Bearwood Primary School
 
"Opening up a world of opportunities"

 
line decor
Bearwood Road, Smethwick B66 4HB --- Tel: 0121-434-4499
 
line decor

 
 
 

 
 

Curriculum

At Bearwood Primary School we are very proud of our curriculum. Take a closer look below.

    Year 1

    · use chalk to create bonfire pictures when looking at celebrations

    · create 3d rockets, planets and stars when undertaking their Out of this World project

    · study flower paintings and develop painting skills to create their own art gallery, as part of Ready, Steady, grow!

    · as part of their Rumble in the Jungle project they look at animal prints and design and make animal masks

    Year 2

    · sketch houses and objects from the past as part of Fire! Fire!

    · sketch objects that they find in the Time Traveller's bag

    · create collages of famous people in time, as part of the Time Traveller theme

    · draw nocturnal animals, to create Andy Warhol style paintings, during their 'Animal Discovery' topic

    · design, sculpt and paint clay fish as part of their work on, 'Oh I do like to be beside the Seaside'

    Year 3

    · sculpt and model clay dinosaurs when working on their 'Before Man' project

    · learn how to tie dye and block print during their 'Rainbow fabric' project. Then design and create a cushion (including sewing to decorate.)

    · explore Egyptian artwork as part of their Night at the Museum theme

    · recreate a piece of Egyptian art, a portrait or a clay pot, for their class museum

    · create landscape drawings for View from my Window project

    Year 4

    · develop techniques for colour and texture, using a variety of medium, when working on their 'Splash!' project

    · study African artwork and make African masks during their 'African Adventure' topic

    Year 5

    · design 1950's outfits to be worn at their Shake, Rattle and Roll concert

    · design and make masks to be worn in their pantomimes as part of the 'Oh No it Isn't!' topic

    · create an art gallery with an exhibition on Space as part of the Cha… Cha… Changes theme

    Year 6

    · design and create the scenery for their production of Romeo and Juliet

    · produce art based on the work of Picasso, Brueghel, Van Gogh and Munch to create an art exhibition for their 'Oh what a Picture!' theme

    · Create 3d models as part of their Gr8 project.

    This domain contains speaking and listening, reading and writing.


    Speaking and Listening

    Here at Bearwood all learning starts with speaking and listening, from role play in Nursery through to rewriting and performing a version of Romeo and Juliet in Y6.

    Reading

    The children experience a rich reading diet at Bearwood.

    In EYFS stories are read to the children every day; they participate in a daily 30 minute phonic session and parents and children are encouraged to share the books that they regularly take home.

    In KS 1 stories are read to the children every day; the children that still need it participate in a daily 30 minute phonic session; all children have daily guided reading where they develop their reciprocal reading skills and parents and children are encouraged to share the books that they regularly take home.

    In KS 2 novels and short stories are read to the children every day; all children have daily guided reading where they develop their reciprocal reading skills; Y5 and 6 take part in the Accelerated Readers scheme and parents and children are encouraged to share the books that they regularly take home.

    Writing

    Year 1

    · as part of their ‘Rumble in the Jungle’ project the children listen to, read, re tell and write stories from a range of cultures and predictable pattern language. They also write captions, make lists and label pictures in their animal hospital.

    · when they are working on the ‘Let’s Party’ topic they listen to, read, re tell and write stories with a familiar setting. They also follow, give and write instructions on how to get ready for their party. During ‘Let’s Party’ they also listen to, perform and write their own verses of the Sound Collector

    · As part of the ‘Christmas Let’s Party’ the children write: lists, labels, descriptions, a Christmas list for someone else, create their own catalogue using description and ask questions, such as, what would you buy? (using modal language)

    · during the ‘Out of this World’ theme an alien visits and the children listen to, read, re tell and write stories about fantasy worlds and they write a recount of the alien visit to Bearwood.

    · during ‘Ready, steady, grow’ they listen to, perform and write their own verses of poetry on them of growing and plants and they write information texts about plants as part of this theme

    · as part of their ‘What an Adventure!’ project they follow, give and write instructions on how to make a pirate hat: they write information texts about pirates and they use Each Peach Pear Plum to create poetry with pattern and rhyme

    · as part of their ‘Once Upon a Time’ project they follow, give and write instructions on how to make porridge. They also listen to, read, retell and write their own versions of traditional and fairy stories.

    Year 2

    · they read, compare and write the Funny Bones stories with familiar as part of the ‘Inside Out’ project . During this theme they also read, write and perform Silly stuff poetry.

    · as part of the Fire! Fire! project they read and write a selection of diaries. They also read, give and write explanations on how the Great Fire of London spread.

    · give, follow and write Instructions on how to make a time travel bag during the ‘Time Travel’ project and they read and write extended stories as part of this topic.

    · as part of the ‘Animal Discovery’ topic they create poetry based on really looking and fact files about the animals found at Calthorpe Haven. They also read and write non – chronological reports about animals and their habitats.

    · after their visit to the seaside they write a recount. They also create shape poetry about the sea as part of the’ I do like to be beside the seaside’ project

    · as part of their ‘Come Dine with Me’ project they follow and create their own recipes and they listen to, read, re tell and write traditional stories that have food as the theme.

    Year 3

    · as part of their ‘Before Man’ project they read, perform, write and perform their own dinosaur poetry and they create non chronological reports about dinosaurs to be shared at their museum

    · during their ‘Hooray for Bollywood’ topic they watch, read, perform and write their own Bollywood scripts which are then filmed and premiered. They also write a set of instructions for the Bollywood dance that they create in P.E.

    · read, re tell and write Adventure stories as part of their ‘Rainbow Fabric’ project. They also create calligrams and shape poems to print onto their Rainbow Fabric.

    · as part of their ‘Night at the Museum’ theme they read, tell and write their own myths to be shared in a variety of ways at their museum

    · they write stories with familiar settings during their ‘Through the Window’ project and they write formal letters expressing their viewpoint about how to improve the Bearwood

    · through the ‘Coming Alive’ project they write information texts about growing and the hatching of chicks

    Year 4

    · read, rehearse and write explanation texts about the water cycle linked with their ‘Splash’ project and they listen to, read, re-tell and write stories set in imaginary worlds as part of this theme.

    · during ‘Switched on’ they debate issues that are important to them and read and write stories based on issues and dilemmas. They also create information texts about electricity and all things electrical and they write recounts about???

    · as part of their ‘African Adventure’ project they listen to, read, re tell and write traditional stories from other cultures. They also read, perform and write their own traditional African poems

    · during their ‘Chocolate’ topic they watch, listen to and read a variety of persuasive texts and identify the key features. They then use those to market their own chocolate bar. They also write a recount of their visit to Cadbury World and write letters and emails.

    · they watch, read, perform, write and film their own play scripts when they are working on the ‘Lights, camera, action!’ project. They also write information texts about how to use a green screen as part of this topic.

    · listen to, read, re-tell and write stories with historical settings as part of their ‘Survival’ theme and

    · Unit 2 Poetry- Exploring form (2 weeks)

    Year 5

    · listen to, read and re-tell the stories of Michael Morpurgo so that they can write in the style Kensuke’s Kingdom as part of their ‘Shake, Rattle and Roll’ project. They also explore poetic style in order to write a rock and roll song.

    · they visit, read, write and perform their own pantomime when they are working on the ‘Oh no it isn’t!’ theme. They also follow, give and write sets of instructions as part of this topic.

    · read and write about There’s a Boy in the Girls’ Bathroom as part of their ‘It’s Not Fair’ project. They create their own persuasive texts to persuade people to buy Fair Trade products and persuade the school community to buy the products that they have made in order to raise money for charity.

    · During the ‘Emergency’ project Y5 look at the issues of bullying and peer pressure through a variety of text types

    · Create a historical trail as part of ‘The Dig’ project. This involves the children writing: explanation texts, biographical writing and newspaper reports.

    · As part of their ‘Ch..Ch.. Changes’ topic they write autobiographies; stories and graphic novels, on their iPads, about a new super hero and scientific explanations about reversible and irreversible changes.

    Year 6

    · Read, discuss and write biographies based on the life of a famous artist, as part of their ‘Oh What a Picture!’ project. They also debate whether graffiti is art or vandalism as part of writing balanced arguments.

    · During the ‘Vile Victorian’ topic the children listen to, read, re-tell and write stories with a historical theme and they create multi-modal stories as a sequel to Street Child by Berlie Doherty.

    · Read, tell and create stories with flashbacks as part of their ‘Soap’ theme. They also create journalistic writing linked with micro organisms and an epidemic.

    · During their ‘Gr8’project the children explore a world religion and create non-chronological reports about it. They also read, perform and write poems about world greats using imagery.

    · Read and create a wide range of genres as part of the SPOOCs project during their ‘Who lives in a house like this?’ topic.

    · During ‘Oh What a Performance’ the children watch, read and perform Romeo and Juliet. They also write their own versions of the play and perform them.

    Year 1

    · Homes- have home always been the same? Looking at past and present

    · Pirates of the past- flags, types of ships and boats

    · Ready, Steady, Grow- where do vegetables grow? Find it on a map

    · Pirates- Where are the oceans? Positional and directional language

    Year 2

    · Great fire of London from 1666- why it started? What happened?

    · Time travel- research 4 famous people, identify artefacts linked to famous people

    · Create time lines

    · Habitats- improving the environment

    · Come Dine With Me- Finding about the food and landscape of a chosen country

    · Oh I Do Like to be Beside the Seaside- Manmade and natural features at the seaside

    Year 3

    · Ancient Egypt- food, clothes, entertainment, homes, Pharaohs, Gods

    · Hooray for Bollywood- Where is India? Look at past/present.

    · A Better Bearwood- Improving the local environment

    · Dinosaurs- When were they around? Different types.

    Year 4

    · World War II- Create a WW2 timeline, building an Anderson shelter, recreate WW2 recipes

    · Electricity- Who discovered electricity?

    · Chocolate- History of the Aztecs

    · Going Wild- finding countries on different maps at a varying scale, Research the culture of an African country

    · Co-ordinates- linked to geocaching, quadrant sampling, drawing plans and maps of the playground from a birdís eye view

    Year 5

    · The Dig- Romans- history of why they came to England, what was life like in Roman times? Produce history document about Roman artefacts

    · Africa- Where is Uganda in geographical terms? How far does food travel?

    · The Dig- Bury a time capsule, creation of a history trail followed by geocaching

    Year 6

    · The Vile Victorians- lifestyle, food, clothes, entertainment, Queen Victoria

    · Who lives in a house like this?- climate, weather in different countries, how houses are adapted.

    · Martin Luther King- black history.

    Children in the Early Years Foundation Stage, will…

    · develop their use of mouse control through using online activities, such as Purple Mash and Education City.

    · use remote control toys

    · record images using cameras

    · programme Beebots

    Y1 children, will…

    · develop their use of mouse control through using online activities, such as Purple Mash and Education City.

    · develop their typing skills through using online activities, such as Purple Mash and Education City.

    · learn how to change text and images on screen.

    · use the Year 1 Blog to share their work.

    Y2 children, will…

    · use ICT to work with text and images.

    · enter, store, retrieve and present information effectively in a variety of forms.

    · select appropriate paint tools

    · import pictures from the internet

    · research using the internet

    · create sequences of events through programming.

    · learn how to create on screen presentations using powerpoint.

    · use the Year 2 Blog to share their work.

    Y3 children, will…

    · use ICT to fact find and research.

    · learn how to search for and pick out relevant information on computers, using the Internet to answer their questions.

    · become film makers, using green screen technology, to film their plays.

    · use sequences of instructions to make things happen

    · create a power point presentation.

    · learn how to create animations.

    · use the Year 3 Blog to share their work.

    Y4 children, will…

    · use the internet to find appropriate information.

    · use programming systems to make things work.

    · use simulations

    · use desk top publishing packages to design books

    · construct graphs to show results of science experiments.

    · use the Blog to write posts, add comments share their work.

    · use flipcams to create videos.

    · use an Apple Mac Computer to edit clips.

    · use a range of recording equipment to develop their knowledge of sound and filming.

    Y5 children, will…

    · use the internet to find appropriate information.

    · control events by programming equipment

    · manipulate words and images on screen.

    · create presentations.

    · record sounds and images.

    · share learning through posting and commenting on the Year 5 blog.

    · develop their knowledge and use of hand held technology.

    · monitor events by using data logging equipment.

    Y6 children, will…

    · use multimedia to create images to be shared during an art exhibition in their theme called ‘Oh What a Picture’.

    · embed images into documents.

    · record sounds, ensuring they are considering their audience.

    · communicate with others through an electronic form, such as email.

    · create hyperlinks between pages of a document and to other places on the world wide web.

    · use spreadsheets to create formulas.

    · share learning through posting and commenting on the Year 6 blog.

    Reception

    · Children undertake daily ‘rhythm and rhyme’ activities.

    · They explore loud and quiet sounds using musical instruments as part of their topic on Dinosaurs.

    · They also learn Indian songs and dances linked to Diwali. Learn Scottish and Irish Sons and dances for St Andrews Day and St. Patrick’s Day.

    Year 1

    · Learn songs about their bodies when working on the topic all about ' Me, me, me!'

    · Make musical instruments and experiment with sounds as part of their 'let's Party!' Topic.

    · Learn pirate songs and rhymes during their 'What an Adventure!' Topic.

    Year 2

    · Learn how to sing London's Burning and other songs in a round when working on their 'Fire! Fire!' Topic.

    · During their 'Inside Out' they learn action songs about the body in French.

    · Learn how to sign songs during their 'Come Dine with me' topic.

    · Learn about pulse, tempo and pitch through their 'I do like to be beside the seaside' topic.

    · Use percussion instruments to create stormy night music as part of their work on the seaside.

    Year 3

    · Learn to play the ukulele throughout the whole year and even practise at home.

    · Use GarageBand to compose Egyptian music which is used at their Egyptian Exhibition.

    Year 4

    · Play a variety of percussion instruments focusing on repeated patterns and pulse as part of the SPLASH topic.

    · Learn a variety of songs for the carol service showing awareness of diction, breathing, dynamics and pitch control.

    · Learn to play musical instruments, performing as a group, from different cultures as part of the GOING WILD topic.

    Year 5

    · Sing confidently in tune a variety of songs from the 1950s as part of the ‘Shake Rattle and Roll’ topic.

    · Perform a variety of songs from memory in preparation for the Christmas Carol Service.

    · Learn songs from other cultures particularly Africa as part of the ‘It’s not Fair!’ project.

    · Explore strong and weak beats in music as part of the ‘Emergency’ topic.

    Year 6

    · Learn a variety of songs from different genres for the carol service.

    · Compose a ‘soundscape’ using a variety of percussion instruments and create their own notation linked to topics such as ‘Oh What a Picture!’ and ‘Oh What a Performance!’

    · Write and perform a ‘prayer’ in the form of a rap linked to RE unit on Muslim and Jewish prayer.

    · Write and perform a leaver’s song.

    Reception

    Key Objectives

      Say and use the number names in order in famipar contexts.

      Count repably up to 10 everyday objects.

      Recognise numerals 1 to 9.

      Use language such as more or less, greater or smaller, heavier or pghter, to compare two numbers or quantities.

      In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting.

      Find one more or one less than a number from 1 to 10.

      Begin to relate addition to combining two groups of objects, and subtraction to ‘taking away’.

      Talk about, recognise and recreate simple patterns.

      Use language such as circle or bigger to describe the shape and size of sopds and flat shapes.

      Use everyday words to describe position.

      Use developing mathematical ideas and methods to solve practical problems.

    Cross Curricular Links

      Finding "one less" when the wolf blows down a house in Three Little Pigs in our Fun and Fantasy topic.

      Solving practical problems at the snack table - how many people do we have? Do we have enough fruit?

      Measuring dinosaur tails in our Ice Age topic.

      Numbers displayed on the bikes throughout our Journey’s topic.

      Task cards in the role play area - asking children to count out three chairs etc when looking at Goldilocks, as part of our Fun and Fantasy topic.

      Comparing giant’s clothes and Jack’s clothes and using language of comparisons in our Growing topic.

      Counting the arms on the monster during Super Hero Week in our Fun and Fantasy topic.

    Year One

    Key Objectives

      Count repably at least 20 objects.

      Count on and back in ones from any small number, and in tens from and back to zero.

      Read, write and order numbers from 0 to at least 20; understand and use the vocabulary of comparing and ordering these numbers.

      Within the range 0 to 30, say the number that is 1 or 10 more or less than any given number.

      Understand the operation of addition, and of subtraction (as ‘take away’ or ‘difference’), and use the related vocabulary.

      Know by heart all pairs of numbers with a total of 10.

      Use mental strategies to solve simple problems using counting, addition, subtraction, doubpng and halving, explaining methods and reasoning orally.

      Compare two lengths, masses or capacities by direct comparison.

      Suggest suitable standard or uniform non-standard units and measuring equipment to estimate, then measure, a length, mass or capacity.

      Use everyday language to describe features of famipar 3-D and 2-D shapes.

    Cross Curricular Links

      Sorting animals as part of Rumble in the Jungle topic.

      Weighing as part of our Let's Party topic.

      3d modelpng as part of our rocket building in Out of this World .

      Measuring plants as part of Ready, Steady, Grow.

      Size and numbers as part of Once upon a Time.

      Directions and movements as part of What and Adventure.

    Year Two

    Key Objectives

      Count, read, write and order whole numbers to at least 100; know what each digit represents (including 0 as a place holder).

      Describe and extend simple number sequences (including odd/even numbers, counting on or back in ones or tens from any two-digit number, and so on).

      Understand that subtraction is the inverse of addition; state the subtraction corresponding to a given addition and vice versa.

      Know by heart all addition and subtraction facts for each number to at least 10.

      Use knowledge that addition can be done in any order to do mental calculations more efficiently.

      Understand the operation of multippcation as repeated addition or as describing an array.

      Know and use halving as the inverse of doubpng.

      Know by heart facts for the 2 and 10 multippcation tables.

      Estimate, measure and compare lengths, masses and capacities, using standard units; suggest suitable units and equipment for such measurements.

      Read a simple scale to the nearest labelled division, including using a ruler to draw and measure pnes to the nearest centimetre.

      Use the mathematical names for common 2-D and 3-D shapes; sort shapes and describe some of their features.

      Use mathematical vocabulary to describe position, direction and movement.

      Choose and use appropriate operations and efficient calculation strategies to solve problems, explaining how the problem was solved.

    Cross Curricular Links

      Measures- Weighing ingredients to make food from around the world for our discovery day in our Come Dine With Me topic.

      Shape- Exploring and measuring to make 17th centaury houses in our Fire Fire topic.

      Money- to buy items from the time travel shop in Time Travel.

      Shape- Explore 3D shapes to make a model of Weston Super Mere Oh I Do Like to be Beside the Seaside.

      Measure- Measure 2D shapes to create a fox mask Animal Discovery

      Role play- shop- buying items, health centre- measuring different parts of the body, fire station- tally chart of item

    This domain includes numeracy and wider aspects of mathematics, including real life applications and problem solving.

    In addition, each year group will study one of the three problem types each term (logic puzzles, finding all the possibilities and finding rules and describing patterns).

    Year 3

    Read, write and order whole numbers to at least 1000; know what each digit represents.

    Count on or back in tens or hundreds from any two- or three-digit number.

    Recognise unit fractions such as 1⁄2, 1⁄3, 1⁄4, 1⁄5, 1⁄10, and use them to find fractions of shapes and numbers.

    Know by heart all addition and subtraction facts for each number to 20.

    Add and subtract mentally a ‘near multiple of 10’ to or from a two-digit number.

    Know by heart facts for the 2, 5 and 10 multiplication tables.

    Understand division and recognise that division is the inverse of multiplication.

    Use units of time and know the relationships between them (second, minute, hour, day, week, month, year).

    Understand and use £.p notation.

    Choose and use appropriate operations (including multiplication and division) to solve word problems, explaining methods and reasoning.

    Identify right angles.

    Identify lines of symmetry in simple shapes and recognise shapes with no lines of symmetry.

    Solve a given problem by organising and interpreting numerical data in simple lists, tables and graphs.

    Cross Curricular links – Year 3

    Data handling – Rainbow fabrics. (Children collect survey data to help them choose the fabric for their cushion.)

    Money – Role play.

    -Receptionist at museum (Before man/Night at musuem)

    - Rainbow fabric clothes shop. (Buying items using money, adding, subtracting and finding the right change).

    Reflection and symmetry – Hooray for bollywood (creating rangoli patterns).

    3D Shapes and nets – View from my window (creating models of buildings for a better Bearwood).

    Year 4

    Use symbols correctly, including less than (<), greater than (>), equals (=).

    Round any positive integer less than 1000 to the nearest 10 or 100.

    Recognise simple fractions that are several parts of a whole, and mixed

    numbers; recognise the equivalence of simple fractions.

    Use known number facts and place value to add or subtract mentally, including

    any pair of two-digit whole numbers.

    Carry out column addition and subtraction of two integers less than 1000, and

    column addition of more than two such integers.

    Know by heart facts for the 2, 3, 4, 5 and 10 multiplication tables.

    Derive quickly division facts corresponding to the 2, 3, 4, 5 and 10 multiplication tables.

    Find remainders after division.

    Know and use the relationships between familiar units of length, mass and

    capacity.

    Classify polygons, using criteria such as number of right angles, whether or not

    they are regular, symmetry properties.

    Choose and use appropriate number operations and ways of calculating

    (mental, mental with jottings, pencil and paper) to solve problems.

    Cross Curricular links – Year 4

    Splash-: development of capacity measuring skills and applying to the real life context of steps to save water. Measuring water in evaporation investigations.

    Going Wild: Context of populations in rounding, place value work and recording results in science investigations.

    Chocolate: Data handling to support the design o a new chocolate product. 3D shape links when children design the nets for packaging.

    Survival- ordering events in chronological order.

    Year 5

    Multiply and divide any positive integer up to 10 000 by 10 or 100 and understand the effect.

    Order a given set of positive and negative integers.

    Use decimal notation for tenths and hundredths.

    Round a number with one or two decimal places to the nearest integer.

    Relate fractions to division and to their decimal representations.

    Calculate mentally a difference such as 8006 – 2993.

    Carry out column addition and subtraction of positive integers less than 10000.

    Know by heart all multiplication facts up to 10 x 10.

    Carry out short multiplication and division of a three-digit by a single-digit integer.

    Carry out long multiplication of a two-digit by a two-digit integer.

    Understand area measured in square centimetres (cm2); understand and use the formula in words ‘length ´ breadth’ for the area of a rectangle.

    Recognise parallel and perpendicular lines, and properties of rectangles.

    Use all four operations to solve simple word problems involving numbers and quantities, including time, explaining methods and reasoning.

    Cross Curricular links – Year 5

    Shake Rattle & Roll -Number lines/data handling.
    Oh what a Performance - Worded Problems associated with the theatre
    It's Not Fair- Money - Fundraising - Data Handling
    Emergency Shape - Designing a new logo for the Emergency Services – rotation, translation, symmetry and reflection.
    The Dig – co-ordinate plotting/geocaching and compass directions.

    Year 6

    Multiply and divide decimals mentally by 10 or 100, and integers by 1000, and

    explain the effect.

    Order a mixed set of numbers with up to three decimal places.

    Reduce a fraction to its simplest form by cancelling common factors.

    Use a fraction as an operator to find fractions of numbers or quantities

    (e.g. 5⁄8 of 32, 7⁄10 of 40, 9⁄100 of 400 centimetres).

    Understand percentage as the number of parts in every 100, and find simple

    percentages of small whole-number quantities.

    Solve simple problems involving ratio and proportion.

    Carry out column addition and subtraction of numbers involving decimals.

    Derive quickly division facts corresponding to multiplication tables up to 10 ´ 10.

    Carry out short multiplication and division of numbers involving decimals.

    Carry out long multiplication of a three-digit by a two-digit integer.

    Use a protractor to measure acute and obtuse angles to the nearest degree.

    Calculate the perimeter and area of simple compound shapes that can be split

    into rectangles.

    Read and plot co-ordinates in all four quadrants.

    Identify and use the appropriate operations (including combinations of

    operations) to solve word problems involving numbers and quantities, and

    explain methods and reasoning.

    Solve a problem by extracting and interpreting information presented in tables,

    graphs and charts.

    Cross Curricular links – Year 6

    Oh what a picture: Measuring length linked to making frames for artwork.

    Vile Victorians: Percentage and fraction work linked to facts and statistics from this period of history. Worded problems linked to the Victorians.

    SOAP: Collecting of data to help choose the packaging design for the children’s cleaning product.

    Who lives in a house like this: Ratio and proportion / scale linked to making model houses from different periods of history. Children also apply their measuring skills to construct their model buildings.

    Data handling linked to science investigations throughout the year. In particular collecting data, finding averages of observations, constructing line graphs and pie charts and interpreting data.

    Higher ability pupils will also study the level 6 mathematics curriculum if appropriate.

    Reception

    · Following foundation stage milestones

    -Jump 2 feet together from a low step

    -Stand on tip toe (for 3-5 seconds)

    -Stands on alternate leg

    -Hops on preferred foot

    -Pedals a trike

    -Walking in different directions

    From years 1-6 we follow the PESSCL (Physical Education, school sport and club pnks) scheme of work.

    Children take part in 7 different areas of PE throughout the curriculum year. The programme is designed to build on Physical Literacy and is later appped using competitive games.

    Year 1

    · Ten Point Hoops (Games)

    · Making shapes (Gymnastics)

    · Multi skills (focusing on Agipty, Balance and co-ordination)

    · Moving along (Dance)

    · Honey Pot (Athletics)

    Year 2

    Piggy in the middle (Games)

    Cat Dance (Dance)

    Multi skills ( focusing on Agipty, Balance and co-ordination)

    Famipes of Actions (Gymnastics)

    Colour Match (Athletics)

    Year 3

    3 Touch Ball (Games)

    Run the Loop games (Games)

    Balancing act Gymnastics)

    Around the clock (Dance)

    On the attack (Games)

    Pass the baton (Athletics)

    Ship Wreck (outdoor adventure)

    Swimming

    Furthest 5 (Athletics)

    Year 4

    Swimming

    Partner Work (Gymnastics)

    Indian Depghts (Dance)

    On the Attack (Games)

    Long and thin, short and fat (Games)

    Pass the Baton (Athletics)

    Search and Rescue (Outdoor adventure)

    Take Aim (Athletics)

    Furthest 5 (Athletics)

    Run the Loop (Games)

    Year 5

    · Calpng the shots (Netball/Basketball/ football/tag rugby)

    · Acrobatic gymnastics (Gymnatics)

    · Making the Grade (Dance)

    Swimming

    · Multi skills (focusing on Agipty, Balance and co-ordination)

    Long and thin, short and fat (Games)

    Take Aim (Athletics)

    · Three Jump Challenge (Athletics)

    Run the Loop (Games)

    Year 6

    Calpng the Shots (Hockey/ Netball/Basketball/ football/tag rugby)

    Multi skills ( focusing on Agipty, Balance and co-ordination)

    Group dynamics (Gymnastics)

    Double Take (Gymnastics)

    Do it in style (Dance)

    Long and thin, short and fat (Games)

    Take Aim (Athletics)

    Three jump challenge (Athletics)

    Run the loop (Games)

    Crystal Star Challenge (Outdoor adventure)

    MLF Program of Learning Spanish

    Y1 -hola/adios

    Y2 - hola/adios , buenos dias

    Body parts in Spanish[ Medium term planning ]

    Animal names [ Medium term planning ]

    Spanish holiday [ term 6 ? ]

    Y3 - hola/adios, buenos dias/buenos noches

    ‘Tu y yo’- Early Start Spanish

    Units 1 and 2- Greetings

    Unit 3- How are you?

    Unit 4-What’s your name?

    Unit 5-Colours

    Unit 6-Numbers 1-12

    Unit 16-Classroom instructions

    Songs and rhymes to support above.

    Y4-‘Tu y yo’- Early Start Spanish

    Unit 8-The months of the year.

    Unit 9-Numbers 13-31.

    Unit 10-When’s your birthday?

    Unit 11-Days of the week.

    Unit 12-Saying the date.

    Unit 13- Have you got a pet?

    Unit 14-Brothers and sisters.

    Songs and rhymes to support above.

    Y5-Early Start Spanish 2 ‘Mi ciudad y mi colegio’

    Unit 16-Classroom instructions from book 1.

    Unit 1-Where do you live?

    Unit 2-My town.

    Unit 3 – Directions.

    Unit 4 –My school

    Unit 5- Classroom Objects

    Unit 7-What’s the time?

    Songs and rhymes to support above.

    Y6-Early Start Spanish 2 ‘Mi ciudad y mi colegio

    Unit 16-classroom instructions from book 1

    Unit 8-What’s the weather like?

    Unit 9-Numbers 40-100

    Unit 10-Sports,likes and dislikes

    Unit 11-At school,likes and dislikes

    Unit 12-What would you like? – food and drink

    Unit 13-Food, likes and dislikes

    Unit 14-What do you look like?

    Songs and rhymes to support above.

    Children in the Early Years Foundation Stage will:

    · learn about important celebrations that Christians and Hindus celebrate.

    · learn and understand the Easter Story

    · understand how we grow and change.

    · through the topic of Journeys, learn about the religions of different countries.

    Y1 children will:

    · discuss ‘Questions that Puzzle us?’ and learn that some questions might not have an answer.

    · learn about festivals, stories and worship in Muslim life. Connections will be made with the local area.

    · read and share stories about Jesus and the Christian prayer, the ‘Our Father’.

    · through the use of stories, symbols and the special manner in which Sikhs emphasise equality and shared life, they will learn about Sikhism.

    Y2 children will:

    · be introduced to the sacred texts of Christianity, Sikhism and Islam: the Bible, the Guru Granth Sahib and the Qur’an.

    · will visit a Mosque and learn about festivals, stories and worship in Muslim life.

    · develop awareness about special places and what makes a place holy.

    · study Sikh objects and ideas and reflect on their own lives and thoughts.

    · have opportunities to consider the concept of God.

    Y3 children will:

    · through the topic of Before Man, learn creation stories from religions around the world.

    · learn what it is like to be a Hindu, exploring beliefs about God; about how ideas of God are expressed in art, movement, and action; about worship, and about the great festival of Divali.

    · visit a Gurdwara, enabling them to have a developed understanding of the faith life of Sikhs.

    · understand what and why we celebrate, linking into festivals of celebration for a variety of religions.

    · explore beliefs about God in Christianity, Islam and Sikhism.

    · discover the value of human life, and think about their own values, with special reference to the values of Christians and Humanists.

    Y4 children will:

    · have experience of listening to and joining in conversation about God and about life’s big questions, exploring items used in prayer and identifying feelings and ideas that are important to some religious people.

    · learn about the celebration traditions of three major faith groups in Sandwell, Sikhism, Islam and Christianity.

    · learn about Sikh life and faith.

    · develop an understanding of why Jesus is an inspirational to Christians.

    · explore key aspects of the Prophet Muhammad’s (PBUH) life and the teachings of the Qur’an about Prophethood.

    · learn about Muslims keep the Five Pillars of Islam and why they are important.

    Y5 children will:

    · through Literacy, learn read and share stories from the Bible and identify what we can learn from them.

    · through a topic on ‘Fair Trade’, learn about Christian Aid and Islamic Relief and how they endeavor to change the world.

    · visit a Hindu Temple, to develop a greater understanding of how Hindus worship

    · develop an understanding of what could make Sandwell a more respectful place.

    Y6 Children will:

    · develop an understanding of what we can learn from religion about temptation.

    · through a topic called ‘Gr8!’, develop an understanding of the features of Judaism and will also visit a synagogue.

    · be offered experiences such as discussing religious and philosophical questions, considering a wide range of human feelings and emotions and reflecting on their own beliefs and values in the light of what others say.

    · learn about worship at home, through a topic called ‘Who Lives in a House like this?’.

    Places of Worship Visits:

    EYFS

    Church

    Y1

    Church

    Y2

    Mosque

    Y3

    Gurdwara

    Y4

    X

    Y5

    Hindu Temple

    Y6

    Synagogue

    KS2

    All KS2 children visit St Mary’s Church in December for a Christmas Concert.

    Year 1

    · Investigate light and dark as part of their ‘Out of this World’ project.

    · Explore sound and how we ear and healthy eating when planning their party.

    · Investigate what plants need to grow, experiment with growing conditions and make

    careful observations as part of their Ready, Steady, Grow topic.

    · Research animals and what they need to stay healthy during the ‘Rumble in the Jungle’ project.

    · Investigate forces in Once Upon a Time.

    Year 2

    · Explore the properties of materials and changes during their ‘Fire !Fire!’ theme.

    · As part of their ‘Inside Out’ topic Y2 research how to stay healthy and the human body.

    · During the ‘Come Dine with me’ topic Y2 investigate teeth and how they help us to eat.

    · Explore electricity and simple circuits as part of their ‘Time travel’ topic.

    · Look at animal groups, life cycles and habitats during the ‘Animal Discovery’ topic.

    · Set up their own investigations linked with the building of sandcastles when working on their ‘Oh I do like to be beside the seaside’ topic.

    Year 3

    · Investigate rocks and soil as part of their ‘Before Man’ topic.

    · Explore light during their work on ‘Hooray for Bollywood’.

    · As part of ‘Night at the Museum’ children learn about magnets.

    · In the topic ‘Rainbow Fabric’ children look at the properties of materials.

    · Look at habitats and use keys as part of the topic ‘View from my window’.

    · Study plant and life cycles as part of their ‘Coming Alive’ project.

    Year 4

    · Explore reversible and irreversible changes during their ‘Chocolate’ topic.

    · Study the water cycle as part of their ‘Splash’ topic.

    · As part of the ‘switched on Project’ set up and carry out circuit investigations.

    · Look at growth and movement as part of the topic Going Wild.

    · Study adaptation in their Survival topic.

    · Investigate forces in ‘Lights, Camera, Action!’

    Year 5

    · As part of ‘Shake, Rattle and Roll’ Y5 explore pitch, volume and how sound travels.

    · Study the Earth and beyond as part of the topic ‘Oh no it isn’t!’

    · Investigate rocks and soils in the topic ‘The Dig.’

    · As part of the ‘Emergency’ topic Y5 learn about the human body systems, human body and first aid.

    · As part of the topic ‘It’s not fair’ children look at diet, food groups and healthy eating.

    · Food chains, life cycles and plants are looked at in the ‘Ch Ch Changes’ topic.

    Year 6

    · In ‘Oh what a picture!’ children learn about light and shadow.

    · During ‘Essential Ingredients’ children investigate reversible and irreversible changes.

    · Children learn about microorganisms as part of the ‘SOAP’ topic.

    · Investigate forces during their ‘Greats of the World’ topic.

    · Circuits are a focus during the topic ‘Who lives in a house like this?’

    · In the topic ‘What a performance’ children also learn about food chains and adaptation.

    Year 1

    Through DT lessons linked closely to topics the children learn to:

    · Talk about their ideas and what they are going to make.

    · Show their ideas through drawings.

    · Use tools and materials safely.

    · Join materials using a variety of temporary methods

    · Children enjoy designing and making a pirate ship as part of their topic ‘What an Adventure!’

    Year 2

    Through DT lessons linked closely to topics the children learn to:

    · Plan what they are going to make using some given criteria.

    · Measure, cut out and shape materials.

    · Combine a range of materials to make a product.

    · Use basic sewing techniques.

    · Children enjoy designing and making a minibeast trap as part of their topic ‘Animal Discovery’.

    Year 3

    Through DT lessons linked closely to topics the children learn to:

    · Explore how to use materials using different processes.

    · Name and describe the techniques they have used.

    · Plan and order what to do.

    · Suggest improvements for products they have made.

    · Children enjoy making cushions as part of their topic ‘Rainbow Fabric’.

    Year 4

    Through DT lessons linked closely to topics the children learn to:

    · Make realistic plans for the products they want to make.

    · Join materials using temporary and permanent methods.

    · Cut and join materials accurately.

    · Evaluate their product using the original design criteria.

    · Children enjoy making their own chocolate bars as part of the topic ‘Chocolate’.

    Year 5

    Through DT lessons linked closely to topics the children learn to:

    · Suggest alternative ways of making their products.

    · Consider the needs of the audience when designing a product.

    · Use finishing techniques to improve the quality and finish of their products.

    · Carry out appropriate tests before making any improvements.

    · Children enjoy designing and making musical instruments as part of the topic ‘Shake, Rattle and Roll’.

    Year 6

    Through DT lessons linked closely to topics the children learn to:

    · Develop, explain and record their ideas clearly.

    · Select appropriate tools and techniques.

    · Measure, cut out, shape and join materials with precision.

    · Check their work as it develops, making modifications if necessary.

    · Children enjoy making model homes as part of the topic ‘Who lives in a house like this?’


 
     

Creative Partnership Quality Mark  Sandwell LEA Healthy Schools  LAA  CEOP

©BPS 2013-18. All rights reserved.