINISHED PRODUCTUnderlying themes:

looking after the

environment, forces,

motion, changes

Our Locality: Weather

measuring on school grounds.

Environment Art-collage, paint

pencils, pastels, paint

Pulley -mechanism-

YEAR 6 OVERVIEW

SWEET CHILD O’ MINE WE’LL MEET AGAIN I’M A SURVIVOR

HISTORY How have the lives of children in

Britain got better over the last

100 years?

What was life like down the pits?

What was life like in a Victorian

school?

How have the lives of children in

Britain got better over the last

100 years? (contd.)

How do we know what

happened to evacuees?

GEOGRAPH

Y

What evidence is there of

industry in our area?

Who and where were the allied

forces?

What time is in the

Galapagos islands?

SCIENCE How do we see in the dark?

Why doesn’t the circuit work?

How does our heart beat? Do the fittest always

survive?

Where do we come

from

DT/ART Could we have helped the

miners- Miners lamp project?/

Victorian carousel project?

Who was Lowry?

Can something real become

abstract? Anatomical Hearts.

How can we feed a family in war

time? Rations cookery

What does a fossil

look like?

DT-? textile

ENRICHMEN

T

National mining museum

Meet a real miner

Beamish Trip

Build an allotment End of Year

Performance

Durham leavers

service

Y6




tests, use secondary sources

Obtain observations

and measurements

using equipment

and/or secondary

sources

Record observations

and measurements

Present

observations and

measurements



collected



steps)

SC

IEN

TIF

IC

EN

QU

IRY

SK

ILLS

I ask relevant questions and

recognise

which type of enquiry will be the best

to answer a question.


measurements to make (controlling

variables where necessary) and what

scientific equipment to use

to make my measurements.

I select and use a range of

scientific equipment

independently

and accurately,

and use relevant

information

sources to find things out.

I take repeat readings when

appropriate.

I decide how to record

results

of increasing complexity


using e.g. tables, and

scientific diagrams with

labels.

I present the results


in suitable formats e.g.

line graphs,

bar graphs, scatter

graphs and keys.

From my data and observations I

draw valid conclusions. Including

causal relationships.

I use scientific evidence to

support or refute the ideas or

argument for my conclusion.

I can look at the

results and decide if

any observations or

measurements are not

to be trusted and need

to be carried out

again.

I use what I have found out

to make suggestions for

further enquiries e.g.

comparative and fair tests.


HIS

TO

RY

SK

ILLS

Place current study on a timeline

with other studies

Use relevant dates and terms.

Order up to 10 events on a timeline

including concurrent events

Find out about beliefs, behaviour

and characteristics of people,

recognising that not everyone

shares the same views and feelings

. Compare beliefs and behaviour

with another time studied.

Understand continuity and change. Write another explanation of a past event

in terms of cause and effect using

evidence to support and illustrate their

explanation. Know key dates,

characters and events of time

studied

Link sources and work out how conclusions were arrived

at. Show awareness that different evidence will lead to

different conclusions. Confidently use the library and

internet for research,

Recognise primary and secondary sources. Use a range of

sources to find out about an aspect of time past. Suggest

omissions and the means of finding out. Bring knowledge

gathered from several sources together to form contrasting

arguments.

Select and organise information to produce

structured work, making appropriate use of dates and

terms.


GE

OR

GA

P

HY

SK

ILLS Ask and respond to questions that are more causal e.g. What happened in

the past to cause that? How is it likely to change in the future?

Make predictions and test simple hypotheses about people, places and

geographical issues.

Use a range of numerical and quantitative skills to

analyse, interpret and present data collected from

fieldwork observations, measurements and recordings-

local land use survey Staindrop v Barnard Castle

Interpret a wider range of geographical information and

maps including scale, projections, thematic and digital

maps.

Recognise an increasing number of Ordnance survey

symbols on maps and use 6 figure grid refences.

Develop their understanding of differing views and

attitudes to critically evaluate local geographical

issues and events.

Communicate geographical information using a wide

range of methods including writing at length.




AR

T S

KIL

LS

• Identify artists who have worked in a

similar way to their own work. Develop

ideas using different or mixed media,

using a sketchbook

• Work from a variety of sources including

those they have researched

independently.

• Demonstrate a wide variety of

ways to make different marks

with dry and wet media.

• Manipulate and experiment with

the elements of art: line, tone,

pattern, texture, form, shape,

colour and space inc. shadows

and perspective.

• Create shades and tints

using black and white.

• Choose appropriate paint,

paper and implements to

adapt and extend their

work.

• Mix and match colours

using artefacts and

objects.

• Show increasing

independence and

creativity with the painting

process.

• Show an awareness of

how paintings are created

(composition).

• Develop skills in using

clay inc. slabs, coils,

slips, etc.

• Make a mould and use

plaster safely

• Create sculpture and

constructions with

increasing

independence

• Awareness of the potential of the uses of material.

• Use different techniques, colours and textures etc. when

designing and making pieces of work.

• Experiment with using Batik safely.

• Be confident with printing on paper and

fabric

• Alter and modify work independently.

Y6-SWEET CHILD O’ MINEDRIVERS:

BEYOND 1066:

• KNOW AT LEAST 3 IMPROVEMENTS TO THE

LIVES OF CHILDREN IN VICTORIAN &

INDUSTRIAL BRITAIN

• DESCRIBE THE DIFFERENCES BETWEEN THE

LIVES OF CHILDREN IN DIFFERENT ERAS

• KNOW HOW TO PLACE HISTORICAL EVENTS

AND PEOPLE THAT IMPACTED THE LIVES OF

BRITISH CHILDREN IN A CHRONOLOGICAL

FRAMEWORK

• KNOW HOW THESE CHANGES HAD AN

INFLUENCE ON BRITAIN LONGER TERM

• KNOW WHICH SOURCES OF INFORMATION

AND EVIDENCE ARE MORE RELIABLE AND

EXPLAIN WHY.

HUMAN AND PHYSICAL

• KNOW WHY INDUSTRIAL AREAS AND PORTS ARE IMPORTANT

• DESCRIBE THE FEATURES OF SOME IMPORTANT INDUSTRIAL AREAS BOTH

LOCALLY AND NATIONALLY

FIELDWORK:

• KNOW WHAT MOST ORDNANCE SURVEY SYMBOLS STAND FOR

• KNOW HOW TO USE 6 FIGURE GRID REFERENCES

PHYSICS:

• COMPARE AND GIVE REASONS WHY COMPONENTS

WORK AND DO NOT WORK IN A CIRCUIT

• DRAW CIRCUIT DIAGRAMS USING CORRECT

SYMBOLS

• KNOW HOW THE NUMBER AND VOLTAGE OF CELLS IN

A CIRCUIT LINKS TO THE BRIGHTNESS OF THE LAMP

• KNOW HOW LIGHT TRAVELS

• KNOW AND DEMONSTRATE HOW WE SEE OBJECTS

• KNOW WHY SHADOWS HAVE THE SAME SHAPE AS

THE OBJECTS THAT CASTS THEM

• KNOW HOW SIMPLE OPTICAL INSTRUMENTS WORK

E.G. PERISCOPE, TELESCOPE, BINOCULARS, MIRROR


Enhancers:


industry, equality, poverty,

education

Our Locality: local mining villages, Killhope Lead

mine, National Mining Museum, School Log

books, Ex miner- Mr. Scott, Beamish Museum

STUDY OF GREAT ARTISTS

• RESEARCH THE WORK OF AN ARTISTS AND USE THEIR WORK TO REPLICATE A

STYLE

• UNDERSTAND WHAT A SPECIFIC ARTIST IS TRYING TO ACHIEVE IN A GIVEN

SITUATION

DRAWING, PAINTING SCULPTURE

• KNOW WHICH MEDIA TO USE TO CREATE MAXIMUM IMPACT

USING SKETCHBOOKS

• KNOW HOW TO USE A RANGE OF E-RESOURCES TO CREATE ART

DESIGNING:

• SHOW THAT CULTURE/SOCIETY IS CONSIDERED IN PLANS AND DESIGNS

• FOLLOW AND REFINE ORIGINAL PLANS

• TECHNICAL KNOWLEDGE:

• USE ELECTRICAL CIRCUITS CORRECTLY AND ACCURATELY TO ENHANCE A

GIVEN PRODUCT

• KNOW WHICH IT WOULD ENHANCE A PRODUCT

• MAKING:

• KNOW WHICH TOOLS TO USE FOR A TASK

• KNOW WHAT EACH TOOL IS USED FOR

• EXPLAIN WHY A SPECIFIC TOOL IS BEST FOR A SPECIFIC ACTION


• EVALUATING:

• KNOW HOW TO TEST AND EVALUATE DESIGNED PRODUCTS

• EXPLAIN HOW PRODUCTS SHOULD BE STORED

• EVALUATE A PRODUCT AGAINST CLEAR CRITERIA

Lowry-Pencils, paints,

ICT

Mining lamp-circuits and

control

Y6-PACK UP YOUR TROUBLESDRIVERS:

BEYOND 1066:

• KNOW AT LEAST 3 WAYS THAT THE WORLD

WARS AFFECTED CHILDREN LIVING IN

BRITAIN

• DESCRIBE THE DIFFERENCES BETWEEN THE

LIVES OF CHILDREN IN DIFFERENT ERAS

• KNOW HOW TO PLACE HISTORICAL EVENTS

AND PEOPLE THAT IMPACTED THE LIVES OF

BRITISH CHILDREN IN A CHRONOLOGICAL

FRAMEWORK

• KNOW HOW THESE CHANGES HAD AN

INFLUENCE ON BRITAIN LONGER TERM

• KNOW WHICH SOURCES OF INFORMATION

AND EVIDENCE ARE MORE RELIABLE AND

EXPLAIN WHY.

• LOCATIONAL KNOWLEDGE

• LOCATE AND NAME ALL EUROPEAN

COUNTRIES AND THEIR CAPITAL CITIES

BIOLOGY:

IDENTIFY AND NAME THE MAIN PARTS OF THE

CIRCULATORY SYSTEM

KNOW THE FUNCTION OF THE HEART, BLOOD

VESSELS AND BLOOD

KNOW THE IMPACT OF DIET, EXERCISE AND

DRUGS ON HEALTH

KNOW THE WAYS WHICH NUTRIENTS AND

WATER ARE TRANSPORTED IN ANIMALS

Enhancers:


industry, equality, poverty,

education

Our Locality: local mining villages, Killhope Lead

mine, National Mining Museum, School Log

books, Ex miner- Mr. Scott, Beamish Museum

STUDY OF GREAT ARTISTS

• UNDERSTAND ART CAN BE VERY

ABSTRACT AND WHAT THE MESSAGE IS

THE ARTIST IS TRYING TO CONVEY

DRAWING, PAINTING SCULPTURE

• USE A FULL RANGE OF PENCILS,

CHARCOAL, PASTELS WHEN CREATING A

PIECE OF OBSERVATIONAL ART

USING SKETCHBOOKS

• EXPLAIN WHY CHOSEN SPECIFIC

TECHNIQUES HAVE BEEN USED

• KNOW HOW TO USE FEEDBACK TO MAKE

AMENDMENTS AND IMPROVE ART

FOOD TECHNOLOGY:

• EXPLAIN HOW FOOD INGREDIENTS

SHOULD BE STORED AND GIVE REASONS

• WORK WITHIN A BUDGET OR RESTRICTION

TO CREATE A MEAL

• UNDERSTAND THE DIFFERENCES

BETWEEN A SWEET AND SAVORY DISH

Hearts-Ink, pens,

pencilsPaint

Blitz- collage, pastels, chalks

Ration meals-Food

Tech

YEAR 6- I’M A SURVIVORDRIVERS:


• KNOW ABOUT TIME ZONES AND

WORK OUT DIFFERENCES

FIELDWORK:

• USE GOOGLE EARTH TO

EXPLORE A COUNTRY OR PLACE

• BIOLOGY:

• CLASSIFY LIVING THINGS INTO

BROAD GROUPS BASED ON

SIMILARITIES AND DIFFERENCES

• KNOW HOW LIVING THINGS HAVE

BEEN CLASSIFIED

• GIVE REASONS FOR LASSIFYING

LIVING THINGS IN A SPECIFIC WAY

• KNOW HOW EARTH AND LIVING

THINGS HAVE CHANGED OVER TIME

• KNOW HOW FOSSILS CAN BE USED

TO FIND OUR ABOUT THE PAST

• KNOW ABOUT REPRODUCTION AND

OFFSPRING

• DESCRIBE WAYS OFFSPRING CAN

BE DIFFERENT FROM THEIR

PARENTS

• LINK ADAPTATION TO EVOLUTION

• KNOW ABOUT EVOLUTION AND CAN

EXPLAIN WHAT IT IS

Enhancers:


• UNDERSTAND ART CAN BE VERY ABSTRACT AND WHAT THE

MESSAGE IS THE ARTIST IS TRYING TO CONVEY

• RESEARCH THE WORK OF AN ARTISTS AND USE THEIR WORK

TO REPLICATE A STYLE

DRAWING, PAINTING AND SCULPTURE:

• KNOW HOW TO OVERPRINT AND CREATE DIFFERENT

PATTERNS

• KNOW WHICH MEDIA TO USE TO CREATE MAXIMUM IMPACT

SKETCHBOOKS:

• EXPLAIN WHY DIFFERENT TOOLS HAVE BEEN USED TO

CREATE ART

• DESIGNING:

• JUSTIFY PLANNING IN A CONVINCING WAY

• USE MARKET RESEARCH TO INFORM PLANS AND IDEAS

MAKING:

• KNOW HOW TO USE ANY TOOL CORRECTLY AND SAFELY

• USE A RANGE OF MATERIALS SUCH AS TEXTILES

• KNOW HOW TO TEST AND EVALUATE DESIGNED PRODUCTS


USE KNOWLEDGE TO IMPROVE A MADE PRODUCT BY

STRENGTHENING, STIFFENING OR REINFORCING

Underlying themes: the

environment, changes,

journeys, acceptance

Our Locality:

Evolution Art-Pencils,

marbling, painting

Felting/applique-textiles

humanities, arts and science curriculum 2019-20 · pencils, rubbers, crayons, pastels, felt tips,...

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