school curriculum from september 2014

Welldon Park Junior School High achievement always takes place in the framework of high expectations.

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School Curriculum from September 2014

We follow the National Curriculum for England and Wales. Children learn the essential skills of English and mathematics, along with computing and other subjects including, science, design technology, history, geography, art, music, P.E., French and Religious Education. We are currently developing our curriculum into linked themes that engage and excite the children and meet their learning needs.

Educational visits, special events and guest speakers are an important part of our curriculum, We know that children learn best from special, memorable experiences so we build these into our lesson planning. Ready access to a tube station and several buses helps! Children enjoy whole school learning events and competitions such as Multiplication Month, Division-a-thon, Safety Week, Anti-Bullying Week, the International Festival and the Learning Adventure. All our classes have a garden plot in our school grounds so that they can learn through horticulture

Children who are new to learning English have additional tuition to help them access classroom learning. We organise additional, tailored provision for children who are falling behind in their learning, or who show that they have a skill or talent that needs developing.

The children have the opportunity to learn at lunchtime and after school by participating in clubs and other activities. “Welldon Park University” runs every term and allows the children to choose from a wide range of courses. At the beginning of the school year they take home a prospectus and choose their courses with their parents and carers. Courses can range from weaving and Bollywood dance to martial arts and percussion.

Each year, the whole school community comes together for a fortnight of fun and learning on a shared theme. In the past we learned about the school’s centenary, the Olympic games and why “Money Matters”. Our 2014 adventure was called “London Calling” and the school found out about our great capital city through trips, visitors and research.


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Contents Page

Section Curriculum Area Pages

1 Learning Dispositions 2-6 2 English Scheme of Work 7-14 3 Drama Scheme of Work 15 4 Mathematics Scheme of Work 16-19 5 Science Scheme of Work 20-25 6 Design Technology Scheme of Work 26-27 7 Computing Scheme of Work 28-31 8 Humanities Scheme of Work Overview

Geography

History

Religious Education

32 33-34 35-36

37

9 The Arts Scheme of Work

Art & Design

Music

38-41 42-43

10 Modern Foreign Language Scheme of Work 44 11 PE Scheme of Work 45-46 12 Personal Social & Health Education Scheme of Work 47-48 13 Learning Experience Entitlements 49


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Learning Dispositions Year 3

Resilience Independence Collaboration Evaluation

Enjoy taking responsibility. Keeping emotions in check when tasks get tough. Carry on and not be put off by change. Try out new ideas even if feeling nervous.

Have a go at something that may not work.

Work within a time frame. Listen to and following instructions independently. Understanding basics of cause and effect. Suggest a question which can be investigated. Plan and finish a task within a given time frame. Listen to and follow instructions independently.

Prepared to listen to points made by others. Show empathy. Improve learning by getting ideas from others. Devise sensible questions to ask. Work harmoniously and constructively with others with others in joint activity. Make sure everyone takes a turn when speaking. Give feedback to others in group on their performance. Work readily in different teams.

Set and review learning targets. Explain who helps them learn and why. Know how to make an idea even better. Understand the factors that stop them from learning effectively. Say who or what helps them to learn; and how and why they know. Gauge when a task has been completed to the best of their ability. Give feedback to others in group on their performance. Take time to consider experiences and what needs to be done next. Check and edit own work. See the relationship between things and use to explain ideas to others.


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Resilience Independence Collaboration Evaluation Enjoys challenges, especially open ended or deeper thinking ones. Try different ways to solve a problem. Not put off by changes that may occur to normal routine. Determined not to ‘give in’ too easily. Manage disappointments and keep emotions in check. Ask questions to check understanding. Break down complex ideas into steps.

Welcome opportunities to take on added responsibilities. Organise own time. Decide when they need ‘time out’ or ‘thinking time’ to deal with emotions. Describe effective learning and compare to own learning. Complete a task without reminders from others. Make lists when helpful to do so. Take on a specific allocated role in a group.

Persuade other to accept a proposal even though others may not at first agree with the suggestion. Know that their ideas can help other people. Ask questions to check understanding. Take on a specific allocated role in a group. Respect and tolerate values and beliefs of others in a joint activity. Communicate capably as a team member. Respect opinion of others when different from their own.

Prioritise the most important things that need doing. Describe own strengths and weaknesses. Sort and classify information and check it for clarity. Draw inference and make deductions from a range of sources. Give alternative solutions or explanations. Describe effective learning and compare to own learning. Value and use feedback that helps to improve quality of work and learning. Review learning and identify a factor that could help make them a more effective learner. Use more than one piece of evidence to support their learning. Follow up a question to gain clarification. Use more than one piece of evidence to support their findings. Sort information and choose what is most relevant.


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Resilience Independence Collaboration Evaluation Prepared to discuss and debate issues until a sensible compromise is reached. Link ideas from different topic areas to solve problems and present findings. Persevere even when the solution is not readily available. Understand the difference between a task that is too difficult and one that requires them to think more deeply. Plan a longer activity breaking it into a manageable number of steps. Set targets for completing tasks and work to them.

Organise things well, including resources and others. When making suggestions, can break down ideas into small steps. Understand that attitude and behaviour can affect learning and show they are prepared to learn. Show they are confident enough to plan clear steps to improve their learning. Set targets for completing tasks and work to them. Take on a range of roles within a group.

Appreciate range of viewpoints, even when different from own. Act as an ambassador for the school. Act as a buddy or mediator. Use range of criteria to reflect on own and others work. Recognise that sometimes you need expertise from others to help solve a problem. Share a working environment with others and respect their varying needs. Motivate others to contribute more effectively. Understands differences in opinions and respond positively.

Recognise risks that may be involved when tackling work. Appreciate how learning can happen from mistakes. Know how they learn best. Appreciate range of viewpoints, even when different from own. Know the difference between sensible risks and fool-hardy risks. Accept different types of feedback and learn from it. Make good use of time to reflect on what they have learnt. Use range of criteria to reflect on own and others work. Show they are confident enough to plan clear steps to improve their learning. Make constructive judgements about someone else’s work. Accept constructive criticism from others in group to enable improvement in performance.


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Resilience Independence Collaboration Evaluation Cope with additional pressure. Use a range of strategies to help overcome a problem. Appreciate that feelings change over time and cope with it. Cope with criticism and learn from it. Plan a complex task, anticipating blocks and find ways to overcome them.

Confident and capable when allowed to organise own time and space. Control own mood swings. Generate questions which promote higher order thinking. Adapt and apply learning to new situations. Use feedback from a range of sources to help solve a problem. Understand that questions can have more than one answer and that some cannot be answered. Give more than one reason to support an argument.

Empathise with others, appreciating that people respond in different ways. Act as an advocate for views and beliefs that may differ from their own. Take account of others viewpoints when considering success. When suggesting ideas, able to break into smaller steps to suit the needs of the group. Work with range of people including those with different views of their own. Eager to discuss conflicting issues fairly and reach agreement that enables the group to move on. Make the most of others strengths when organising work.

Assess risk and make sensible decisions. Explain and discuss different ways they have learnt from others. Identify strengths and weaknesses in their work, and give reasons. Weigh the strength of different reasons to support an argument. Listen to a range of opinions and reach a conclusion from them.


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English Scheme of Work Year 3

Unlocking Learning Through Oracy – Spoken Language

NC Spoken Language for ALL YEARS Talking to Others - Year 3 Non-negotiables Talking with Others - Year 3 Non-negotiables

listen and respond appropriately to adults and their peers

ask relevant questions to extend their understanding and knowledge

use relevant strategies to build their vocabulary

articulate and justify answers, arguments and opinions

give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

speak audibly and fluently with an increasing command of Standard English

participate in discussions, presentations, performances, role play, improvisations and debates

gain, maintain and monitor the interest of the listener(s)

consider and evaluate different viewpoints, attending to and building on the contributions of others

select and use appropriate registers for effective communication.

Develop ideas and feelings through sustained talk.

Show good awareness of listener.

Understand the need to use a different style, tone and loudness of speech when speaking to a larger audience.

Use special words linked to the topic being discussed.

•Make relevant comments in response to what has been said. •Suggest different ideas related to a specific problem. •Summarise the main issues associated with a talk they have listened to.


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Decoding Spelling Grammar Composition

Secure strategies for phonics

Use strategies to read unfamiliar words

Use prefixes and suffixes in spelling as outlined in appendix

(APPENDIX YR 3 AND YR 4)

Use perfect tense accurately: past. Present and future

Use a range of nouns & pronouns

Use time connectives

Introduce speech punctuation

Know language of clauses- main clause, subordinate clause

extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although


Use dictionary to confirm spellings

Write simple dictated sentences

Plan to write texts based on familiar forms

Rehearse sentences orally for writing

Use varied and rich vocabulary

Create simple settings & plot

Assess effectiveness of own and other’s writing

Comprehension Transcription/Handwriting Year Group Text Types

Read range of fiction & non-fiction

Use dictionaries to check meaning

Prepare poems & plays to perform

Check own understanding of reading

Draw inferences & make predictions

Retrieve & record information from non-fiction books

Discuss reading with others

Use a pencil

Use consistent size letters

Make sure ascenders and descenders are consistent in size and appropriate to school writing style

Start to use the diagonal and horizontal strokes that are needed to join letters

Please note that texts written in bold are statutory. All non-fiction text types to be taught through skeletons and must include an introduction. For number of weeks per text type and focus of what to be taught refer to text types planning 2014. Recount - Diaries Instruction Persuasion Informal letters Play scripts Stories with familiar settings Adventure/Mystery stories Fairy tales and Folk tales Poems that rhyme Preparing Poetry for a performance


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NC Spoken Language for ALL YEARS Talking to Others Yr 4 non- negotiables Talking with Others Yr 4 non- negotiables













Adapt talk to suit specific audience, e.g. younger children or adults.

Give listeners/partners clear reasons or evidence for their views.

Speak with good diction so that the audience can hear clearly what is said.

Give listeners enough detail to communicate meaning clearly.

Happy to attempt different roles and responsibilities, according to what is needed.

Discuss ways of making use of what they have learnt from a discussion, presentation or broadcast.

Explain how the group discussion

arrived at an agreed view in relation to the aim of the task.


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Secure strategies for reading unfamiliar words

Consolidate learning of prefixes and suffixes

Correctly spell common homophones (APPENDIX YR 3 AND YR 4)

Use wider range of conjunctions to extend sentences

Use perfect tense accurately-contrast present and past tense efficiently

Select pronouns and nouns for clarity

Use and punctuate direct speech

Use commas after fronted adverbials (adverbial phrases)

using conjunctions, adverbs and prepositions to express time and cause

using apostrophes to show

use and understand the grammatical terminology accurately and appropriately when discussing their work. (APPENDIX YR 3 AND YR 4)

Plan writing based on familiar forms

Organising writing into paragraphs

Use simple organisational devices

Proof read for spelling and punctuation errors

Evaluate own and others writing

Read own writing aloud


Children develop positive attitudes to reading. They improve their understanding by:

Reading wide range of texts

using dictionaries to check the meaning of words that they have read

reading books that are structured in different ways and reading for a range of purposes

identifying themes and conventions in texts

preparing poems and play scripts to read aloud and to perform

discussing wow words and phrases

recognising some different forms of poetry

retrieve and record information

Use handwriting of appropriate and consistent size including ascenders and descenders

use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

Ensure children receive a Pen Licence when they have demonstrated competence.

Please note that texts written in bold are statutory. All non-fiction text types to be taught through skeletons and must include an introduction. For number of weeks per text type and focus of what to be taught refer to text types planning 2014.

Recount (diary)

Explanation

Persuasion

Report

Stories that raise issues/dilemmas

Playscript- can be linked with myths and legends.

Myths and Legends

Free verse

Classic Narrative Poetry


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NC Spoken Language for ALL YEARS Talking to Others- Y5 non-negotiables Talking with Others- Y5non-negotiables













Talk in extended turns to express straightforward ideas and feelings.

Describe situation, creature, or character in such clear detail and language that others identify it easily and confidently.

Present conflicting views of an argument and reach a considered conclusion.

Show good understanding of what has been said and are able to introduce new idea that are valid.

Listen to others responsively in discussion and link own ideas clearly to others’ views, even when these views are different.

Reflect on the contribution of different members of the group and consider the effect of each role.


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Apply knowledge of morphology (how words are formed) & etymology (origins of words) when reading new words

Secure spelling, including homophones, prefixes, silent letters, etc.


using passive verbs to affect the presentation of information

using expanded noun phrases to explain concisely e.g., the spooky house on the hill stood beside the tall tree.

using modal verbs or adverbs to indicate degrees of possibility

using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

indicate grammatical and other features by:

using commas to clarify meaning or avoid ambiguity in writing

using hyphens to avoid ambiguity

using brackets, dashes or commas to indicate parenthesis

using semi-colons, colons or dashes to mark boundaries between independent clauses using a colon to introduce a list

punctuating bullet points consistently

use and understand grammatical terminology (APPENDIX YR 5 AND YR 6)

Using a thesaurus

Plan writing to suit audience & purpose

Develop character, setting and atmosphere in narrative

Use organisational & presentational features

Use consistent appropriate tense

Proof-reading

Perform own compositions


Reading & discuss a broad range of genres & texts

Identifying & discussing themes

Make recommendations to others

Learn poetry by heart

Draw inference & make predictions

Retrieve & present information from non-fiction texts.

Formal presentations & debates

Writing legibly, fluently and with increasing speed.


Recount (newspaper reports)

Instructions

Discussion

Persuasion

Report

Modern Fiction- book study

Films and Playscripts

Stories from other cultures and traditions

Older Literature e.g. Shakespeare and Dickens

Classic Narrative poem

Poems using figurative language

Statutory to teach further

organisational devices

e.g. heading, sub-headings,

bullet points and underlining


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NC Spoken Language for ALL YEARS Talking to Others- Y6 non-negotiables Talking with Others- Y6 non-negotiables













Talk in extended turns to express straightforward ideas and feelings.

Describe situation, creature, or character in such clear detail and language that others identify it easily and confidently.

Present conflicting views of an argument and reach a considered conclusion.

Show good understanding of what has been said and are able to introduce new idea that are valid.

Listen to others responsively in discussion and link own ideas clearly to others’ views, even when these views are different.

Reflect on the contribution of different members of the group and consider the effect of each role.


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apply their growing knowledge of root words, prefixes and suffixes when reading aloud

Understand the meaning of new words that they meet using prior knowledge.

Use knowledge of morphology & etymology in spelling


Use the passive voice for purpose

using expanded noun phrases including complex sentences and using double commas to show this

using modal verbs or adverbs to indicate degrees of possibility

using hyphens to show clarity of meaning

using brackets, dashes or commas to indicate parenthesis

using semi-colons, colons or dashes to mark boundaries between independent clauses

Revise different grammatical terminology (APPENDIX YR 5 AND YR 6)

Plan writing to suit audience & purpose;

use models of writing from what they have read, listened to, or seen performed

Develop character & setting in narrative

Select grammar & vocabulary for effect

Use a wide range of cohesive devices

Ensure grammatical consistency

summarizing longer passages

using a wide range of devices to build cohesion within and across paragraphs

using further organisational and presentational devices to structure text and to guide the reader (headings, bullet points, underlining)

Proof-read for spelling and punctuation errors

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear


Read a broad range of genres

Recommend books to others

Make comparisons within/across books

Support inferences with evidence

Summarising key points from texts

Identify how language, structure, etc. contribute to meaning

Discuss use of language, Inc. figurative

Discuss & explain reading, providing reasoned justifications for views

write legibly, fluently and with increasing speed

adapt handwriting for purpose and effect especially on the reader.


Recount (journalistic and impersonal)

Recount (biography and autobiography)

Instruction

Explanation

Discussion

Persuasion

Report

Hybrids

Formal letters

Fiction genres

Short stories with flashbacks

Poetry-

Free verse

Poems with Imagery

Classic Narrative poetry


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Drama Scheme of Work – Whole School

Year Techniques/knowledge Drama context All year groups Theme link

3 Use dialogue (including memorised) to engage the audience in different characters.

Use some drama strategies to explore stories.

Comment on other people’s performances, including voice, action and costume.

To be confirmed Role plays Staying in role Improvised drama Hot seating Teacher/other adult in role Assemblies Presenting to an audience In specific year groups Play reading – Y4&6? Play writing – Y4? History days – Year 5?

To be confirmed

4 Be able to create roles which show different viewpoints.

Develop performance based on improvisation or learnt scripts.

Evaluate performances constructively discussing effects and how they are achieved.

To be confirmed To be confirmed

5 Working in role to explore complex issues.

Perform a learnt scripted scene making use of dramatic conventions.

Recognise the impact of theatrical effects in drama.


6 Develop drama techniques to explore and respond to a variety of stimuli.

Reflect on how working in role helps to explore complex issues.

Devise a performance considering how to adapt or improvise the performance for a specific audience.



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Maths Year 3

Number Sense Additive Reasoning Multiplicative Reasoning Geometric & Statistical Reasoning

Place Value Adding & Subtracting Multiplication & Division Measurement

count from 0 in multiples of 4, 8, 50 and 100

find 10 or 100 more or less than a given number

recognise the value of each digit in a three-digit number – i.e. hundreds, tens, ones (place value)

compare and order numbers up to 1000

identify, represent and estimate numbers using different representations (i.e. pictures, numbers and words)

read and write numbers up to 1000 in numerals and in words

solve number problems and practical problems

HTU +/- U

HTU +/- TU

HTU +/- HTU

Use formal column method to calculate the above.

Estimate and use inverse to check answers.

Solve problems, including missing number problems, using number facts, place value and more complex addition and subtraction (i.e. decimal numbers, fractions, etc)

Know multiplication and division facts for 3, 4 and 8 times tables.

Use written and mental methods to write and calculate mathematical statements for TU x U

solve problems, choosing and applying the appropriate operation

measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

measure the perimeter of simple 2-D shapes

add and subtract amounts of money to give change, using both £ and p in practical contexts

tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks

estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight

know the number of seconds in a minute and the number of days in each month, year and leap year

compare durations of events [for example to calculate the time taken by particular events or tasks].

Fractions

count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 (0.1,0.2,0.3, etc)

recognise, find and use fractions of a set of objects: unit fractions (fractions where the numerator is 1) and non-unit fractions (fractions where the numerator is greater than 1) with small denominators

recognise and show, using diagrams, equivalent fractions with small denominators

add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7]

Geometry (Properties of Shape)

draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

recognise angles as a property of shape or a description of a turn

identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle.

identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

Statistics

interpret and present data using bar charts, pictograms and tables

solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables


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Maths Year 4



count in multiples of 6, 7, 9, 25 and 1000

find 1000 more or less than a given number

count backwards through zero to include negative numbers

recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)

order and compare numbers beyond 1000

identify, represent and estimate numbers using different representations

round any number to the nearest 10, 100 or 1000

solve number and practical problems that involve all of the above and with increasingly large positive numbers

read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value

add and subtract numbers with up to 4 digits using the formal written methods of column addition and subtraction where appropriate

estimate and use inverse operations to check answers to a calculation

solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

recall multiplication and division facts for multiplication tables up to 12 × 12

use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers

recognise and use factor pairs and commutativity in mental calculations (a + b = b + a)

multiply using formal written layout: TU x U HTU x U

solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

Convert between different units of measure [for example, kilometre to metre; hour to minute]

measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres

find the area of rectilinear shapes by counting squares

estimate, compare and calculate different measures, including money in pounds and pence

read, write and convert time between analogue and digital 12- and 24-hour clocks

solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

Fractions

recognise and show, using diagrams, families of common equivalent fractions

count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number

add and subtract fractions with the same denominator

recognise and write decimal equivalents of any number of tenths or hundredths

recognise and write decimal equivalents to ¼ , ½ , ¾

find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths

round decimals with one decimal place to the nearest whole number

compare numbers with the same number of decimal places up to two decimal places

solve simple measure and money problems involving fractions and decimals to two decimal places.


compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes

identify acute and obtuse angles and compare and order angles up to two right angles by size

identify lines of symmetry in 2-D shapes presented in different orientations

complete a simple symmetric figure with respect to a specific line of symmetry.

describe positions on a 2-D grid as coordinates in the first quadrant

describe movements between positions as translations of a given unit to the left/right and up/down

plot specified points and draw sides to complete a given polygon.

Statistics

interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs


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Maths Year 5



Order numbers to 1 000 000 and know the value of each digit.

Count forwards or backwards in steps of 10 up to 1 000 000.

Solve real life problems using negative numbers

round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000

solve number problems

Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

add and subtract whole numbers with more than 4 digits using written methods

add and subtract large numbers mentally

use rounding to check answers to calculations

Solve addition and subtraction multi-step problems, using appropriate methods.

identify multiples and factors

know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers

establish whether a number up to 100 is prime and recall prime numbers up to 19

multiply 4 digits numbers by a one- or two-digit number using a written method

multiply and divide numbers mentally

divide numbers up to 4 digits by a one-digit number using a written method and interpret remainders appropriately

multiply and divide whole and decimal numbers by 10, 100 and 1000

recognise and use square and cube numbers using appropriate symbols

solve problems using all or some of the operations including understanding the meaning of the equals sign

solve problems involving scaling by simple fractions and simple ratios

convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)

understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints

measure and calculate the perimeter of composite (compound) rectilinear shapes in centimetres and metres

calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes

estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water]

solve problems involving converting between units of time

use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.

Fractions

compare and order fractions whose denominators are all multiples of the same number

identify, name and write equivalent fractions

recognise mixed numbers and improper fractions and convert from one form to the other

add and subtract fractions with the same denominator and denominators that are multiples of the same number

multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams

read and write decimal numbers as fractions

recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents

round decimals with two decimal places to the nearest whole number and to one decimal place

read, write, order and compare numbers with up to three decimal places

solve problems involving number up to three decimal places

recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal

solve problems which require knowing percentage and decimal equivalents of half, quarter, a fifth, 2 fifths, 4 fifths and those fractions with a denominator of a multiple of 10 or 25.


draw 2-D shapes using given dimensions and angles

recognise, describe and build simple 3-D shapes, including making nets

compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons

illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius

recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

describe positions on the full coordinate grid (all four quadrants)

draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

Statistics

solve comparison, sum and difference problems using information presented in a line graph

complete, read and interpret information in tables, including timetables.


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Maths Year 6



Read, write, order and compare numbers up to 1 000 000 and know the value of each digit.

Round any whole number to a required degree of accuracy.

Use negative numbers in context and calculate intervals across zero.

Solve number and practical problems that involve place value.

Perform mental calculations, including with mixed operations and large numbers.

Use the order of operations to carry out calculations involving the four operations.

Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

Multiply numbers up to 4 digits by a two digit whole number using long multiplication.

Divide numbers up to 4 digits by a two-digit whole number using the short and long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context.

Identify common factors, common multiples and prime numbers

Use estimation to check answers.

Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places.

Use, read, write and convert between standard units, converting measurements of length, mass, volume and time, using decimal notation to up to three decimal places.

Convert between miles and kilometres.

Recognise that shapes with the same areas can have different perimeters and vice versa.

Recognise when it is possible to use formulae for area and volume of shapes.

Calculate the area of parallelograms and triangles.

Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [for example, mm3 and km3].

Fractions Ratio & Proportion

Use common factors to simplify fractions, use common multiples to express fractions in the same denomination.

Compare and order fractions, including fractions > 1

Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.

Multiply simple pairs of proper fractions, writing the answer in its simplest form.

Divide proper fractions by whole numbers. E.g. 1/3 ÷ 2 = 1/6

Associate a fraction with division and calculate decimal fraction equivalents.

Identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places.

Multiply one-digit numbers with up to two decimal places by whole numbers

Use written division methods where the answer has up to two decimal places

Solve problems which require answers to be rounded to specified degrees of accuracy

Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

Solve problems involving the relative sizes of two quantities where missing values can be found by using multiplication and division facts.

Solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and use these to make comparisons.

Solve problems involving similar shapes where the scale factor is known or can be found

Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples


Draw 2-D shapes using given dimensions and angles.

Recognise, describe and build simple 3-D shapes, including making nets.

Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons

Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius

Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

Draw 2-D shapes using given dimensions and angles

Recognise, describe and build simple 3-D shapes, including making nets.

Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons.

Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius

Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

Statistics

Interpret and construct pie charts and line graphs and use these to solve problems

Calculate and interpret the mean as an average.


20

Science Scheme of Work – All Years Overview of Content

Year

Life Processes & Living Things

Materials & their Properties

Physical Processes

3 Plants: from seed to plant

Animals & Humans: Survival

Rocks: Journey to the centre of the Earth

Where light and shadows come from

Magnetic Forces:

4 Living Things: Habitats & Inheritance

Humans: Eating & Digesting

States of Matter: Solids, liquids and gases

Materials and how they are used

Sound: Making & changing sounds

Electricity: Simple circuits

Forces: Measuring pushes & pulls

5 The Cycle of Life and Our Environment

Blood & Heart

States of Matter: Changing & Trying to Change Back

Earth & Space: Our place in the universe

Magnetism North and South Poles

6 Classification and Keys

Micro-organisms

Evolution

Changes that form new materials The Behaviour of Light:

Forces and Resistance:

Electricity: Making It Work


21

Overview of Key Scientific Investigations – All Years 1 2 3 4 5 6

Year 3 Animals & Humans: Survival

Plants: From seed to plant

Rocks Magnets Light & Shadow

Sc1 Skills Focus

Drawing diagrams with labels Asking scientific questions Measuring accurately

How to make tests fair What evidence to collect Measure accurately Drawing diagrams with labels

How to make tests fair Presenting results in tables, charts, bar-graphs Reaching conclusions

How to make tests fair Presenting results in tables, charts, bar-graphs Reaching conclusions

Making measurements Presenting results in tables, charts, bar-graphs Reaching conclusions

Full written up unit

Investigation

Survey investigation? Herbivore tag?

How much water is best to make my runner bean grow healthily

Which is the best rock?

Permeability?

Hardness?

Which magnet is the strongest?

How can you create the darkest or faintest shadow?

Year 4 Nutrition & Diet Habitats & Adaptation Keeping warm, keeping cold!

Making and changing sounds

Simple Circuits & switches

Pushes & Pulls!

Sc1 Skills Focus

Fair testing Predicting Reaching conclusions Does evidence support conclusions?

Predictions Observations Does evidence support predictions?

Making measurements with thermometers and data loggers Construct own table Identifying patterns Reaching conclusions

Fair testing Predicting Making measurements Construct own table Identifying patterns Reaching conclusions

Predicting Drawn own tables Reaching conclusions Diagrams and labels

Measuring Newtons Drawing own tables and graphs Identifying patterns Reaching conclusions


Investigation

What effect do different drinks have on teeth?

What conditions do mini-beasts prefer to live in?

How can you keep a hot drink hot or a cold drink cool?

What is the best way of muffling sounds?

Which switch is best? Which materials create the least/most friction?

Year 5 Life Cycles Heart & Blood Changing & changing back

Earth & Space Magnetism: Poles together, poles apart!

Sc1 Skills Focus

Making observations Making comparisons Diagrams and labels Reaching conclusions

Repeat measurements Draw and reading bar and line graphs Reaching conclusions

Observations Measurements Drawn own tables Identifying patterns Reaching conclusions

Observations Recognising patterns Data in tables and graphs

to be confirmed


Investigation

What are the best conditions for germination? Or What is the best method for seed dispersal?

What affects our pulse rate?

What makes liquids evaporate quickly?

How do shadows change during the day?

to be confirmed

Year 6 Classification & Keys Micro-organisms Making new materials Behaviour of light Forces Electricity

Sc1 Skills Focus

to be confirmed

Fair testing Tables , charts and graphs Predictions/conclusions

Observations Tables Conclusions

Creating questions Fair testing/repeat read Tables and graphs Patterns/conclusions

Creating questions Fair testing/repeat read Tables and graphs Patterns/conclusions

Creating questions Observations Repeat readings Conclusions


Investigation

to be confirmed

How do you stop food going mouldy?

to be confirmed

How can you change the size of a shadow?

How can you affect the speed at which a parachute falls?

What effect does the number of components in a circuit make?


22

Whole School Overview: Scientific Enquiry – NON NEGOTIABLES

Year Planning Obtaining & presenting evidence Considering evidence & evaluating 3 Asking their own scientific questions

Is it fair? – beginnings of fair testing

How can we compare results?

Measure accurately in CM, Kg & g, l & ml

Put information into prepared charts and tables

Draw diagrams and pictures with simple labels

Complete a simple bar graph showing results

Find simple patterns

Identify similarities and differences

Say what they found out

Say if thing happened as expected 4 Making & recording simple predictions

Plan a fair test with support

Measuring accurately in CM, M, MM, Kg & g, l & ml, degrees Celsius and Newtons

Begin to construct OWN tables and charts

Complete simple bar graph independently

Explain what they have found out and begin to say why they think it happened

Identify patterns in results

Begin to say how they could improve their work/method

5 Make & record predictions giving a reason

Plan a fair test independently

Select own equipment and use accurately to measure length, mass, capacity, temperature and forces

Begin to carry out repeat readings/measurements

Complete line graphs

Identifying and explaining patterns – giving reasons and referring to data/graphs to support ideas

Say how to improve their work – identifying why it needs to be improved

6 Plan a fair test independently recognising and controlling wide a range of factors/variables

Select own equipment and use accurately to measure length, mass, capacity, temperature and forces, carrying out repeat readings/measurements where needed in a systematic way

Construct a range of graphs independently

Know the difference between qualitative and quantitative data

Identifying and explaining patterns, linking conclusions to scientific knowledge and understanding

Explains if some data is unexpected and can begin to account for these results/readings

Say how to improve their work – confidently identifying where any scientific weaknesses exists


23

National curriculum knowledge, skills and understanding: Sc2 Life processes and living things

Yr Life processes Humans & other animals Green plants Variation & classification Living things in their environment

3 Life processes common to humans & other animals include nutrition, movement, growth & reproduction

Movement Humans & some other animals have skeletons & muscles to support & protect their bodies & to help them to move. Growth & reproduction Main stages of human life cycle

Growth & nutrition Effect of light, air, water & temperature on plant growth. Role of the root in anchoring the plant, taking in water & minerals and transporting them through the stem to other parts of the plant.

4 Nutrition Functions & care of teeth. Need for food for activity & growth, & about the importance of an adequate & varied diet for health.

Make & use keys How locally occurring animals & plants can be identified & assigned to groups

Adaptation Different plants & animals found in different habitats. How animals & plants in two different habitats are suited to their environment. Feeding relationships Use food chains to show feeding relationship in a habitat. Nearly all food chains start with a green plant. Environment Ways in which living things & the environment need protection

5 Life processes common to plants include growth, nutrition & reproduction.

Circulation The heart acts as a pump to circulate the blood through vessels around the body, incl through the lungs. The effect of exercise & rest on pulse rate. Health Effect on the human body of tobacco, alcohol & other drugs, & how these relate to personal health. The importance of exercise for good health.

Growth & nutrition Role of the leaf in producing new material for growth. Reproduction Parts of the flower & their role in the life cycle of flowering plants, incl pollination, seed formation, seed dispersal & germination.

6 Life processes common to humans & other animals include nutrition, movement, growth & reproduction Make links between life processes in familiar animals & plants & the environments in which they are found.

Make & use keys How locally occurring animals & plants can be identified & assigned to groups. The variety of plants & animals makes it important to identify them & assign them to groups.

Micro-organisms Micro-organisms are living organisms that are often too small to be seen & may be beneficial or harmful.


24

National curriculum knowledge, skills and understanding: Sc3 Materials and their properties

Year Grouping materials Changing materials Separating mixtures of materials

3 Describe & group rocks & soils on the basis of their characteristics, incl appearance, texture & permeability.

4 Compare everyday materials & objects on the basis of their material properties, incl hardness, strength, flexibility & magnetic behaviour, & relate these properties to everyday uses of materials. Recognise differences between solids, liquids & gases, in terms of ease of flow & maintenance of shape & volume Find that some materials are better electrical conductors than others Find that some materials are better thermal insulators than others.

Temperature is a measure of how hot or cold things are. Describe changes that occur when materials are heated or cooled

5 Describe changes that occur when materials are mixed. Reversible changes, incl dissolving, melting, boiling, condensing, freezing & evaporating. Part played by evaporation & condensation in the water-cycle. Describe changes that occur when materials are heated or cooled.

How to separate solids particles of different sizes by sieving Some solids dissolve in water to give solutions but some do not. How to separate insoluble solids from liquids by filtering. How to recover dissolved solids by evaporating the liquid from the solution. Use knowledge of solids, liquids & gases to decide how mixture might be separated.

6 Non-reversible changes result in the formation of new materials that may be useful. Burning materials results in the formation of new materials & that this change is not usually reversible.


25

National curriculum knowledge, skills and understanding: Sc4 Physical processes

Electricity Forces & motion Light & sound The Earth & beyond

3 Types of force

About forces of attraction & repulsion between magnets, & about the forces of attraction between magnets & magnetic materials.

Everyday effects of light

Light travels from a source. Light cannot pass through some materials, & how this leads to the formation of shadows. Light is reflected from surfaces.

4 Simple circuits

Construct circuits, incorporating a battery or power supply & a range of switches, to make electrical devices work.

Pushes & Pulls

When objects are pushed or pulled, an opposing pull or push can be felt How to measure forces & identify the direction in which they act.

Vibration & sound

Sounds are made when objects vibrate but vibrations are not always directly visible. How to change the pitch or loudness of sounds produced by vibrating objects. Vibrations from sound sources require a medium through which to travel to the ear.

5 Gravity

Objects are pulled downwards because of the gravitational attraction between them & the Earth

Sun, Earth & Moon

Sun, Earth & Moon are approx. spherical. Periodic changes

How the position of the Sun appears to change during the day, & how shadows change as this happens. How day & night are related to the spin of the Earth on its own axis. Earth orbits the Sun once each year, & the Moon takes approx. 28 days to orbit the Earth

6 Making it Work!

How changing the number of components in a series circuit can make bulbs brighter & dimmer. How to represent series circuits by drawings & conventional symbols, & how to construct series circuits on the basis of drawings & diagrams using conventional symbols.

Friction

Friction, including air resistance, surface & water, as a force that slows moving objects & may prevent objects from starting to move.

Everyday effects of light (revisit)

Light travels from a source. Light cannot pass through some materials, & how this leads to the formation of shadows. Light is reflected from surfaces. Seeing

We see things only when light from them enters our eyes.


26

Design & Technology Scheme of Work – All Years

Design Technology challenges

Developing planning and communicating

ideas

Working with tools, equipment, materials and components to

make quality products

Evaluating processes and

products

Food, Textiles and Horticulture

(all year groups in small groups

throughout the year)

Sheet materials Electrical

Mechanical Mouldable

(1 per year group)

Project ideas Savoury dishes- pizza, soup,

scones, curries, potatoes, vegetables, wraps, bread etc. School Garden- veg & herbs

Year 3 Generate ideas by investigating products. Describe designs using words & pictures. Plan what to do next.

Select tools, techniques & materials, explaining choices. Assemble, join & combine.

Recognise what has gone well & what could be improved

Food: Following a

recipe Textiles: Can you measure textile? Can you cut textile? Can you join textiles together to make something? Can you explain why you chose a certain textile? Horticulture: Grow

plants from seeds (germination). Roots and stems. What do plants need to grow well?

Sheet materials Food: Pizza – on a pre-

made base (who is it for?) link to horticulture, herbs/growing veg

Year 4 Recognise that designs have to meet a range of needs. Clarify their ideas using words, labels & sketches. Think ahead about order of work, making realistic plans.

Choose appropriate tools, eqpt, components & techniques. Cut to shape & join with some accuracy.

Identify improvements following reflection.

Food: Following a

recipe and experiment with alternative ingredients. Textiles: Can you join textiles of different types in different ways? Can you choose textiles both for their appearance and their qualities? Horticulture:

Classifying plants in the school grounds. Growing plants you can eat.

Electricity (bulbs and buzzers)

Food: Bread – to make

bread as a meal (new brand sandwich factory)


27

Design Technology challenges

Developing planning and communicating

ideas

Working with tools, equipment, materials and components to

make quality products

Evaluating processes and

products

Food, Textiles and Horticulture

(all year groups in small groups

throughout the year)

Sheet materials Electrical

Mechanical Mouldable

(1 per year group)

Project ideas Savoury dishes- pizza, soup, scones, curries, potatoes, vegetables,

wraps, bread etc. School Garden- veg & herbs

Year 5 Generate ideas by collecting & using information. Take users’ views into account. Communicate alternative ideas, showing awareness of constraints. Use ideas from others to improve work. Produce step-by-step plans.

Apply knowledge to work with accuracy, paying attention to quality of finish & function.

Identify how to overcome technical problems.

Food: Food groups and

healthy eating. FUSION FOODS!

Textiles:

Do you consider what the user would want when choosing textiles? Is your product attractive and strong? Can you devise a template? Can you use a range of joining techniques?

Horticulture:

Looking at leaves. How plants reproduce – looking at the parts of different flowers.

Mouldable materials Potatoes – learning about different potato dishes from around the world and then devising their own dish using potatoes (fusion foods)

Year 6 Develop ideas by drawing on various sources of information. Show understanding of aesthetic and economic dimensions. Show understanding of cultural & societal in designs. Work within constraints. Modify own plans when working. Show evidence of creativity when modifying their approach.

Work with precision.

Test & evaluate, showing that they understand

Food: Research, plan and

cook a dish/meal

Textiles:

Creating a product that can be sold at the winter fair or WelldonFEST? What would improve if even more?

Horticulture:

Classification of plants into groups. Link micro-organisms to fungus/mushrooms. (Reinforce previous year’s work).

Mechanical with electricity

Put on a dinner party for parents or invited visitors. Invite a chef into school? Work experience in a kitchen? Or have someone come in?


28

Computing Scheme of Work – All Years

Coding

Design, making and debugging

algorithms & programs

Creative Computing E-Safety

Using technology safely, respectfully and responsibly

Data

Collect, analyse, evaluate and present

Using Software Communication & Internet Services

Ye

ar

3

Know how a simple algorithm works Write simple programmes with a sequence

Collect and analyse data Primary Data

Creating and complete in class survey

Creating bar graphs

Using data to answer a specific question

Secondary Data

Given specific websites to visit, locate and extract specific information

Make use of a variety of software in a task

Know how internet search engines work Use more than one search engine Evaluate sources Evaluate information Use computer network to work collaboratively with another school

Know about and practise e-safety Know about and practise security Keeping personal details and passwords safe Know the SMART rules

Th

em

es

Plan and create a simple game which involves repetition (loops)

We are travel presenters - Trip slideshow Research, digital photography, video recording and editing

We are animators- creating a very simple cartoon.

We are storytellers - Creating a talking book in

English and another language

We are e-safety promoters Create a poster to display around the school on e-safety.

Re

so

urc

es

& S

oft

wa

re Scratch Excel Stykz e.g. PowerPoint/ photostory

See resources on central system


29

Coding





Data



4 use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs

Use search engines effectively to collect, analyse, evaluate and present data and Information Primary Data

Survey another year group

Present appropriately using bar graph, pie chart etc.

Using data to solve a problem

Secondary Data

Given specific websites to visit, locate and extract specific information.

Present information they have found

Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals

use search engines effectively be discerning in evaluating digital content Respect intellectual property

Respect individuals and intellectual property Use technology responsibly, securely and safely Know the SMART rules Being safe online – starting to communicate safely with others (emails, texting, APPs etc.)

The

me

s Plan and create a simple 3D

game ‘Coin Quest’

We are opinion pollsters - Creating a survey and

analysing the results (school council link)

We are musicians - Producing digital music Audio recording, music composition, sequencing

We are communicators

- Collaborating by email and teleconference

We are e-safety gamers

- Create a game for year 3 pupils on e-safety

Re

sou

rce

s

& S

oft

ware

Kodu Excel Audacity e.g. Google safe search See resources on central system


30

Coding





Data



5 design and write programs that accomplish specific goals, including controlling or simulating physical systems • solve problems by decomposing them into smaller parts • use sequence, selection, and repetition in programs; work with variables and various forms of input and output • detect and correct errors in algorithms and programs

Collecting, analysing, evaluating and presenting data and information. Primary Data

Complete a school council survey with a wider range of participants

Present data appropriately

Using data to solve a problem

Secondary Data

Using search engines, locate and extract specific information.

Present information as line graphs and explain what they show

Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals

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; Be discerning in evaluating digital content

Respect individuals and intellectual property Use technology responsibly, securely and safely Know the SMART rules

Th

em

es

Controlling and simulating physical systems ‘light and sound engineers’

We are meteorologists - Recording and analysing

weather data

We are photographers – Themed photography Digital photography, image library management, photo editing

We are co authors - Producing a wiki page.

We are e-safety buddies - Create a leaflet to send to

the infant school to teach them about being safe online.

Re

so

urc

es

& S

oft

wa

re Scratch Excel e.g. Google safe search See resources on central

system


31

Coding

Design, making and debugging algorithms & programs



Data



6 solve problems by decomposing them into smaller parts • use sequence, selection in programs • various forms of input and output • generate appropriate inputs and predicted outputs to test programs • use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs

Use search engines effectively, collect, analyse, evaluate and present data and information. Primary Data

Design and carry out a survey

Present data appropriately

Using data to plan a budget

Secondary Data

Using search engines, locate and extract specific information.

Present information to show why decisions were made

Select, use and combine a variety of software (including Internet services) on a range of digital devices to accomplish given goals.

use search engines effectively Be discerning in evaluating digital content 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

Respect individuals and intellectual property Use technology responsibly, securely and safely Know SMART rules. Understanding why there are age appropriate restrictions for games and websites. Communicating appropriately with others through social media.

Th

em

es

We are game/app developers ‘Maths Mania’

We are market researchers and fundraisers! - Winter Fair

Entrepreneurs!

Research, data handling, surveys etc.

We are publishers – Creating a yearbook Photography, image editing, graphics and text

We are advertisers - Create a video to advertise maths

mania games for school website

We are e-safety experts - Create a PowerPoint for

the school website to provide parents with e-safety advice.

Re

so

urc

es

& S

oft

wa

re Scratch Excel Office e.g. Google safe search See resources on central

system


32

Humanities Scheme of Work – All Years (Geography, History & Religious Education*) (*following the local syllabus)

Year 3 Year4 Year 5 Year 6

Geography

The UK Counties and major cities

The UK Focus on key human and physical

features

The UK Focus on physical features

The UK Focus on land use and geographical patterns

Local: Harrow- Introduction to human and physical features changes

Europe Location and key human features; a

comparison

North and South America Rivers- a study

Global awareness Climate zones and the effects on

the environment

History of Britain

Bronze age/ changes from stone age to iron age:

-Bronze Age religion, technology and travel, e.g. Stonehenge -Iron Age hill forts: tribal kingdoms, farming, art and culture

Roman empire and its impact on Britain

-Julius Caesar’s attempted invasion in 55-54 BC- and the Roman Empire by AD 42 and the power of its army- successful invasion by Claudius and conquest, including Hadrian’s Wall- -British resistance, e.g. Boudica- “Romanisation” of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

Britain settlements/ Anglo Saxons -Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire -Anglo-Saxon invasions, settlements and kingdoms: place names and village life -Anglo-Saxon art and culture -Christian conversion – Canterbury, Iona and Lindisfarne

The Anglo Saxon vs Vikings struggle

(Edward the Confessor) - Viking raids and invasion resistance by Alfred the Great and Athelstan, first king of England -Further Viking invasions and Danegeld -Anglo-Saxon laws and justice -Edward the Confessor and his death in 1066

Local History/ significant

theme

Harrow then and now Farming, technology and travel

What the Romans have left behind

Travel The development of the Railway and

public transport.

The effect of WW2 in the Local area

A study investigating how an aspect in the local area has changed over a long period of time, or how the locality was affected by a significant national or local event or development or by the work of a significant individual.

Ancient Civilizations

Indus Valley 1 Indus Valley 2 Ancient Greece Ancient Islamic Civilization

RE Judaism Buddhism/Hinduism Christianity Spreading of Islam


33

Geography Scheme of Work

Year 3 Year 4 Year 5 Year 6

Geographical skills- Locational Knowledge (Maps/atlas/globe)

Use alphanumerical grid to locate places in an atlas

Use key to identify capital cities, counties, countries and continents.

Understand the terms county, country, city and continent and describe where they live using these terms

Understand the difference between village, town and city

Follow routes on maps and record routes taken onto a map

Revisit UK counties +understand the difference between UK, Britain and the British Isles

Use 8 cardinal points confidently

Name as per year3 and seas and oceans

focus on locating countries in Europe (including the location of Russia), concentrating on major cities and key human features.

Use 2 figure grid references on ordnance survey maps and understand symbols

Plan routes in Europe thinking about forms of transport needed and the distance travelled

Revisit UK counties +understand the difference between UK, Britain and the British Isles

Use 4 figure grid references on Ordnance survey maps

focus on locating countries in North and South America, concentrating on major cities and key physical and human features

Begin to understand time zones in relation to countries to be studied North and South America)Identifying land-use patterns

Interpret ordnance survey maps and symbols

Plan a journey taking into consideration time zone and transport from UK to North or South America

Revisit UK counties

Use 6 figure grid references on Ordnance survey map

Understand the use of latitude, longitude for locating places on atlas maps

Understand the significance of the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Contrast different settlements using information from atlases (population, land use, etc)

Place knowledge

Identify and describe what places are like using geographical vocabulary

Describe and explain how places around the local area are different from and similar to other parts of the UK

Identify places and environments they study with the geographical vocabulary

Describe the physical and human features of Places studied (UK and Europe)

Describe and explain how places around the UK are different from and similar to other places in Europe

Identify how and why places change and might change in the future

Recognise how human and physical processes cause changes

Explain why places are like they are

To describe and explain how and why places are similar to and different from other places around the world

Recognise and explain patterns made by human features (land use: distribution of hotels, shopping centres , etc)

Find the location of places in the news


34

Year 3 Year 4 Year 5 Year 6 Human and Physical Geography

identifying human and physical characteristics, key topographical features (including hills, mountains)

Describe and understand key aspects of physical features such as: rivers and mountains

Describe and understand aspects of human geography such as settlements and land use patterns

Describe and understand key aspects of physical features such as climate zones and the effects on the environment

Understand how some of these aspects have changed over time

Geographical skills- field work

use fieldwork to:

observe, measure, record and a present a physical feature (for example weather) in the local area using a range of methods

develop a questionnaire to compare findings with other areas or places around the UK

create a simple database

`

use fieldwork to:

complete more complex recording sheets

develop a geographical questionnaire to compare findings with another country in Europe

present the evidence in a variety of way

answer questions about the evidence collected

use fieldwork to:

complete more complex recording sheets

use sketches to record observations using geographical vocabulary to label

carry out the study of a physical feature (rivers for example) and compare it to the same feature in a country in North or South America

record data and present it effectively

input information into a database

use fieldwork to:

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

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.


35

History Scheme of Work


Chronology Place the time studied on a time line

Sequence several events or artefacts

Use dates and terms related to the unit studied

Understand the terms century, past, present

Place events from period studied on a time line

Use terms related to the period studied and begin to date events

Begin to understand more complex terms, such as BC/AD or BCE/CE

Know and sequence key events of time studied

Use relevant terms and period labels

Relate current studies to previous studies

Be more confident with BC/AD, BCE/CE

Begin to understand the use of century

Place current study on time line in relation to previous studies

Use relevant dates and terms

Sequence up to 10 events on a time line

Be confident with chronological vocabulary

Historical knowledge

Find out about everyday life of people in time studied and compare with today (e.g. cooking, weapons)

Identify reasons for and results of people’s actions

Use evidence to reconstruct life in time studied

Identify key events in time studied

Look for links and effects in time studied on today’s life

Offer reasonable explanation for some events

Study different aspects of life of different tribes and settlers

Examine causes and results of great events and the impact on people and settlement

Compare an aspect of life with the same aspect in another period

Understand how events may have influenced modern day life

Find out about belief, behaviour and characteristics of important people (kings)

Compare beliefs and behaviour with other period studied

Know key dates, characters and events of time studied

Link cause and effect

Interpretation of History

Identify and give reasons for different ways in which the past is represented

Distinguish between different sources

Examine representation of people and places of the time studied (museum, cartoons, for example the Flintstones)

Investigate a range of sources to check accuracy of testimonies

Begin to evaluate the usefulness of different sources

Understand how different accounts can give positive or negative views of people in history (for example, Boudicca)

Compare accounts of events from different sources, fact or fiction

Offer some reasons for different versions of events (invasions0

Make judgment about reliability of sources

Link sources and work out how conclusions were drawn

Consider ways of checking the accuracy of testimonies, interpretations- fact, fiction and opinion, bias, perspective (views and opinions of kings)

Be aware that different evidence will lead to different conclusions

Confident use of media to research topic


36


Historical Enquiry

Use a range of sources to find out about a period

Observe small details from artefacts and pictures

Select and record information relevant to the study

Use the library for research

Ask and answer questions

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 studied

Research using books and internet

Ask a variety of questions

Begin to identify primary and secondary sources

Use evidence to build up a picture of life in time studied

Select relevant section of information

Confident use of library, e-learning

Ask more complex , historical questions

Recognise primary and secondary sources

Use a range sources to find out about an aspect of time past

Bring knowledge gathering from several sources together in a fluent account

Organisation and Communication

Communicate knowledge through discussions, pictures, annotations and drama

Create time lines of time studied

Use vocabulary linked to breadth of study

Select data and organise it to answer historical questions

Give reasons to support opinion

Display findings in a variety of ways

Use vocabulary linked to breath of study

Record and communicate knowledge in different forms

Give historical opinions with reasons

Use appropriate terms linked to breadth of study

Use a variety of ways to communicate knowledge and understanding including extended writing

Write an explanation of a past event in terms of cause and effect using evidence to support explanation

Use vocabulary linked to breadth of study

Features of the past

Know and understand significant aspects of history: nature of ancient civilisations; expansion & dissolution empires; characteristic features of past non-European societies; achievements


37

Religious Education Scheme of Work


Learning about religions

Beliefs and teachings

Describe some religious ideas from stories and some basic religious beliefs and teachings, using some religious vocabulary.

Develop religious and moral vocabulary to describe key features and know beliefs, ideas and teachings for some religions.

Using appropriate religious and moral vocabulary, identify and describe key features of religions, including beliefs, teachings and their meaning.

Begin to use increasingly wide religious and moral vocabulary to explore and suggest some reasons for the similarities and differences in beliefs and teachings, both within and between religions.

Religious practices and lifestyles

Describe some Religious objects/ places/people and practices. Begin to be aware of similarities in religions.

Know the function of objects/places/people within religious practices and lifestyles. Begin to recognise key similarities and differences.

Identify and describe similarities and differences in religious practices and lifestyles both within and between religions.

Explain how religious beliefs and ideas influence practices and lifestyles. Explore how these beliefs and ideas lead to diverse practice, both within and between religions.

Ways of expressing meaning

Begin to suggest meanings for some religious actions and symbols. Describe how religious belief is expressed in different ways.

Begin to identify the impact of religious teachings, including the effect sacred texts have on believers’ lives. Identify religious symbols and symbolic actions.

Describe the meaning of religious symbols and symbolic actions. Show understanding that symbols may be interpreted in different ways both within and between religions.

Explain the reasons for diverse forms of expression in religious teachings, including sacred texts, both within and between religions.

Learning from religions

Human identity and experience

Describe and respond sensitively to their own and others’ experiences and feelings, including characters in stories with religious meaning.

Recognise what influences them in their lives. Identify the influence religion has on lives, cultures and communities Including their own.

Ask questions of identity and belonging and suggest own answers about the significant experiences of others, including religious believers.

Explore and suggest reasons for their own and other people’s views, including religious ideas about human identity and experience.

Questions of meaning

Ask questions about puzzling aspects of life and experience and suggest answers, including religious ones.

Identify ultimate questions and recognise that there are no universally agreed answers to these.

Raise questions and suggest religious And moral answers to a range of ultimate questions.

Explain their own Moral and/or religious responses to a range of ultimate questions. Explore the views of others including different religious perspectives.

Values

Recognise own values & those of others re: right & wrong. Make links between these and their own values.

Recognise and begin to ask important questions about how religious and moral values, commitments and beliefs can influence behaviour.

Ask questions about matters of right and wrong suggest answers which show understanding of a range of moral and religious teachings.

Explain, with reasons, religious views about moral and ethical issues. Explore their own views and those of others in relation to these issues.


38

The Arts Scheme of Work – All Years (Art & Design and Music)

Aim: Whole school Art Exhibition at the end of the year

Year Group

Art Medium Skills Artist Global Element Gallery visit Links to the theme

Ye

ar

3

Drawing

Experiment with ways in which detail can be added to drawings. Reproducing shapes in contemporary or abstract art Make marks and lines with pencil, coloured pencil, and crayon. Create texture and pattern.

Van Gogh Picasso Mondrian Nagai hideyuki

Signs e.g. warning and road signs Increase in leisure time – holidays/ go on trains/ more money Architecture

Tate Modern National Gallery

Maths – shape and space World book day model Link to History- Roman Empire: Mosaics PE: battle dance

Painting

Experiment with different effects and textures including blocking in colour, washes, thickened paint to create texture. Colour: mix colours and know which primary colours to make secondary colours.

Okuda Gensou

Houses and buildings Nature Abstract/ leaf prints/ imprinting objects/

Maths - Symmetry Science – plants/ seasons Link to History – Roman temples/ famous emperors/ empresses

3-D Plan, design and make models from observation or imagination. Join materials effectively. (Junk modeling)


39


Year Group


Ye

ar

4

Drawing

Experiment with different grades of pencil and other implements – e.g. note writers to create lines and marks.

Monet Michelangelo Da Vinci

Charcoal smudging/ still life/ model plane

Science museum Courtauld Collection Gallery

English – reading and writing Science/ Maths – flying machines Link to History – Stone Age: caves and cave drawings PE: Cave man dance

Painting Use different brush widths including a thin brush for detail and small pictures. Colour: Mix and use tints and shades. Use more specific colour language.

Edgar Degas – Pastil artist

pasta and lentil clay coastersl

Painting Use different brush widths including a thin brush for detail and small pictures. Colour: Mix and use tints and shades. Use more specific colour language.

Printing Create printing blocks using relief or impressed method Create repeating patterns Print with 2 colour overlays.

Pablo Picasso Matisse

Printmaking Printing on stones


40


Year Group


Ye

ar

5

Drawing

Work from observation and Digital image sources Experiment with charcoal and pastels to make different marks. Lines, patterns and shapes within a drawing. Begin to use simple perspective.

Escher Hockney

Local environment/ landscaping

V&A Saatchi Gallery

Victorians – Mining English – Advertising Link to History- Anglo Saxons and Scotts: Sea scape with boats, landscapes with arriving boats PE: sea dance

Painting Develop a painting from a drawing Colour: Mix and match colours to create atmosphere and light effects.

Visit to the park

3D Use paper mache to create a simple 3-d object from a design.

Wang Chang Ming

inventions Local history


41


Year Group


Ye

ar

6

Drawing Begin to develop an awareness of composition, scale and proportion eg foreground, middle ground, background.

Andy Goldsworthy Banksy Valerie Delmas Ruth Palmer

Potraits/ scaling/ scenes

National Portrait Tate modern

Maths – Scaling Topic – images Link to History – Indus Valley: Climate PE:P traditional Indian dance

Digital media Record, collect and store visual information using digital cameras and video recorders. Use a graphics package to create and manipulate new images. Understand that a digital image is created through layering.

ICT project – create own film

Uxbridge College

English – writing Link to History – photos, videos


42

Music Scheme of Work – All Years

Aim: Individual year group performances for parents at end of year

Ye

ar

Gro

up

Music Medium

Skills Composer

(1 per year group) Global Element

(connection to other communities in the world)

Links to the theme

Yea

r 3

Recorder Holding instrument, learning G, A, B, C. (same position) Learn simple tunes based on these notes

Saint-Saens (Carnival of the Animals). Children study how the composer uses different music to represent characters in this composition. Understand elements composer uses to portray animals – heavy, light, low, high, quiet, loud etc.) Life line of Saint-Saens in relation to his compositions. Extracts of great works (organ symphony no.2) Create own compositions based on characters.

Fairy tales, festivals, theatre, carnivals (linked to slavery)

English – translating fictional stories to music. PE movement and dance

Group Composition based on a story/theme

Use key elements (pitch, duration, dynamics, and rhythm) to create composition.

Yea

r 4

Singing Learn longer tunes, with more complex rhythms using notes G, A, B, C. (same position).

Wolfgang Amadeus Mozart: - Study composition time line/life line of this prolific composer (first composition 5 yrs) How did events in his life affect his work? Listen to extracts of key compositions inc. symphonies 1 and 40, Figaro, Requiem. In groups, children present arguments for best genre of Mozart's compositions.

Folk music Traditional Children’s own musical traditions

Songs relating to topic Changes in Britain from stone age to bronze age. Greeks/mythology

Creating ostinato patterns using pentatonic scale using unpitched and pitched instruments.

Technique to play glockenspiels/claves. Demonstrating understanding of terms – rhythm, repeated rhythm, rhythmic ostinato, melodic ostinato, and drone.

Music in different cultures that use pentatonic scale (Far East)


43

Aim: Individual year group performances for parents at end of year

Ye

ar

Gro

up

Music Medium

Skills Composer

(1 per year group) Global Element

(connection to other communities in the world)

Links to the theme

Yea

r 5

Knowledge of Opera.

Introduce new notes F E D C. to notes already known. Play simple tune based around some of these notes.

Beethoven – read extracts of 'How Beethoven threw the stew' by Steven Isserlis. Life line of Beethoven in relation to his compositions, with specific reference to deafness. Hearing music in your head as you hear words. Extracts of great works- symphony no.9 – Sing choral part in final movement.

Musicals Opera theatre

Sound in science. Making own instruments – Victorians Oliver Twist related songs.

Playing rounds using glockenspiels

Demonstrate understanding of rounds, develop good technique, performing skills.

Yea

r 6

Use notes previously learnt to learn tunes and create own compostions

Edward Elgar- Life line of Elgar in relation to his compositions. Why he is seen as most 'English' of composers. Listen to extracts of major works – Pomp and Circumstance, ('And did those feet' used as Rugby anthem), Enigma Variations, violin and cello concertos (possibly play extract of cello concerto

Using voices and instruments to create own compositions based on favourite songs.

Independent learning. Use song of own choosing, show understanding of different elements in the music by breaking down into different parts. Develop skills in composing and performance.

Communication Genres Social media Diversity Wider accessibility of music to all.

Topic – English Advertising, Role play, persuasive writing Musical Futures PSHE aspirations – behaviour relationships WW2?? Science – CD, vinyl


44

Modern Foreign Language Scheme of Work – All Years (French)

MFL challenges

Listening Speaking Reading Writing Topics, Songs &

Rhymes e.gs

Using in real context e.gs

Year 3

To understand simple statements and questions.

To repeat single words and use them to respond to simple questions.

To read and understand simple words

To label items and complete phrases using given words.

Greetings/Goodbyes Names Numbers 1-30 (50) Days and months Family members Telling the Time

All about… ME! Weather Sports

Year 4

To understand and respond to a set of instructions.

To answer simple questions using the correct grammar.

To read aloud and understand simple words and phrases

To use familiar words and phrases to complete sentences.

Revise Y3 and… Dates Colours Numbers 1-50 (100) Classroom vocab

All about… France! Basic conversations using Y3/4

Year 5

Listen to dialogue and be able to give a response.

To hold a simple conversation with at least 3 exchanges on the same topic.

To identify the main points of a short story To be able to use a bilingual dictionary to look for meanings of unknown words

To write a few sentences in response to a given topic.

Revise Y3/4 and... Describing yourself (hair, eyes etc.) Hobbies and interests Numbers 1-100 securely Giving simple directions around the school building

All about… US! Improving conversations by adding more details All about … Finding our way!

Year 6

Listen to a short story/conversation and pick out main events and some details.

To hold a simple conversation with 3-4 exchanges on the same topic.

To identify and respond to points from a story. To use context to work out unfamiliar words.

To write short paragraphs of simple sentences.

Revise Y3/4/5 and… Increase vocabulary to home life (house and things you do at home/out of school) Names of food and drink

All about… Home! All about… Le Café!


45

Physical Education Scheme of Work- All Years

P.E challenges

All year groups

Aims We aim to ensure that all pupils:

develop competence to excel in a broad range of physical activities

are physically active for sustained periods of time

engage in competitive sports and activities

Are encouraged to lead healthy, active lives.

Apply basic safety principles when preparing for activity including warming up, stretching and cooling down.

Explain why regular exercise is good for health and fitness.

Sports, activities and challenges to be

completed over the year

Year 3 Copy, remember, repeat and explore simple actions with basic control and co-ordination (Run, jump, throw and catch in isolation and in combination)

Understand flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

Take part in outdoor and adventurous activity challenges within a team, led by an adult

Perform dances related to the curriculum, using a range of movement patterns

Play competitive games, show a simple understanding of tactics.

Talk about their own and others’ activities and suggest improvements.

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Movement Health & Fitness Panathlon Sending & receiving Invasion games Striking games Athletics

Year 4 Create a sequence of simple running, jumping, throwing and catching actions with increased control and co-ordination.

Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

Take part in outdoor and adventurous activity challenges within a team

Perform dances related to the curriculum using a range of movement patterns

Play competitive games, begin to show and apply their understanding of tactics.

Recognise differences in performance and suggest improvements.


Gymnastics Health & Fitness Panathlon Sending & receiving Invasion Striking & fielding Athletics


46

P.E challenges

All year groups

Aims We aim to ensure that all pupils:

develop competence to excel in a broad range of physical activities

are physically active for sustained periods of time

engage in competitive sports and activities

Are encouraged to lead healthy, active lives.

Apply basic safety principles when preparing for activity including warming up, stretching and cooling down.

Explain why regular exercise is good for health and fitness.

Sports, activities and challenges to be

completed over the year

Year 5 Performances of running, jumping, throwing and catching at times show precision, control, strength, flexibility and fluency, linking these skills appropriately.

Continue to develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

Take part in outdoor and adventurous activity challenges both individually and within a team


Play competitive games, apply and explain tactics and composition.

Comment on skills, techniques and ideas used in their own and others’ performances and use this to improve performance.

Swim confidently, competently and proficiently over a distance of at least 25 metres, using a range of strokes effectively and perform self-rescue.


Gymnastics Health & Fitness Panathlon Invasion Games Striking Games Athletics Striking & Fielding Games

Year 6 Skills, techniques and ideas are applied consistently with precision, fluency, flexibility strength and control, drawing on knowledge to justify choices of tactics.

Demonstrate flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

Design and take part in outdoor and adventurous activity challenges both individually and within a team


Play competitive games and apply tactics suitable for attacking and defending

Evaluate own and others’ performance in order to modify and refine skills to make improvements.


Gymnastics Health & Fitness Indoor Athletics Panathlon Volleyball Striking Games Invasion Games Striking & Fielding Games Athletics Team Challenges


47

Personal, Social & Health Education Scheme of Work – All Years

Aim: - promote the spiritual, moral, cultural, mental and physical development of pupils at our school and the wider

community - prepare pupils for the opportunities, responsibilities and experiences of later life.

SEAL Units (Health and Well-

being)

Sex and Relationship Units (Relationships)

Whole School Themes (Living in the Wider World)

Developing confidence and

responsibility and making the most of

abilities

Preparing to play an active role as citizens

Safety Week (internet safety) Anti-bullying week

Peace Day

Year 3

New Beginnings Key Skills • Communication • Working with others • reasoning skills • evaluation skills

How Do I Feel? Hygiene Who Do I Look Like? Changes (SEAL Unit)

Good to be Me Key Skills • Communication • Working with others • improving own learning

Say no to bullying/anti-bullying week Key Skills;

Working with others

Problem solving

Making the right choices

Understanding and developing empathy

Safety Week – Road safety/stranger danger

Year 4

Getting On and Falling Out Key Skills • Problem solving skills • Communication, • working with others, • reasoning skills, • Creative thinking skills.

Feeling safe Growing up Baby needs Changes (SEAL Unit)

Relationships Key Skills;

Communication

Working with others

Safety Week Key Skills; Recognise risks in different

situations

Helping others/working with others

Evaluation

Safety Week – safety in the home/stranger danger


48

Year 5

Getting On and Falling Out Key Skills • Problem solving skills • Communication, • working with others, • reasoning skills, • Creative thinking skills.

Friendships Aliens Menstruation How did we get here? Changes (SEAL Unit)

Good to be Me Key Skills • Communication • Working with others • improving own learning and performance

Evaluation

International food day/healthy eating Key Skills; Healthy choices

Global Awareness

Safety Week – food safety & hygiene plus fire safety in the kitchen/danger from known people

Year 6

Changes Key Skills; Communication

Problem Solving

Working with others

Evaluation

Self-esteem Body image Changes How old do we have to be? Changes (SEAL Unit)

Going for goals Key skills;

Working with others

Improving own learning and performance

Evaluation

Communication

Welldon Park University Key Skills;

Working with others

Developing confidence

Safety Week – Water safety/danger from known people

Cross-curricular links: Science –Growth and reproduction, life processes, movement, circulation and the heart & health Geography – Knowledge and understanding of places and environmental changes/development English – Speaking and listening, reading, group discussion and interaction History – Knowledge and understanding of events, people and changes in the past DT – Safety procedures, food safety and hygiene ICT – Research different topics

Experience Entitlements Whole School: Peace Day (21st Sept annually or nearest school day) to focus on key skills; Empathy/sympathy, Respect, Peaceful choices & Considering alternatives Y3: police officer, adults from different cultures, disability, lollypop lady Y4: police officer, fire fighters, adults from different cultures, nurse Y5: police officer, firefighter, paramedic? Y6: police officer, older person to talk about childhood


49

Experience Entitlements

Year 3 Year 4 Year 5 Year 6 ALL YEARS To be decided…

Able, Gifted & Talented Groups

School Council

Visit Beach Pantomime Farm

Beach Pantomime Fire station Natural History Museum Zoo Stately home

Theatre Factory Stately home Boat

Theatre Police station Zoo Rural village University

Art gallery Landmark of London Community

Duncan House Local Homeless Shelter Special School Animal sanctuary

Science Museum Lake/river

Newspaper office Bank of England

Houses of Parliament Harrow Civic Council Chamber

Meet Police officer Adults from a range of cultural backgrounds and hear about childhood A person living with disability Lollypop Lady

Police officer Adults from a range of cultural backgrounds and hear about childhood Nurse

Police officer Fire Fighter

Police officer Older person to hear about childhood

Professional musician Sports person

A parent with a new baby

To be confirmed

MP Local Councillors School governors

Do Make a cake Learn to play snakes and ladders, card games, ludo and learn new playground games Watch tadpoles change into frogs Know the continents of the world Be able to read a school timetable

Have a pen friend Make bread Identify countries of the world on a map Be able to read a map to get from A to B Be able to read a TV timetable Keep a diary Watch eggs hatch into chicks

Have their writing published Learn to swim Recognise flags of several countries Name currencies of several countries Know capitals of several countries Be able to read a leisure timetable e.g. shops, cinema, entertainment Learn to play chess, draughts and scrabble

Make a healthy meal Perform on stage in front of an audience Watch caterpillars develop into butterflies Go pond dipping Know about their own family history and what brought them to South Harrow Be able to read a map to get from A to B Be able to read a bus, train, air travel timetable Video conference with someone a long way away

Grow flowers, vegetables, a bean in a jar Look after a pet Identify common UK trees, birds, flowers Know about influential men and women from history, including those from minority groups Be able to follow a tube map Have a photograph/piece of artwork exhibited

Make a clay pot To be confirmed

Lead council meetings Raise money for a national and local charity

school curriculum from september 2014

Documents