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If you have any queries, please contact John-Paul Rainey at the Darnhill Site, on (0300) 3038384, option 2



CLASS

AUTUMN TERM

1


AUTUMN TERM

2


SPRING TERM

1


SPRING TERM

2


SUMMER TERM

1


SUMMER TERM

2


FOCUS

TOPIC

SCIENCE

TOPIC

SCIENCE

TOPIC

SCIENCE

TOPIC

SCIENCE

TOPIC

SCIENCE

TOPIC

SCIENCE

STARS 2


YEARS

1 & 2

Seaside Rescue


GEOGRAPHY

HISTORY

D & T

Everyday Materials

Exploring suitability for purpose - Floating & Sinking


CHEMISTRY

Fire, Fire! The Great Fire of London - Samuel Pepys


HISTORY

ART

ICT

Use of Everyday Materials


CHEMISTRY

World Kitchen


GEOGRAPHY

RE

D & T

COOKING

Plants: Seeds, Vegetables / Herbs; Plants seeds


BIOLOGY

Author Topic:


McIntosh

J. Dunlop

McAdam

Inventors

Working Scientifically


Rain Mac

Tyre

Tarmac

My History & Where I Live


HISTORY

GEOGRAPHY

ART

ICT

Animals including Humans


BIOLOGY

Weather: Home & Away


GEOGRAPHY

SCIENCE

Plants Rainfor / Living Things in their Habitats


BIOLOGY

STARS 1


YEARS

3 & 4

Violent Volcanoes


GEOGRAPHY

HISTORY

ART


Extinct, Dormant, Active

States of Matter

Material Properties & Changes


Vesuvius

Etna

Strombolli


CHEMISTRY

Stone Age

to

Iron Age


HISTORY

ART

ICT

Rocks


PHYSICS

Ancient Greeks


HISTORY

ART

ICT

Light


PHYSICS

Author Topic:

Electricity


PHYSICS

Walk like an...


HISTORY

ICT

ART

Animals including Humans


BIOLOGY

Rivers


GEOGRAPHY

ICT


Visit uncovered River Roch

Plants


BIOLOGY

SATELLITES


YEARS

5 & 6

Sustainable Future


GEOGRAPHY

ART

Electricity


PHYSICS

Mills & Hills:  Changes in Economy & trade in the local area


HISTORY

D & T


Link to renewable energy from last topic

Forces


PHYSICS

Romans


HISTORY

ART

ICT

Earth & Space


PHYSICS

Author Topic:


Morris Gleitzman

Australia

Properties of Materials


CHEMISTRY

Continuation of Author topic during SATS preparation

Recapping topics covered with mini project posters / ICT presentation

Coasts


GEOGRAPHY

ART


Features of Coasts

Mapping Skills

Living Things & Habitats


BIOLOGY




Key Stage 1
Stars 2
Lower Key Stage 2
Stars 1
Upper Key Stage 2
Satellites
Autumn Term 1Seaside Rescue

Geography
  • To understand geographical similarities and differences through studying the human and physical geography of a UK seaside location.
  • Using basic geographical vocabulary to refer to physical features including:
  1. Beach
  2. Cliff
  3. Coast
  4. Sea
  5. Ocean
  6. Season
  7. Weather
  • Using key human features including:
  1. City
  2. Town
  3. Village
  4. Port
  5. Harbour
  6. Shop
  7. Factory
  8. Farm
  9. House
  • Geographical skills: use atlases and maps.  Use simple compass directions.
History
  • Significant historical events, people and places
D&T
  • Design, make and evaluate.
  • Technical knowledge - build structures, exploring how they can be made stiffer, stronger and more stable.
e.g.
  1. To design a pier
  2. To design a lifeboat
Literacy Opportunities

Shared Narrative 
  • Settings by the Sea
  • Stories in a familiar setting
Example Texts
  • Julia Donaldson: The Snail and The Whale
  • Antonia Barber: The Mousehole Cat
Cross-Curricular Writing Opportunities

  • Persuasive posters
  • Coastal Erosion fast files
  • News report for sinking of RNLI boat
  • Non-chronological reports on lifeboats
Non-fiction
  • Osbourne Books
Numeracy Opportunities

Estimation
  • Predict sinking times for boats made from different materials - linked to science.
Measure
  • Time how long the boats took to sink using stopwatches
Data Handling
  • Year 2 Create a bar chart/pictogram to show the results
  • Create a suitable title for the experiment
Problem Solving
  • Answer questions based on the bar chart/pictogram
Calculating
  • Using fractions of distances - halves and quarters
  • Using basic scales - 1 square is equal to 1km/2km
Science
  • Working scientifically
  • Use of materials - making boats and investigating properties of materials for floating and sinking
Violent Volcanoes

Geography
  • Human and physical geography - describe and understand key aspects of physical geography of volcanoes.
  • Locational knowledge - use maps to locate volcanoes outside the UK.
  • Geographical skills and fieldwork - use 4-6 grid references.

History

Art
  • Pupils should be taught top develop their techniques, including their control and use of materials, with creativity, experimentation and an increasing awareness of different types of art, craft and design techniques of drawing, painting and sculpture.
Literacy Opportunities

Narrative: The Firework Makers Daughter by Philip Pullman
  • Recount based narrative, boxing clever
Extended Writing
  • Dramatisation - linked to volcanic explosions
  • Volcanic explosion fact files for different locations
  • Explanation texts
  • Non-chronological reports on volcanoes
Online Resources
  • Top Marks - a volcano wakes up; Volcano Explorer
Non-Fiction
  • Internet and a variety of information books
Numeracy Opportunities

Look for any possible cross-curricular links to maths
  • estimation
  • measure
  • data handling
  • problem solving
  • calculating
Science - Rocks
  • Compare how things move on different surfaces
  • Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.
  • Describe in simple terms how fossils are formed when things that have lived are trapped within a rock.
  • Recognise that soils are made from rocks and organic matter.
Sustainable Future

Geography
Human and Physical Geography
  • Describe and understand key aspects of human geography including:
  1. Types of settlement and land use
  2. Economic activity including trade links
  3. Distribution of natural resources including energy, food minerals and water
Geographical skills and fieldwork
  • Use the 8-points of a compass, 4-6 figure grid references, symbols and key, including the use of Ordnance Survey Maps, to build their knowledge of the UK 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.

Art
  • To create sketch books to record their observations and use them to review and revisit ideas.
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials - oil paints.
  • About great artists, architects and designers in history.  Monet - oil paintings.
Literacy Opportunities

Narrative: Extended Writing

Aesops Fable: The Wind and The Sun

  • Description of the park on a windy day
  • letter to the local council: Our views on Wind Turbines
  • letter to our Head Teacher: How can we make our school eco-friendly
Resources
  • Non-fiction
  • Information books
Numeracy Opportunities

Look for any possible cross-curricular links to maths
  • estimation
  • measure
  • data handling
  • problem solving
  • calculating
Science - Forces

Pupils should be taught to:
  • Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
  • Identify the effects of air resistance, water resistance and friction that act between moving surfaces
  • Recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect.
Autumn Term 2Fire, Fire! The Great Fire of London -  Samuel Pepys 

History

Art

ICT

Stone Age to Iron Age

History

Art

ICT 

Mills and Hills: Changes in Economy and trade in the local area

History

D&T

Links to renewable energy from last topic


Key Stage 1
Stars 2
Lower Key Stage 2
Stars 2
Upper Key Stage 2
Satellites
Spring Term 1World Kitchen

Geography

RE

D&T

Cooking

Ancient Greeks

History

Art

ICT

Romans

History

Art

ICT

Spring Term 2
Author Topic: McIntosh, J Dunlop, McAdam
Author Topic: McIntosh, J Dunlop, McAdam
Author Topic: McIntosh, J Dunlop, McAdam


SPRING TERM


Stars 1 - Ancient Greece



Numeracy

Number and Place Value


Number - Year 2

  • Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backwards
  • Read and write numbers to at least in numerals and in words
  • Recognise the place value of each digit in a two-digit number (tens, ones)
  • Identify, represent and estimate numbers using different representations, including the number line
  • Partition numbers in different ways, (e.g. 23 = 20+3 and 23 = 10+13)
  • Compare and order numbers from 0 up to 100; use <, > and = signs
  • Find 1 or 10 more or less than a given number
  • Round numbers to at least 100 to the nearest 10
  • Understand the connection between the 10 multiplication table and place value
  • Describe and extend simple sequences invplving counting on or back in different steps
  • Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting)
  • Select a mental strategy appropriate for the numbers involved in the calculation
  • Show that addition of two numbers can be done in any order (commutativee) and subtraction of one number from another cannot.
  • Understand subtraction as take away and difference (how many more, how many less/fewer)
  • Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 (bonds totally 5, 10 and 20)
  • Recall and use number bonds for multiples of 5 totally 60

Number - Year 3

  • Select a mental strategy appropriate for the numbers involved in the calculation
  • Understand and use take away and difference for subtraction, deciding on the most efficient method for the numbers involvedd irrespective of context
  • Recall/use addition/subtraction facts for 100 (multiples of 5 and 10)
  • Derive and use addition and subtraction facts for 100
  • Derive and use addition and subtraction facts for multiples of 100 totalling 1000
History

Year 3

  • Demonstrate knowledge of aspects of history significant in their locality
  • Describe some of the ways the past can be represented
  • Use sources to address historically valid questions
  • Use relevant historical terms and vocabulary linked to chronology
Science
  • Recognise that they need light in order to see things and that dark is the absence of light
  • Notice that light is reflected from surfaces
  • Recognise that light from the sun can be dangerous and that there are ways to protect their eyes
  • Recognise that shadows are formed when the light from a light source is blocked by a solid object
  • Find patterns in the way that the size of shadows can change
Art
  • Compare ideas, methods and approaches in their own and others' work, e.g. talk about the features they like in a piece of art work
  • Use sketch book / 'ideas journal' to adapt their work as their ideas develop and discuss this with others
  • Beginning to use learnt techniques in drawing, painting, sculpture and other art, craft and design in different contexts, e.g. work on different scales, both independently and collaboratively.
  • Demonstrate control of chosen tools and materials to create a desired effect, e.g. carse a design into a printing block
Literacy

Comprehenstion - Year 3

  • Regularly listen to whole novels read aloud by the teacher
  • Read books and texts for a range of purposes, e.g. enjoyment, research, skills, development, reference
  • Orally re-tell a range of stories, including less familiar fairy stories, fables and folk tales, e.g. Grimm's Fairy Tales
  • Identify and discuss themes, e.g. good over evil, weak and strong, wise and foolish, mean and generous, rich and poor.
  • Identify and discuss conventions, e.g. numbers three and seven in fairy tales, magical sentence repeated several times

Writing - Year 3

  • Identify, select, generate and effectively use prepositions for where, e.g. above, below, beneath, within, outside, beyond
  • Select, generate and effectively use abverbs, e.g. suddenly, silently, soon, next, eventually
  • Use inverted commas to punctuate direct speech (speech marks)
  • se perfect form of verbs using have and has to indicate a completed actions, e.g. He has gone out to play (present perfect) instead of he went out to play (simple past)
  • Use the determiner a or an according to whether the next word begins with a consonant or a vowel, e.g. a rock, an open box
  • Discuss and record ideas for planning using a range of formats, e.g. chunking a plot, story maps, flow charts, boxing up
  • Create and develop characters for narrative
  • Improvise, create and write dialogue
  • Spell homophones and near homophones
  • Spell words containing the /^/ sound, spelt ou, e.g. young, touch, double
  • Spell words with endings sounding like /3e/, e.g. treasure, enclosure, pleasure
  • Create and develop plots based on a model
  • Generate and select from vocabularly banks, e.g. noun phrases, powerful verbs, technical language, synonyms for said appropriate to text type
Geography

Year 3

  • Make observations about places and features that change over time
  • Ask and answer more seaching geographical questions when investigating different places and environments
  • Identify similarities, differences and patterns when comparing places and features