All Saints Curriculum overview Spring Term

Year 1 and
Phase 2 / Phase 3
English / Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6
-Stories with repeating patterns
-Traditional Tales
-Instructions
- Poetry - senses
-Information texts
-Easter Story / -Significant author – Anthony Browne
- Information texts
-Explanation texts
- Non-Chronological reports
- Poetry
-Easter Story / -Significant author – Anthony Browne
- Information texts
-Explanation texts
- Non-Chronological reports
- Poetry
-Easter Story / Persuasion
Description
Narrative
Balanced argument
Biography and Autobiography
Poetry
Explanation
Non Chronological report
Recount
Reports and journalistic writing / Persuasion
Description
Narrative
Balanced argument
Biography and Autobiography
Poetry
Explanation
Non Chronological report
Recount
Reports and journalistic writing / Persuasion
Description
Narrative
Balanced argument
Biography and Autobiography
Poetry
Explanation
Non Chronological report
Recount
Reports and journalistic writing
Maths / -measuresinc money
- Addition and subtraction beyond 10
-Counting, reading and writing number patterns
-Shape, position and number
-Counting and place value
-Double and near doubles
-Grouping and sharing / -Multiplication and division
- Fractions
- Time
- Shape / -Place value and number
- Shape
- Addition and subtraction – problem solving focus
- Measure – capacity
- Angles, position, direction and patterns / Negative numbers
Converting units of measure
Data
Co-ordinates
Equivalent fractions, decimals and percentages
Classifying shapes / Negative numbers
Converting units of measure
Data
Co-ordinates
Equivalent fractions, decimals and percentages
Classifying shapes / Algebra
Converting units of measure
Data
Co-ordinates
Equivalent fractions, decimals and percentages
Classifying shapes
Science / Anidmals including humans
Sc1/2.2a identify and name a variety of common animals including, fish, amphibians, reptiles, birds and mammals
Sc1/2.2bidentify and name a variety of common animals that are carnivores, herbivores and omnivores
Sc1/2.2cdescribe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)
Sc1/2.2didentify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
Plants
Sc1/2.1a identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
Sc1/2.1bidentify and describe the basic structure of a variety of common flowering plants, including trees / Animals including humans
Sc2/2.3a notice that animals, including humans, have offspring which grow into adults
Sc2/2.3bfind out about and describe the basic needs of animals, including humans, for survival (water, food and air)
Sc2/2.3cdescribe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
Living things and their habitats
Sc2/2.1a explore and compare the differences between things that are living, dead, and things that have never been alive
Sc2/2.1bidentify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
Sc2/2.1cidentify and name a variety of plants and animals in their habitats, including microhabitats
Sc2/2.1ddescribe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. / Animals including humans
Sc3/2.2aidentify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
Sc3/2.2bidentify that humans and some other animals have skeletons and muscles for support, protection and movement.
Plants
Sc3/2.1aidentify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
Sc3/2.1bexplore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
Sc3/2.1cinvestigate the way in which water is transported within plants
Sc3/2.1dexplore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. / Year 4
States of Matter
Sc4/3.1a compare and group materials together, according to whether they are solids, liquids or gases
Sc4/3.1b observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
Sc4/3.1c identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
Sound
Sc4/4.1a identify how sounds are made, associating some of them with something vibrating
Sc4/4.1b recognise that vibrations from sounds travel through a medium to the ear
Sc4/4.1c find patterns between the pitch of a sound and features of the object that produced it
Sc4/4.1d find patterns between the volume of a sound and the strength of the vibrations that produced it.
Sc4/4.1e recognise that sounds get fainter as the distance from the sound source increases / Year 5
Properties and Changes of Materials
Sc5/3.1a compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
Sc5/3.1b know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
Sc5/3.1c use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
Sc5/3.1d give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
Sc5/3.1e demonstrate that dissolving, mixing and changes of state are reversible changes
Sc5/3.1f explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. / Year 6
Evolution
Sc6/2.3a recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
Sc6/3.2b recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
Sc6/2.3c identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
History / During this term there will be a focus on developing geographical skills but pupils will have the opportunity to develop cross-curricular historical links where appropriate. / During this term there will be a focus on developing geographical skills but pupils will have the opportunity to develop cross-curricular historical links where appropriate.
Geography / -Name & locate the four countries and capital cities of the United Kingdom using atlases & globes
- identify seasonal / daily weather patterns in the UK and the location of hot and cold areas of the world
- Use basic geographical vocabulary to refer to local & familiar features;
understands the area they live in and can identify its features – why we need shops, open spaces, leisure etc.
- Use four compass directions & simple vocab
Beginning to create their own simple maps
Know the names of the continent we are part of.
Can investigate the weather using a thermometer and display the results in a graph.
Using appropriate vocabulary to describe the weather. / -Name & locate world’s continents and oceans
- Compare local area to a non-European country – compare the features of the local area to those of a contrasting locality – somewhere by the coast/warmer.
- Use basic vocabulary to describe a less familiar area; use aerial images and other models to create simple plans and maps, using symbols
- Use simple fieldwork and observational skills to study the immediate environment. Make local studies of amenities, traffic survey.
Understands the area they live in and can identify its features.
Beginning to create their own simple maps
They can investigate traffic levels and building features in their local area and use aerial photos and their own photos to comment on the reasons for this. / -Locate world’s countries, focussing on Europe & Americas focus on key physical & human features. Can name and locate 5 European countries and their capitals and 5 American countries and capitals.
-Compare climates and features.
-Study a region of the UK – London – capital, features compare to town.
- Use 8 points of compass, symbols & keys
- Describe & understand climate, rivers, mountains, volcanoes, earthquakes, settlements, trade links, etc.
-Use fieldwork to observe, measure & record
They can use atlases and understand what the symbols on an ordnance survey map means.
They can compare another locality with their own.
They have a good knowledge of the British Isles and begin learning about landmarks and places in Europe. / Locational Knowledge
Ge2/1.1a locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.
Human and Physical Geography
Ge2/1.3a describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
Geographical Skills and Fieldwork
Ge2/1.4a use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Ge2/1.4b use the 8 points of a compass, 4 and 6-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
Ge2/1.4c 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.
D.T / Healthy Eating – food hygiene / Healthy Eating – food hygiene / Healthy Eating – food hygiene / Cooking and nutrition
Computing / -Basic keyboard skills and Mouse manipulation
-Know how to follow a hyperlink
-Understand how to find information on the internet
-Program and debug Beebots
-Use precise algorithms / Co2/1.4use technology purposefully to create, organise, store, manipulate and retrieve digital content / Co2/1.4use technology purposefully to create, organise, store, manipulate and retrieve digital content / Co2/1.7 use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Art / Drawing skills;
Able to control a pencil.
Able to produce a growing range of patterns and textures with a single pencil.
Experienced in using soft pastels and oil pastels.
Experienced in working in different ways and on a variety of different coloured, shaped paper.
Painting;
Able to mix and work in different consistencies of paint.
Exploring marks that can be made in paint using different tools
(fingers, straw, spreader, drawing into paint, dribbling paint)
Exploring paint on different surfaces
Able to identify and use primary colours / Drawing Skills
Able to work from direct observation and imagination.
Able to use a range of drawing media in different ways: hatching, scribble, stippling, blending, etc.
Able to produce an expanding range of patterns and textures that replicate those in the real world.
Experienced in using soft pastels and oil pastels.
Experienced in working in different ways and on a variety of different coloured, shaped paper.
Pupils begin to gather images to inspire their work.
Able to look at and talk about own work and that of other artists. (van Gogh, Seurat)
Painting;
Able to mix a widening range of secondary colours, moving towards predicting resulting colours.
Able to use the brush to create a wide range of marks that are being used in their work.
Showing developing brush control to work on a smaller scale
Exploring a variety of tools, consistencies on different surfaces. / Drawing skills
Further develop line drawing and pencil control skills
Explore a range of mark making
Explore form and shape focusing on size and comparing objects
Introduce tone to pupils
Painting;
Explore various stroke with pupils
Allow pupils to explore mixed media through use of textures
Pupils to mix colours and know primary and secondary colours
Introduce tone and tints to pupils / Year 4
Printing
Create collograph block print using string and other materials
Explore engraving and etching as a means to print
-Dry point
-Lino cut
-Engraving
-Foam
Explore printing through
Overlay in two colours adding further detail in overlay
3D
Develop clay skills further adding design and detail into the clay using clay tools
Pupils to explore the use of paper Mache in construction
Pupils to further develop their card construction skills to incorporate other materials considering their properties
Pupils to explore mixed media work as a form of three dimensional artwork / Year 5
Printing
Explore collography to print
Use engraving methods of printing
Able to overprint in two colours
Explore stencils as a means to print
Investigate the effects of printing on different materials
Develop print design through sketchbook
3D
Building mixed media paintings exploring the addition of different materials in paint
Develop awareness of form and shape
Develop sculptural techniques in a variety of media
Plan and develop sculptures through sketchbook work
Able to produce a two colour tie dye
Explore the use of embroidery in mixed media work
Awareness of effect of time on sculptures / Year 6
Printing
Experience overlaying prints of up to 3 colours
Lay down prints in layers thinking about perspective
Experience screen printing
Overwork prints with further mark making
Experience fabric printing and batique
Experiment with etching
3D
Create mixed media sculptures making choices about which materials to use
Choose appropriate materials based on their properties and effects
Produce paper Mache sculptures
Explore mosaics
Explore installation artwork and various methods of display
Combine materials and media through exploration in sketchbook
MFL / Not taught in Key Stage 1 / FL2/1.1 Listening & Comprehension
FL2/1.1a listen attentively to spoken language and show understanding by joining in and responding
FL2/1.1b explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
FL2/1.2 Speaking
FL2/1.2a engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
FL2/1.2b speak in sentences, using familiar vocabulary, phrases and basic language structures
FL2/1.2c develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
FL2/1.2d present ideas and information orally to a range of audiences*
FL2/1.3 Reading & Comprehension
FL2/1.3a read carefully and show understanding of words, phrases and simple writing
FL2/1.3b appreciate stories, songs, poems and rhymes in the language
FL2/1.3c broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
FL2/1.4 Writing
FL2/1.4a write phrases from memory, and adapt these to create new sentences, to express ideas clearly
FL2/1.4b describe people, places, things and actions orally* and in writing
FL2/1.4c understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
RE / Spring 1
Growing as a Christian
Worship
Spring 2
The Easter Story / Spring 1
Why did Jesus tell stories?
Why did Jesus tell stories?
Spring 2
The Easter story / Spring 1
Judaism – Moses and the Passover
Spring 2
Easter through story / Choices and consequences
Faith to to great things.
Chicken run Video – view weeklyEaster Jesus film Video
Looking at the events of the last week of Jesus’ life
Music / ‘Sing Up’ programme / Playing the ukulele
Singing Easter songs / Playing the ukulele
Singing Easter songs / Sing songs
This term Year 4 are learning to play the recorder.
PE / See separate curriculum map
Outdoor Learning /
  • Building dens
  • Role Play
  • Story telling
  • Climbing Trees
  • Tying Knots
  • Woodland Management
  • Using tools
  • Flora and Fauna exploration
  • Earth Art
  • Environmental management (leaf collection around school)
/
  • Exploring the weather = snow and ice
  • Fire Lighting
  • Story Telling
  • Flora and Fauna exploration
  • Using tools
  • Den building
  • Climbing Trees
  • Earth Art
  • Practical skills for making small structures
  • Role Play
/
  • Flora and Fauna exploration
  • Mini Beast exploration
  • Den building
  • Building Larger structures
  • Using tools
  • Role Play
  • Climbing Trees
  • Earth Art
  • Story Telling
  • Orienteering activities
  • Leaf and tree identification
/
  • Building dens
  • Role Play
  • Story telling
  • Climbing Trees
  • Tying Knots
  • Woodland Management
  • Using tools
  • Flora and Fauna exploration
  • Earth Art
  • Environmental management (leaf collection around school)