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Diary Dates 

 

SEPTEMBER

5th - Term Starts

22nd - New Starters Celebration Assembly

28th - Settling In Evening (drop-in 4pm - 6pm)

 

OCTOBER

3rd - Year 3/4 Swimming

5th - Reception Parents Phonics Workshop 5pm

17th - Y1/2 Trip

18th - KS2 Trip

20th - Harvest Festival 2.30pm

23rd-27th Half Term

30th - School Re-opens

 

DECEMBER

18th - Christmas Parties

19th/20th - Nativity 6pm Leake Church

 21st - Children's Christmas Dinner

22nd - Leake Church 1pm

22nd - School Finishes 2pm

 

 

  

 

Knayton Curriculum

The curriculum at Knayton is broad and balanced.  We have a creative approach which is specifically tailored to our children’s needs. As a staff we have given careful consideration to our children; their experiences and needs and developed a curriculum model that caters for them specifically.

Our curriculum is delivered through Big Ideas. These are whole school, cross-curricular topics that aim to inspire and excite children about new learning. The children go on a learning journey from launch to landing.

 

 

 English and Maths are taught as discrete sessions in the morning, but wherever possible they will link to the Big Idea. Foundation Subjects are taught in the afternoon through Big Ideas. The foundation subjects are taught in depth and English and maths skills are applied across the curriculum. Weekly Science sessions link to Big Ideas wherever possible. History, geography, music, art and design technology are taught through Big Idea sessions. Teaching is rigorous and children are challenged in all subjects as they are in English and Maths. Teachers ensure a clear progression for all and have high expectations for children’s achievements in all subjects.

Our Curriculum Aims:

  • To ensure that all children feel safe and happy in order for them to achieve their absolute potential
  • To have a positive impact on the local community
  • To embed Christian values of kindness, friendship, respect and thankfulness
  • To develop tolerance, empathy and tackle stereotypes, preparing children for life in modern Britain
  • To prepare children for their next steps; from key stage to key stage and beyond
  • To be child-led, engaging and exciting
  • To develop creativity and collaboration skills
  • To lead to outstanding outcomes for our children
  • To develop independence and resilience through meaningful and relevant content and approaches
  • To encourage outdoor learning and use forest schools principles
  • To engage parents and the wider community
  • To value each child’s contribution and individuality

The National Curriculum is used to inform planning for all subjects. Teachers have a deep level of understanding of the curriculum for the age range they teach and design engaging 'Big Ideas' to teach all of the National Curriculum content alongside the skills to learn effectively. 

 

English

English programmes of study follow the National Curriculum. All children are taught English skills directly and then apply these skills across a range of cross-curricular contexts. A link to the National Curriculum is below.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335133/PRIMARY_national_curriculum_220714.pdf

Phonics

In Early Years and Key Stage 1 we have a rigorous approach to Phonics Teaching.  Children work in small groups with precisely targeted support.  We use 'Letters and Sounds' to inform our planning and assessment is continuous. A link to the Letters and Sounds document is below.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf

Maths

Maths programmes of study follow the National Curriculum. All children are taught Maths skills directly and then apply these skills across a range of cross-curricular problems. A link to the National Curriculum is below.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335133/PRIMARY_national_curriculum_220714.pdf

Computing Sciences

Our Computing Sciences leader delivers the Computing curriculum to all classes in Key Stages 1 and 2. Class teachers work alongside the children in these sessions, to aid their own professional development. The children are then taught to apply the Computing skills across the curriculum. Computing curriculum coverage is outlined in the tables below.

PE

Our PE leader delivers the PE curriculum to all classes in Early Years, Key Stage 1 and 2. Class teachers work alongside the children in these sessions, to aid their own professional development. PE curriculum coverage is outlined in the table below.

Foundation Subjects and Science

Foundation Subjects are taught through ‘Big Ideas’. This is our cross-curricular approach and involves one project that facilitates the use of subject specific skills to a relevant and engaging topic area. The children are encouraged to lead their learning, AfL principles ensure staff are clear of children’s next steps and children share their learning preferences.

Curriculum Coverage is carefully planned to ensure that the national curriculum is taught effectively and the children are able to access deep learning. Coverage is detailed below. The skills/statutory coverage is done on a rolling programme but the actual Big Ideas would NEVER be repeated in the exact same way. This is because the children shape their learning. Adults are facilitators and provide exciting contexts, but never recycled plans! In terms of coverage, 2014-15 is Year A.

MfL

French is taught from Reception to Year 6 and follows the North Yorkshire Scheme of Learning. Introducing French from Reception means that when the children reach Key Stage Two they have a basic knowledge of French and can learn new vocabulary with confidence.

Long Term Planning 2016-17

Below are details of our Long Term curriculum plans for this year.

Big Ideas!

Autumn Term

Autumn Term RE (Mini Big Idea)

Spring Term

Spring Term RE (Mini Big Idea)

Summer Term

Summer Term RE (Mini Big Idea)

We are Scientists!

 

 

We are Europeans!

KS1- Christian Creation Story, 

The Nativity Story

KS2- How does Jesus inspire us?

Christmas around the world

We can change the world!

 

Let's go outdoors!

Ks1- How do we show we care?

KS2- Christian Aid and Islamic Relief

KS1 and KS2- Easter story

Ship Ahoy!

KS1- Special stories for Muslims and Christians

KS2- What is the same for Christians and Muslims?

                       

 

Foundation Subject Coverage

Below are details of how we ensure that the whole curriculum is covered effectively and that the children access a broad and balanced curriculum. We have divided the statutory curriculum into Years A and B (and C and D for History at Key Stage Two) in order to guarantee coverage. This does not mean that the same Big Ideas are repeated with different classes. Each time that subject area is taught will be from a different perspective and/or in a different context. Big Ideas should never be stale or predictable. They are child-led and exciting, following a different learning journey each time.

 

Key Stage One

Subject

2016-17

2017-18

 

Science

 

Living things and their habitats

  • explore and compare the differences between things that are living, dead, and things that have never been alive
  • identify 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
  • identify and name a variety of plants and animals in their habitats, including microhabitats
  • describe 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

Use of everyday materials

  • identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

 

  

Animals, including humans

 

  • notice that animals, including humans, have offspring which grow into adults
  • find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
  • describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

 

Plants

 

  • observe and describe how seeds and bulbs grow into mature plants
  • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

 

 

History

  • the lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods
  • changes within living memory – where appropriate, these should be used to reveal aspects of change in national life

 

  • events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
  • significant historical events, people and places in their own locality

 

 

Geography

Locational knowledge

  • name and locate the world’s 7 continents and 5 oceans
  • name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

  • understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
  • use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

Geographical skills and fieldwork

  • use simple compass directions (north, south, east and west) and locational and directional language [for example, near and far, left and right], to describe the location of features and routes on a map
  • use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
  • use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment

 

Human and physical Geography

  • identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
  • use basic geographical vocabulary to refer to:
    • key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
    • key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

  • use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
  • use simple compass directions (north, south, east and west) and locational and directional language [for example, near and far, left and right], to describe the location of features and routes on a map
  • use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
  • use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment

 

 

Design and Technology

Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable

Evaluate

  • explore and evaluate a range of existing products
  • evaluate their ideas and products against design criteria

Design

  • design purposeful, functional, appealing products for themselves and other users based on design criteria

Make

  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

 

Technical knowledge

  • explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products

Evaluate

  • explore and evaluate a range of existing products
  • evaluate their ideas and products against design criteria

Design

  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

 

 

Art and Design

  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

 

  • to use a range of materials creatively to design and make products
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

 

 

Computing

  • use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
  • recognise common uses of information technology beyond school

 

 

  • understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content

 

 

Music

  • use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • play tuned and untuned instruments musically

 

  • listen with concentration and understanding to a range of high-quality live and recorded music
  • experiment with, create, select and combine sounds using the interrelated dimensions of music

 

 

Physical Education

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns

 

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns

 

 

 

Lower Key Stage Two (Year 4)

Subject

2016-17

2017-18

Science

Light

  • 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 change.

 

 Plants

  • identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
  • explore 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
  • investigate the way in which water is transported within plants 
  • explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Forces and Magnets

  • compare how things move on different surfaces
  • notice that some forces need contact between 2 objects, but magnetic forces can act at a distance
  • observe how magnets attract or repel each other and attract some materials and not others
  • compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
  • describe magnets as having 2 poles
  • predict whether 2 magnets will attract or repel each other, depending on which poles are facing.

  

Sound

 

  • recognise that vibrations from sounds travel through a medium to the ear
  • identify how sounds are made, assciating some of them with something vibrating
  • identify how sounds are made, associating some of them with something vibrating 

 

  • find patterns between the pitch of a sound and features of the object that produced it

 

  • find patterns between the volume of a sound and the strength of the vibrations that produced it.

 

  • recognise that sounds get fainter as the distance from the sound source increases

 

 

 

 

 

Electricity

 

  • identify common appliances that run on electricity
  • construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

 

 

 

  • identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

 

 

 

  • recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

 

 

 

  • recognise some common conductors and insulators, and associate metals with being good conductors.

 

 

 

 

 

 

 

Rocks

  • 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 rock
  • recognise that soils are made from rocks and organic matter.

 

Animals including humans

 

  • identify 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
  • identify that humans and some other animals have skeletons and muscles for support, protection and movement.
  • describe the simple functions of the basic parts of the digestive system in humans
  • identify the different types of teeth in humans and their simple functions
  • construct and interpret a variety of food chains, identifying producers, predators and prey.

 

 

 

States of Matter

 

  • compare and group materials together, according to whether they are solids, liquids or gases

 

 

 

  • 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)

 

 

 

  • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

 

Living Things and their habitats

 

  • recognise that living things can be grouped in a variety of ways

 

 

 

  • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment

 

 

 

  • recognise that environments can change and that this can sometimes pose dangers to living things.

 

 

 

 

 

 

 

History

Year A

Romans and their impact on Britain

Local history study

 Year B

Britain from Stone Age to Iron Age

British History-extended period study

 Year C

Britains settlement by the Anglo Saxons and Scots

Early Civilisations.(non European Society

Year D

Viking and Anglo Saxon

Ancient Greece.

Geography

 

Locational Knowledge

  • Locate Worlds countries, focusing on Europe and Americas, focus on key physical and human features (including map work)

Human and physical geography

  • Describe and understand mountains, volcanoes, earthquakes, settlements and trade links.

 

Geographical skills and fieldwork

  • Fieldwork study to measure and record.

 

  • Use 8 points of the compass, symbols and keys

 

Locational knowledge

  • Locate Worlds countries, focusing on Europe and Americas, focus on key physical and human features. (Including map work)

Human and physical geography

  • Describe and understand climate, rivers,  settlements and trade links. Describe and understand the watercycle.

Place knowledge

  • Study a region of the UK, a region of Europe.

Geographical skills and fieldwork

  • Field work study to observe measure and record.

Design Technology

Design & Technology (LKS2)

  • Use research& criteria to develop products which are fit for purpose
  • Use annotated sketches and prototypes to explain ideas
  • Evaluate existing products and improve own work
  • Use mechanical systems in own work

 

 

 

Design & Technology (LKS2)

  • Use research& criteria to develop products which are fit for purpose
  • Use annotated sketches and prototypes to explain ideas
  • Evaluate existing products and improve own work
  • Understand seasonality; prepare & cook mainly savoury dishes

Art and design

 

  • Improve mastery of techniques such as drawing, painting and sculpture with varied materials
  • Learn about great artists, architects & designers
  • Use sketchbooks to collect, record and evaluate ideas

 

  • Improve mastery of techniques such as drawing, painting and sculpture with varied materials
  • Use sketchbooks to collect, record and evaluate ideas
  • Learn about great artists, architects & designers

Computing

 

  • Design & write programs to achieve specific goals, including solving problems
  • Use logical reasoning
  • Understand computer networks
  • Use internet safely and appropriately
  • Collect and present data appropriately

 

 

  • Design & write programs to achieve specific goals, including solving problems
  • Use logical reasoning
  • Understand computer networks
  • Use internet safely and appropriately
  • Collect and present data appropriately
  • Use sequence, selection and repetition in programmes.

Music

 

  • Use voice & instruments with increasing accuracy, control and expression
  • Improvise & compose music
  • Listen with attention to detail
  • Appreciate wide range of live & recorded music
  • Begin to develop understanding of history

 

 

  • Use voice & instruments with increasing accuracy, control and expression
  • Improvise & compose music
  • Listen with attention to detail
  • Appreciate wide range of live & recorded music
  • Begin to develop understanding of history

PE

Physical Education (LKS2)

  • Use running, jumping, catching and throwing in isolation and in combination
  • Play competitive games, modified as appropriate
  • Develop flexibility & control in gym, dance & athletics
  • Compare performances to achieve personal bests
  • Swimming proficiency at 25m (KS1 or KS2)

 

 

  • Use running, jumping, catching and throwing in isolation and in combination
  • Play competitive games, modified as appropriate
  • Develop flexibility & control in gym, dance & athletics
  • Compare performances to achieve personal bests
  • Swimming proficiency at 25m (KS1 or KS2)

 

Modern Foreign Languages

  • Listen and engage
  • Ask and answer  questions
  • Speak in sentences using familiar vocabulary
  • Develop appropriate pronunciation
  • Show understanding of words and phrases.
  • Appreciate stories, songs, poems and rhymes.
  • Broaden vocabulary
  • Listen and engage
  • Ask and answer  questions
  • Speak in sentences using familiar vocabulary
  • Develop appropriate pronunciation
  • Show understanding of words and phrases.
  • Appreciate stories, songs, poems and rhymes.
  • Broaden vocabulary
 
         

                                                                                                                                

 

Upper Key Stage Two (Year 5 and 6)

Subject

2016-17

2017-18

Science

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
  • give reasons for classifying plants and animals based on specific characteristics.

 

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
  • 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.

 

Light

  • 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
  • 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
  • use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

 

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 of switches

 

  • use recognised symbols when representing a simple circuit in a diagram.

Animals including humans

  • e the changes as humans develop to old age.
  • 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, drugs and lifestyle on the way their bodies function
  • describe the ways in which nutrients and water are transported within animals, including humans.

 

 

 

Animals including humans

  • describe the changes as humans develop to old age.
  • 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, drugs and lifestyle on the way their bodies function
  • describe the ways in which nutrients and water are transported within animals, including humans.

 

Properties and materials

  • 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
  • give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
  • demonstrate that dissolving, mixing and changes of state are reversible changes
  • 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.

 

Earth and Space

  • describe the movement of the Earth, and other planets, relative to the Sun in the solar system
  • describe the movement of the Moon relative to the Earth
  • describe the Sun, Earth and Moon as approximately spherical bodies
  • use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

 

Forces

  • 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.

History

Year A

  • Roman Britain
  • Earliest Ancient civilisations
  • Year B Broader History study-local history
  • Stone age to Iron Age
 

Year C

  • Britain’s settlement by Anglo-Saxons and Scots
  • the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

Year D

  • the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

 

Geography

 

Locational knowledge

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

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

identify the position and significance of latitude, longitude, 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)

Place knowledge

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

 

 

 Human and physical geography

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

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

Geographical skills and fieldwork

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.

Design Technology

 

Design

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

investigate and analyse a range of existing products

understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

apply their understanding of computing to program, monitor and control their products

 Design

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Evaluate

investigate and analyse a range of existing products

evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Technical knowledge

understand and apply the principles of a healthy and varied diet

prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Art and design

  • 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 [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history.

 

 

  • 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 [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history.

Computing

 

 design, write and debug 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

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

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

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. 

 

Music

 

 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

listen with attention to detail and recall sounds with increasing aural memory

appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

develop an understanding of the history of music.

 

 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

improvise and compose music for a range of purposes using the inter-related dimensions of music

use and understand staff and other musical notations

develop an understanding of the history of music.

PE

use running, jumping, throwing and catching in isolation and in combination

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

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

perform dances using a range of movement patterns

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

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

Swimming

swim competently, confidently and proficiently over a distance of at least 25 metres

use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]

perform safe self-rescue in different water-based situations.

 

 

use running, jumping, throwing and catching in isolation and in combination

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

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

perform dances using a range of movement patterns

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

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

Swimming

swim competently, confidently and proficiently over a distance of at least 25 metres

use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]

perform safe self-rescue in different water-based situations.

 

RE

Christian Aid and Muslim Relief: can they change the world?

Christmas- Incarnation- God becoming human

Values: what matters most to Christians, to Humanist and to me?

Easter- Eucharist: Remembering Jesus Worldwide

How and why do Hindus, Christians and Muslims see life as a journey?

Why are there over 50 mosques in North Yorkshire

Christmas - Peace at Christmas

What can make our community more tolerant and respectful?

Easter - What matters at Easter?

Why do people love their scared places? ( Revisited from Lower Key Stage 2)

 

MFL

  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • read carefully and show understanding of words, phrases and simple writing
  • appreciate stories, songs, poems and rhymes in the language
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions orally* and in writing
  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • present ideas and information orally to a range of audiences*
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

 

If you would like to find out more about our curriculum, please contact Miss Globe (Assistant Headteacher and Curriculum Leader) by phone or email via the school office.