NEW LONG TERM PLANNING OBJECTIVES 2014 – UPPER KEY STAGE 2 HODNET PRIMARY SCHOOL

Cycle A / Theme:To Infinity and Beyond / Theme:Shadows from the past / Theme:Globe Trotting
Science:
AT1
  • identifying scientific evidence that has been used to support or refute ideas or arguments
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables scatter graphs, bar and line graphs
  • taking measurements, suing a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where necessary
  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
  • using test results to make predictions to set up further comparative and fair tests
Electricity
  • associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
  • compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position off switches
  • use recognised symbols when representing a simple circuit in a diagram
Earth in Space
  • use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky
  • describe the sun, Earth and moon as approximately spherical bodies
  • describe the movement of the moon relative to the Earth
  • describe the movement of the Earth and other planets relative to the sun in the solar system
/ Science:
AT1
  • identifying scientific evidence that has been used to support or refute ideas or arguments
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables scatter graphs, bar and line graphs
  • taking measurements, suing a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where necessary
  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
  • using test results to make predictions to set up further comparative and fair tests
Light
  • Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
  • Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them
  • Recognise that light appears to travel in straight lines
  • Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
Living Things
  • Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
  • Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
/ Science:
AT1
  • identifying scientific evidence that has been used to support or refute ideas or arguments
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables scatter graphs, bar and line graphs
  • taking measurements, suing a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where necessary
  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
  • using test results to make predictions to set up further comparative and fair tests
Humans Healthy
  • identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
  • recognise the impact of diet, exercise and drugs and lifestyle on the way their bodies function
  • describe the changes as humans develop to old age
  • describe the ways in which nutrients and water are transported within animals, including humans
  • recognise that living things produce offspring of the same kind , but normally offspring will vary and are not identical to their parents

History: / History:
  • where and when the first civilization s appeared and a depth of study of The Shang Dynasty of Ancient China
/ History:
Famous explorers
Historical Study:
Geography:
  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studies
  • use the 8 points of the compass, 4- and 6- figure grid references, symbols and key 9including the use of Ordnance Survey maps) to build their knowledge if 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 range of methods including sketch maps, plans and graphs, and digital technologies
/ Geography:
  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studies
  • use the 8 points of the compass, 4- and 6- figure grid references, symbols and key 9including the use of Ordnance Survey maps) to build their knowledge if 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 range of methods including sketch maps, plans and graphs, and digital technologies
/ Geography:
  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studies
  • use the 8 points of the compass, 4- and 6- figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge if 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 range of methods including sketch maps, plans and graphs, and digital technologies
  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country and a region within North or South America

DT
Art
  • create sketch books to record their observations and use them to review and revisit ideas
  • improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint, clay]
  • develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design
/ DT
Art
  • create sketch books to record their observations and use them to review and revisit ideas
  • improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint, clay]
  • develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design
/ DT
Art
  • create sketch books to record their observations and use them to review and revisit ideas
  • improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint, clay]
  • develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design

Food & Nutrition project:
Shortbread biscuits- Christmas / Food & Nutrition project:
Chinese chicken / Food & Nutrition project:
*Vegetable pasta
Computing
  • See separate school Scheme of Work
/ Computing
  • See separate school Scheme of Work
/ Computing
  • See separate school Scheme of Work

Music
  • use and understand staff and other musical notations
/ Music / Music
MFL / MFL / MFL
PSHCE / SEAL theme:
New beginnings / Getting on, falling out / Remembrance / PSHCE / SEAL theme:
Going for Goals / It’s Good to be Me / PSHCE / SEAL theme:
Changes / Relationships
RE:
  • Shropshire agreed syllabus
/ RE:
  • Shropshire agreed syllabus
/ RE:
  • Shropshire agreed syllabus

PE: / PE:
  • use running, jumping, throwing and catching in isolation and in combination
/ PE:
Cycle B / Theme:Romans, Resistance and Resettlement / Theme:Power Struggle / Theme:The magic of Rainforests
Science:
AT1
  • identifying scientific evidence that has been used to support or refute ideas or arguments
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables scatter graphs, bar and line graphs
  • taking measurements, suing a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where necessary
  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
  • using test results to make predictions to set up further comparative and fair tests
Forces
  • 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
  • explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
/ Science:
AT1
  • identifying scientific evidence that has been used to support or refute ideas or arguments
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables scatter graphs, bar and line graphs
  • taking measurements, suing a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where necessary
  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
  • using test results to make predictions to set up further comparative and fair tests
Materials
  • demonstrate that dissolving, mixing and changes of state are reversible changes
  • give reason, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
  • 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
  • know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
  • use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
  • 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
/ Science:
AT1
  • identifying scientific evidence that has been used to support or refute ideas or arguments
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables scatter graphs, bar and line graphs
  • taking measurements, suing a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where necessary
  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
  • using test results to make predictions to set up further comparative and fair tests
Plants, humans and animals
  • explore the part that flowers playin the life cycle of flowering plants, including pollination, seed formation and seed dispersal
  • give reasons for classifying plants and animals
  • describe the life process of reproduction in some plants and animals
  • describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
  • investigate the way in which water is transported within plants
  • describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
  • identify and describe the functions of different parts of flowering plants; roots, stem/trunk, leaves and flowers

History:
  • the Roman Empire and its effect on Britain
/ History:
  • the Viking and Anglo-Saxon struggle for the Kingdom of Edward the Confessor
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
/ History:
Historical Study:
Geography:
  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studies
  • use the 8 points of the compass, 4- and 6- figure grid references, symbols and key 9including the use of Ordnance Survey maps) to build their knowledge if 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 range of methods including sketch maps, plans and graphs, and digital technologies
  • human geography, including; types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
/ Geography:
  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studies
  • use the 8 points of the compass, 4- and 6- figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge if 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 range of methods including sketch maps, plans and graphs, and digital technologies
/ Geography:
  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studies
  • use the 8 points of the compass, 4- and 6- figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge if 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 range of methods including sketch maps, plans and graphs, and digital technologies
  • 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 characteristics, countries and major cities

DT
Art
  • create sketch books to record their observations and use them to review and revisit ideas
  • improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint, clay]
  • develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design
  • about great artists, architects and designers in history
/ DT
Art
  • create sketch books to record their observations and use them to review and revisit ideas
  • improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint, clay]
  • develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design
/ DT
Art
  • create sketch books to record their observations and use them to review and revisit ideas
  • improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint, clay]
  • develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design

Food & Nutrition project: / Food & Nutrition project: / Food & Nutrition project:
Blackberry and coconut squares
Computing
  • See separate school Scheme of Work
/ Computing
  • See separate school Scheme of Work
/ Computing
  • See separate school Scheme of Work

Music
  • develop an understanding of the history of music
/ Music / Music
  • improvise and compose music for a range of purposes using the inter-related dimensions

MFL / MFL / MFL
PSHCE / SEAL theme:
New Beginnings / Getting on and falling out
Remembrance / PSHCE / SEAL theme:
Going for Goals / It’s Good to be Me / PSHCE / SEAL theme:
Changes / Relationships
RE:
  • Shropshire agreed syllabus
/ RE:
  • Shropshire agreed syllabus
/ RE:
  • Shropshire agreed syllabus

PE: / PE: / PE:
  • play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending