Whitecliffe Primary Academy
Curriculum Plan 2017-2018
Autumn 17 weeks /
Autumn 27 weeks / Spring 1
6 weeks / Spring 2
7 weeks /
Summer 16 weeks /
Summer 27 weeks
14 weeks / 13 weeks / 13 weeks
Topic Title / Hola Mexico!
History/Geog / World War 2
History / On Show
WOW moment / trips
Celebrations / Possible trip to York Chocolate Story
Museum to show off work / Possible trip to Eden Camp / Possible trip to MIMA
Workshop with an artist
Share Artwork at Gallery
English - Reading / Following the National Curriculum – including developing positive attitudes to reading and understanding of a wide variety of texts, to retrieve and record information from non-fiction texts. Children recommend books that they have read to their peers, giving reasons for their choices. They identify how language, structure and presentation contribute to meaning and discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. They participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.
The children participate in a range of reading activities across the school week, with guided reading sessions every day for 30 minutes. This ensures that an adult has heard them read at least twice across the week. During these sessions they are taught to listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference texts. Rising Stars materials are used for assessment. This scheme uses the AF strands but these are closely aligned to the new 2014 assessment strands of 2a – 2F. The AF strands will form the focus of questioning during Guided Reading lessons. In KS2 there is an emphasis on the written response to a text, ensuring children are making close reference to the text and justifying their answers. This approach enables pupils to reach higher standards in reading.
English - Writing / Skillset for writing
Children will develop and learn a range of skills following the expectations of the National Curriculum. On many occasions, there are further writing opportunities presented through a special event or a visit out of school. These allow children to write for a specific purpose and audience and enrich the learning experience.
Genres chosen as vehicles to develop skillset
Narrative – Mayan Chocolate Story
Non Chronological Report – Mayan Civilisation
Poetry – Off We Go To Mexico
Poetry – Remembrance Day
Letter – Santa
Article 13 / Narrative – The Piano
Letter/Recount – From the trenches
Poetry – War Poets
Persuasive Speech – As the Prime Minister
Explanation – Rations Recipe
Diary – Evacuee Child
Article 13 / Non Chronological Report – Artist study
Description – Famous artist
Narrative – Theft of the Mona Lisa
Recount – trip/day out
GPS / Follows the new spelling scheme for the Lower KS2 phase. The first half of the Autumn term is revision of stage 2. Over the week, the children are given opportunities to practise their spellings and will use a variety of strategies to learn them, culminating in a test on Friday. Should a child struggle with a spelling, it will be added to their personal spelling list. Spelling activities form part of the basic skills lessons every day.
Following the National Curriculum – including application of prefixes and suffixes to root words, increasing knowledge of further exception words, using a wider range of conjunctions, indicate grammatical and other features, for example, using commas after fronted adverbials, plural and possessive, verb inflections, expanded noun phrases, pronouns and nouns and organising paragraphs around a theme.
Maths / Following the National Curriculum – including mental application of the four operations, column addition and subtraction, a sound understanding of times tables and their application, extended learning of fractions and their equivalent decimal number, comparing mass, lengths and volume, interpret and present data, extend knowledge of properties of shape, comparing and ordering angles.
Secure place value & rounding to 10,000,000, including negatives
All written methods, including long division
Use order of operations (not indices)
Identify factors, multiples & primes problems
Introduce simple use of unknowns
Solve multi-step number problems / Measurement, including conversions of units (including decimals up to 3 points)
Area and volume of shapes
Ratio and proportion
Calculating mean as the average
Recognising/determining the radius, diameter and circumference of circles
Interpreting pie charts and line graphs. / Fractions, decimals & percentages
Compare & simplify fractions
Use equivalents to add fractions
Multiply simple fractions
Divide fractions by whole numbers
Solve problems using decimals & percentages
Use written division up to 2dp
Introduce ratio & proportion
Science / Working Scientifically
Evolution and Inheritance
Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago – Fossil hunt graphs/charts
Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution – explanation / Working Scientifically
Living things and their habitats
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 – charts/keys/ non chron
Give reasons for classifying plants and animals based on specific characteristics
research and create a fact file about the life of Carl Linnaeus
Article 24 / Working Scientifically
Animals including Humans
Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood – journey through the body
Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function - presentation
Describe the ways in which nutrients and water are transported within animals, including humans – diagrams and instructions / Working Scientifically
Recognise that light appears to travel in straight lines
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 - Explanation
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 - Explanation
use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them – graphs and tables / Working Scientifically
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 of switches – reflective paragraph
Use recognised symbols when representing a simple circuit in a diagram
Art / Codices – write matching stories / Gas Masks– research
Blitz silhouettes / Pupils should be taught about great artists, architects and designers in history – artist study
Recreation of famous pieces of art
DT / Mayan Calendars – Instructions
Hot Chocolate recipe - Instructions
PE / Follow curriculum maps / Follow curriculum maps / Follow curriculum maps
Geog / 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 – Chichen Itza description
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied / Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time – link to English Anglo-Saxon diary
Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time / 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 - maths
History / History of the Mayans – link to English work / Character studies of key figures in the war - link to English work
Differences between WW! And WW”
Life in Britain during the war
SMSC - R.E / Why is the Buddha important for Buddists?
How do Buddhists beliefs affect the ay Buddhists live their lives?
Article 14 & 30 / What do the gospels tell us about the birth of Jesus?
Article 14 & 30 / What do religions believe about life after death?
Why are Good Friday and Easter Day the most important days for Christians?
Article 14 & 30 / How do religions respond to prejudice and discrimination?
How and why do some religious people inspire others?
What do the Major Religions share in common?
Article 14 & 30
SMSC - PSHE / New Beginnings
British Values / Say no to bullying
Good to be Me
Article 7& 8 / Relationships
Article 15 / Getting On and Falling Out
Article 15 / Say No To Bullying
British Values / Going for Goals
Music / TVMS – Guitars
Perform with control & expression solo & in ensembles; Improvise & compose using dimensions of music; Listen to detail and recall aurally; Use & understand basics of staff notation
Develop an understanding of the history of music, including great musicians & composers
Computing / E-safety
Technology in our Lives / E-safety
Handling Data / E-safety
Technology in our lives
MFL / French specialist teaching children according to National Curriculum
Other Curriculum Links / Remembrance Day
Christmas / Easter / Leavers
Chances for application of skills through Curriculum are highlighted in red
Opportunities for safeguarding