Ensuring Excellence Through an Enriched Curriculum Trinity School

Ensuring Excellence through an enriched curriculum

Trinity School and St Martin’s School

Published: July 2017 (updated October 2017). Please note that this is the first year of using this document and we will update during the year. Next review: June 2018

1 Contents

Page 3 – Introduction and expectations Page 4 – Whole school events and keeping safe learning Page 5 – Year 1 Long term plan Page 7 – Year 2 Long term plan Page 9 – Year 3 Long term plan Page 11 – Year 4 Long term plan Page 13 – Year 5 Long term plan Page 15 – Year 6 Long term plan Page 17 – Science Page 24 – French Page 25 - Computing Page 34 – Design and Technology Page 37 – PSHE/Music Page 38 – History Page 43 – Geography Page 47 – PE Page 52 – Art Page 55 – Appendix 1 planning format Page 56 – Appendix 2 planning days

St Martin’s and Trinity – Curriculum

The curriculum is all the planned activities that are organised progressively and in order to promote learning, growth and development. It includes the statutory Jersey Curriculum 2014. We ensure that we provide a broad and balanced curriculum alongside a high focus on teaching skills and a secure knowledge for English and Maths. We also provide experiences to enrich the curriculum. We teach children how to grow into positive, responsible people who can work, co-operate with others whilst developing knowledge and skills so that they achieve their true potential.

We want all out children to experience success and enjoy their learning whilst at school. We want to provide exciting learning opportunities which inspire, motivate and challenge.

This year, Teachers at St Martin’s and Trinity will work together each half term to plan the curriculum based around the needs of the children. We want to provide a rewarding and memorable learning experience which enriches our broad and balanced curriculum. We believe that two single form entry schools working together will provide teachers the support to together develop exciting learning opportunities. We also hope that this will reduce the workload for planning and allow teachers more time to resource their lessons. This has a significant resource/budget implication and we will be measuring the impact of the planning together sessions. See appendix 2 for planning days.

Teachers are expected to: • be creative when planning learning opportunities • think about when it is appropriate to block topics or subjects e.g. a day of RE during the half term rather than 30 mins each week, plan a 3 week integrated topic for every afternoon which brings in Geography and History etc. • use the opportunity of planning together to share resources and expertise (and even create opportunities for the children from both schools to come together to support learning) • use our local environment and local experts to enrich curriculum topics. • use the planning grid (see appendix 1) to plan areas of learning for half a term. • take part in any surveys/reviews of the planning process to see if this approach is having an impact on teaching and learning.

Whole School Curriculum Events 2017/18

Autumn Term Spring Term Summer Term Rights respecting week Careers Day (link to PSHE Dreams and Goals) Diversity Week RE Week

Planned learning opportunities for Keeping Safe (Safeguarding)

Year Group Autumn Spring Summer 1 Dog Speak Online safety assembly Changing me and SRE (PSHE) Online safety assembly Online safety assembly Sun Safety 2 Online safety assembly Safety Sam Changing me and SRE (PSHE) Keeping Safe (EWO) intervention Online safety assembly Online safety assembly Sun Safety 3 Online safety assembly Online safety assembly Changing me and SRE (PSHE) Safety Sam Online safety assembly Sun Safety 4 Online safety assembly Online safety assembly Changing me and SRE (PSHE) Online safety assembly Sun Safety 5 Online safety assembly Online safety assembly Changing me and SRE (PSHE) Swimming Sea and Sun Safety Safety in Action Online safety assembly 6 Online safety assembly Online safety assembly Changing me and SRE (PSHE) Swimming Prison Me No Way Cycling Proficiency Sun Safety Online safety assembly

Assembly plans (focused on values and diversity) – this will be developed throughout the year.

Week beginning Friday assembly Looking at values – Imaginor Roots and Shoots 4th September 2017 Celebration assembly Welcome back and school rules Core Values Safeguarding re IDs for staff Safeguarding – who we can talk to in school 11th September Celebration assembly Introducing Trust as a value Knowing our friends will support us 18th September Harvest Assembly 25th September Celebration assembly Continue with Trust as a value 2nd October Celebration assembly Rev Geoff Houghton in assembly – bible story related to Trust Knowing Jesus is with us in stormy times 9th October Celebration assembly Trust – Standing on God’s promises 16th October Celebration assembly Trust – being trustworthy not gossiping 30th October Celebration assembly Trust – Trusting God 6th November Celebration assembly Introduce Truthfulness as a value Telling the whole story 13th November Celebration assembly Truthfulness – living without lies 20th November Celebration Assembly Truthfulness – Masking the right choices

5 27th November Celebration Assembly Searching for the truth 4th December Celebration assembly Having the courage to be honest 11th December Celebration assembly 18th December Celebration assembly Rev Geoff Houghton – Truthfulness in the bible 1st January Welcome back and New Year resolutions 8th January Celebration assembly JUSTICE 15th January Celebration assembly 22nd January Celebration assembly 29th January Celebration assembly 5th February Celebration assembly 12th February Celebration assembly 26th February Celebration assembly PERSEVERANCE 5th March Celebration assembly 12th March Celebration assembly 19th March Celebration assembly 26th March Celebration assembly 16th April Celebration assembly THANKFULNESS 23rd April Celebration assembly 30th April Celebration assembly 7th May Celebration assembly 14th May Celebration assembly 21st May Celebration assembly 4th June Celebration assembly FORGIVENESS 11th Jun Celebration assembly 18th June Celebration assembly 25th June Celebration assembly 2nd July Celebration assembly 9th July Celebration assembly 16th July End of year celebration assembly and music

Year Group Curriculum topic overview (Long term plan)

Year 1 Long Term Plan Subject Autumn term Spring term Summer Term Possible Me and my world Our local area topics or themes English Narrative and Non fiction (writing Fairy tales, non fiction reports, rhyming Stories reflecting experiences, instructions), Poetry , rhythm and rhyme couplets explanations and recounts, poetry (take one theme) Maths Maths No Problem: Number and place Maths No Problem: Addition and Maths No Problem: value (2 weeks), Addition/Subtraction (5 subtraction (1 week), Geometry (2 Multiplication/division (2 weeks), weeks), Geometry (1.5 weeks), Number weeks), Measurement (2 weeks), fractions (1 week), place value (2 and place value (2 weeks), Addition and Number and place value (2 weeks), weeks), time (2 weeks), money (1 week), subtraction (1.5 weeks) Addition and subtraction (2 weeks), volume and capacity (1 week), mass (1 multiplication (1 week). Revision. week), position and direction (1 week). Revision Science Working Scientifically Working Scientifically Working Scientifically Seasonal changes Seasonal changes Seasonal changes Animals including humans Everyday materials (iron man / woman) Plants Computing Computing curriculum map Year 1 Computing curriculum map Year 1 Computing curriculum map Year 1 Autumn 1 and 2 Spring 1 and 2 Summer 1 and 2 PE Gymnastics – flexibility, strength, Gymnastics – flexibility, strength, Gymnastics – flexibility, strength, PE Primary technique, control and balance technique, control and balance technique, control and balance

History Guy Falkes Toys and homes Our locality Battle of Britain Battle of flowers

7 Geography Places we know Weather Our locality Battle of Flowers

DT Sliders and levers (Proejcts on a page) Wheels and axles (Projects on a page) Preparing Fruit and Vegetables (Projects Projects on on a Page) a page RE Creation story (Christianity) Jesus as a friend (Christianity) Shabbat (Judaism) Christmas (Christianity) Easter – Palm Sunday (Christianity) Rosh Hashanah and Yom Kippur (Judaism) Art Picasso Monet – Seasons Collage Painting 3D – junk model robot / dolls house. Textiles Printing PSHE Being me in my world Dreams and goals Relationships Jigsaw Celebrating difference including anti- Healthy me Changing me (including SRE) bullying Music Charanga Autumn term 1 Charanga Spring term 1 Charanga Summer term 1 Charanga Charanga Autumn term 2 Charanga Spring term 2 Charanga Summer term 2 Visits Farm visits Acorn Industries – materials enrichment Visit to Eye Can La Collette ? Recycling Firework safety visitor Museum – Merchant’s house Autumn nature walk Steam Museum Bats and owl visit Spring Walk (with St Martins)

Year 2 Long Term Plan Subject Autumn term Spring term Summer Term Possible Gerald Durrell and Jersey Zoo topics or themes English Traditional and fairy tales, instructions, Familiar stories, report writing, Traditional tales, myths, explanations poetry and silly stuff calligrams and recounts, poetry (take one poet or theme). Maths Maths no problem: Number and place Maths no problem: Statistics (1 week), Maths no problem: Time and volume (3 value (1.5 weeks), addition and Word problems (1 week), money (2 weeks), Review and visit topics and end subtraction (2.5 weeks), Multiplication weeks), Geometry (3 weeks), Fractions of year revision. (4 weeks), length (2 weeks), mass and (3 weeks). Review. temperature (2 weeks) Science Working Scientifically Working Scientifically Working Scientifically Everyday materials Animals including humans Plants Habitats Computing Computing curriculum map Year 2 Computing curriculum map Year 2 Computing curriculum map Year 2 Autumn 1 and 2 Spring 1 and 2 Summer 1 and 2 PE Gymnastics – flexibility, strength, Gymnastics – flexibility, strength, Gymnastics – flexibility, strength, PE Primary technique, control and balance technique, control and balance technique, control and balance Dance – link to topic

History The Great Fire of London Gerald Durrell (Jersey Zoo) Liberation Day Geography Flat Stanley – places in the world Gerald Durrell (Jersey Zoo) Jersey coasts (beaches/cliffs/costal Contrasting location to Jersey (that forts) Jersey Zoo supports) DT Freestanding structures (Projects on a Templates and joining (Projects on a Projects on Page) Page)

9 a page RE What did Jesus teach? (Christianity) Passover (Judaism) The convenant (Judaism) Christmas – Jesus as a gift from God Prayer at home (Islam) Community and Belonging (Islam) (Christianity) Easter – Resurrection (Christianity) Rites of passage (Judaism) Hajj (Islam) Art Painting Textiles Mondrian – Shapes and Patterns David Hockney – Water 3D Collage Printing PSHE Being me in my world Dreams and goals Relationships Jigsaw Celebrating difference including anti- Healthy me Changing me (including SRE) bullying Music Charanga Autumn term 1 Hands feet Charanga Spring term 1 Glockenspeil Charanga Summer term 1 Zootime Charanga and heart Stage 1 Charanga Summer term 2 Relfect, Charanga Autumn term 2 Little Angel Charanga Spring term 2 I wanna play in a rewind and replay Gets her wings band Visits Jersey Zoo regular visits enrichment

Year 3 Long Term Plan Subject Autumn term Spring term Summer Term Possible Island explorers topics or themes English Fables, performing a play, instructions, Alternative versions of traditional tales, Adventure stories, explanations, poetry informal letter writing, poetry, riddles reports and recounts, poetry free verse (take one theme) Maths Maths no problem: Number and place Maths no problem: Length (2 weeks), Maths no problem: Statistics (1 week), value (2 weeks), addition and mass (1 week), volume (2 weeks), fraction (5 weeks), angles (2 weeks), subtraction (5 weeks), multiplication and money (2 weeks), time (3 weeks), lines and shapes (2 weeks), perimeter (2 division (5 weeks). revision. weeks), review. Science Working Scientifically Working Scientifically Working Scientifically Light Forces and Magnets Plants Rocks Animals including humans Computing Computing curriculum map Year 3 Computing curriculum map Year 3 Spring Computing curriculum map Year 3 Autumn 1 and 2 1 and 2 Summer 1 and 2 PE Gymnastics – flexibility, strength, Gymnastics – flexibility, strength, Gymnastics – flexibility, strength, technique, control and balance technique, control and balance technique, control and balance Dance- emotions and feelings Dance – Charlie and the Chocolate Dance – Mythological worlds Games – invasion games factory Games – net games Games – striking and fielding games Games – striking and fielding games Athletics Games – invasion games History Egypt Battle of Hastings and castles (Iron age) Geography Coasts and Europe Volcanoes and Earthquakes From farm to fork (minitopic) DT Leavers and linkages (Projects on a page) 2D shape to 3D product (Projects on a Healthy and Varied diet (Projects on a page) page) RE Divali (Sikhism) Jesus’ miracles (Christianity) Hindu beliefs (Hinduism) The Amrit Ceremony and the Khalsa Easter – forgiveness (Christianity) Sharing and the community (Sikhism) (Sikhism) Pilgrimage to the River Ganges

11 Christmas (Christianity) (Hinduism) Prayer and worship (Sikhism) Art Kandinsky – Pattern and Colour Textiles Guiseppe Acrinboldo – Fruit and Veg Painting 3D Printing Collage PSHE Being me in my world Dreams and goals Relationships Celebrating difference including anti- Healthy me Changing me (including SRE) bullying French Lightbulb French unit 1 and 2 Lightbulb French unit 3 Lightbulb French unit 4 Music Charanga Autumn term 1 Three little Charanga Spring term 1 Glockenspiel Charanga Summer term 1 Let your spirit birds stage 2 fly Charanga Autumn term 2 Christmas Charanga Spring term 2 Benjamin Charanga Summer term 2 Reflect, singing Britten There was a monkey rewind and replay Visits Beach visit enrichment Island visit

Year 4 Long Term Plan Subject Autumn term Spring term Summer Term Possible Chocolate! Water, water everywhere topics or themes English Story settings and structure, performing Myths, persuasive writing, haiku and Stories with a theme, discussion and poems, report, poetry (limericks) kennings. explanation, poetry (take one theme) Maths Maths no problem: number and place Maths no problem: multiplication and Maths no problem: Money (2 weeks), value (3 weeks), addition and division (3 weeks), Statistics (1 week), mass/volume/length (3 weeks), area (1 subtraction (4 weeks), multiplication and fractions (3 weeks), time (1 week), week), shape (2 weeks), position and division (5 weeks) decimals (3 weeks). Review direction (1 week), roman numerals (1 week), review Science Working Scientifically Working Scientifically Working Scientifically Sound States of matter Habitats Electricity Animals including humans Computing Computing curriculum map Year 4 Computing curriculum map Year 4 Spring Computing curriculum map Year 4 Autumn 1 and 2 1 and 2 Summer 1 and 2 PE Dance – clowns, machines and Christmas Dance – Cartoon characters Dance – strike a pose frolics Gymnastics – flexibility, strength, Gymnastics – flexibility, strength, Gymnastics – flexibility, strength, technique, control and balance technique, control and balance technique, control and balance Games – Net games Athletics Games – Invasion games Games – invasion games Games – striking and fielding Games – striking and fielding games Swimming History Ancient Rome – invaders and settlers Mayan (history of the coco bean) Geography Chocolate (trade, climate) Rivers and mountains Water cycle DT Simple Circuits and switches (Projects on Food technology linked to Chocolate Shell Structures (Projects on a page) a page)

13 RE Beliefs and practices (Judaism) Passover (Judaism) Rites of passage and good works Buddha’s teaching (Buddhism) The 8-fold path (Buddhism) (Judaism) Christmas (Christianity) Easter, Salvation (Christianity) The 8-fold path (Buddhism) Prayer and worship (Christianity) Art Islamic flowers Collage William Morris – Flowers Printing 3D Textiles Painting PSHE Being me in my world Dreams and goals Relationships Celebrating difference including anti- Healthy me Changing me (including SRE) bullying French Lightbulb French unit 5 and 6 Lightbulb French unit 7 Lightbulb French unit 8 and 9 Music Charanga Autumn term 1 Mamma Mia Charanga Spring term 1 Glockenspeil Charanga Summer term 1 Lean on me Charanga Autumn term 2 Five Gold rings stage 3 Charanga Summer term 2 Reflect, Charanga Spring term 2 Benjamin rewind and replay Britten Cuckoo Visits enrichment

Year 5 Long Term Plan Subject Autumn term Spring term Summer Term Possible Jersey (Jersey Values) topics or themes English Legends, recount using genuine Suspense and mystery stories, discussion Classic fiction, non chronological documents, poetry (cinquians) and debate, debate poems reports, poetry (take one theme) Maths Maths no Problem: place value (3 Maths No Problem: fractions (4 weeks), Maths No Problem: position and weeks), addition and subtraction (2 decimals (3 weeks), percentages (1 movement (1 week), measurements (3 weeks), multiplication and division (4 week), geometry (3 weeks) review. weeks), area and perimeter (3 weeks), weeks), word problems (1 week), graphs volume (2 weeks), roman numerals (1 (2 weeks) week), review. Science Working Scientifically Working Scientifically Working Scientifically Earth and Space Properties and changes of materials Living things and their habitats Forces Animals including humans Computing Computing curriculum map Year 5 Computing curriculum map Year 5 Spring Computing curriculum map Year 5 Autumn 1 and 2 1 and 2 Summer 1 and 2 PE Dance – sporting themes Dance – Painting, photographs and Gymnastics Gymnastics postcards Athletics Games – invasion games Gymnastics Games – striking and fielding games Swimming Games – invasion games Outdoor and adventurous activities History States of Jersey (Government) Neolithic’s Victorians (mini topic) Geography Jersey – Economic activity and trade Living Planet (Biomes and vegetation links belts) DT Pulleys or gears (Projects on a page) Combining different fabric shapes Frame Structures (Projects on a page) (Projects on a page) RE Belief in action (Hinduism) Beliefs and moral values (Sikhism) Prayer and worship (Sikhism)

15 Prayer and worship (Hinduism) Hindu beliefs (Hinduism) Beliefs and moral values (Hinduism) Christmas (Christianity) Easter (Christianity) Beliefs and practices (Christianity) Art 3D Textiles Matisse/Cezanne – trees Collage Painting Printing PSHE Being me in my world Dreams and goals Relationships Celebrating difference including anti- Healthy me Changing me (including SRE) bullying French Lightbulb French unit 10 and 11 Lightbulb French unit 12 Lightbulb French unit 13 and 14 Music Charanga Autumn term 1 Charanga Spring term 1 Charanga Summer term 1 Charanga Autumn term 2 Charanga Spring term 2 Charanga Summer term 2 Visits Parish walk enrichment States Chambers visit

Year 6 Long Term Plan Subject Autumn term Spring term Summer Term Possible topics or themes English Maths Maths no problem Maths no problem Maths no problem Science Working Scientifically Working Scientifically Working Scientifically Light Electricity Evolution and inheritance Animals including humans Living things and their habitats Computing Computing curriculum map Year 6 Computing curriculum map Year 6 Spring Computing curriculum map Year 6 Autumn 1 and 2 1 and 2 Summer 1 and 2 PE Dance – sporting themes Dance – Painting, photographs and Gymnastics Gynmastics postcards Athletics Games – invasion games Gymnastics Games – striking and fielding games Swimming Games – invasion games Outdoor and adventurous activities History Occupation and local history Tudors and Stuarts (Elizabeth Castle) Geography Weather and Climate (Americas) Geocaching (maps and grid references) Environmental studies DT Celebrating culture and seasonality More complex switches (Projects on a (Projects on a page) page) RE Beliefs and practices (Islam) Christmas (Christianity) Art Klimt – People Monet – Landscapes 3D Painting Printing and Painting Collage Textiles PSHE Being me in my world Dreams and goals Relationships

17 Celebrating difference including anti- Healthy me Changing me (including SRE) bullying French Lightbulb French unit 15 Lightbulb French unit 16 Lightbulb French unit 17 Music Charanga Autumn term 1 Charanga Spring term 1 Charanga Summer term 1 Charanga Autumn term 2 Charanga Spring term 2 Charanga Summer term 2 Visits enrichment

Subject coverage for each year group which includes progress documents

Science

Year Autumn Spring Summer Group 1 Seasonal Changes Seasonal Changes Seasonal Changes Observe changes across the four seasons Observe changes across the four Observe changes across the four Observe and describe weather associated with seasons seasons the seasons and how day length varies Observe and describe weather Observe and describe weather Animals including humans associated with the seasons and how associated with the seasons and how Identify and name a variety of common day length varies day length varies animals including fish, amphibians, reptiles, Everyday Materials Plants birds and mammals Distinguish between an object and the Identify and name a variety of common Identify and name a variety of common materials from which it is made wild and garden plants, including animals that are carnivores, herbivores and Identify and name of variety of deciduous and evergreen greens omnivores everyday materials, including wood, Identify and describe the basic structure Describe and compare the structure of a plastic, glass, metal, water and rock of a variety of common flowering variety of common animals Describe simple physical properties of a plants, including trees Identify, name, draw and label the basic parts variety of everyday materials of a human body and say which part of the Compare and group together a variety body is associated with each sense of everyday materials on the basis of their simple physical properties 2 Everyday materials Animals including humans Plants Identify and compare the suitability of a Notice that animals, including humans, Observe and describe how seeds and variety of everyday materials, including wood, have off spring which grow into adults. bulbs grow into mature plants. metal, plastic, glass, brick, rock, paper, Find out about and describe the basic Find out and describe how plants needs cardboard for particular uses. needs of animals, including humans, for water, light and a suitable temperature

19 Find out how the shapes of solid objects made survival (water, food, air). to grow and stay healthy. from some materials can be changed by Describe the important for humans of Living things and their habitats squashing, bending, twisting and stretching. exercise, eating the right amounts of Explore and compare the differences types of foods and hygiene. between things that are living, dead and things that have 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 upon each other. Identify and name a variety of plants and animals in their habitats including micro-habitats. 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. 3 Light Forces and Magnets Plants Recognise that they need light in order to see Compare how things move on different Identify and describe the functions of things and that dark is the absence of light. surfaces. different parts of flowering plants: Notice that light is reflected from surfaces. Notice that some forces need contact roots, stem/trunk, leaves and flowers. Recognise that light from the sun can be between two objects, but magnetic Explore the requirements of plants for dangerous and that there are ways to protect forces can act at a distance. life and growth (air, light, water, their eyes. Observe how magnets attract or repel nutrients form soil, room to grow) and Recognise that shadows are formed when the each other and attract some materials how they vary from plant to plant. light from a source is blocked by an opaque and not others. Investigate the way in which water is object. Compare and group together a variety transported within plants. Find patterns in the way that the size of of everyday materials on the basis of Explore the part that flowers play in the shadows change. whether they are attracted to a magnet, life cycle of flowering plants, including and identify some magnetic materials. pollination, seed formation and seed Describe magnets as having two poles. dispersal.

20 Predict whether two magnets will Animals including humans attract or repel each other, depending Identify that animals, including humans, on which poles are facing. need the right types and amounts of Rocks nutrition and that they cannot make Compare and group together different their own food; they get nutrition form kinds of rocks on the basis of their what they eat appearance and simple physical Identify that humans and some other properties. animals have skeletons and muscles for Describe in simple terms how fossils are support protection and movement. formed when things that have lived are trapped within rock. Recognise that soils are made from rocks and organic matter.

4 Sound States of matter Living things and their Habitats Identify how sounds are made, associating Compare and group materials together, Recognise that living things can be some of them with something vibrating. according to whether they are solids, grouped in a variety of ways. Recognise that vibrations from sounds travel liquids or gases. Explore and use classification keys to through a medium to the ear. Observe some materials change state help group, identify and name a variety Find patterns between the pitch of a sound when they are heated, cooled, and of living things in their local and wider and features of the object produced it. measure or research the temperature at environment. Find patterns between the volume of a sound which this happens in degrees Celsius. Recognise that environments can and the strength of the vibrations that Identify the part played by evaporation change and that this can sometimes produced it. and condensation in the water cycle and pose dangers to living things. Recognise that sounds get fainter as the associate the rate of evaporation with distance from the sound source increases. temperature. Animals including humans Electricity Describe simple functions of the basic Identify common appliances that run on parts of the digestive systems in electricity. humans. Construct a simple series electrical circuit, Identify the different types of teeth in identifying and naming its basic parts, humans and their simple functions. including cells, wires, bulbs, switches and Construct and interpret a variety of buzzers. food chains, identifying producers,

21 Identify whether or not a lamp will light in a predators and prey. simple series circuit, based on whether or not the lamp part is part of the 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. 5 Earth and Space Properties and changes of materials Living things and their habitats Describe the movement of the Earth, and Compare and group together everyday Describe the differences in the life other planets, relative to the Sun in the solar materials on the basis on their cycles of a mammal, an amphibian, an system. properties, including their hardness, insect and a bird. Describe the movement of the Moon relative solubility, transparency, conductivity Describe the life process of to the Earth. (electrical and thermal) and response to reproduction in some plants and Describe the Sun, Earth and Moon as magnets. animals. approximately spherical bodies. Know that some materials will dissolve Animals including humans Use the idea of the Earth’s rotation to explain into liquid to form a solution, and Describe the changes as humans day and night and the apparent movement describe how to recover a substance develop into old age. across the sky. from a solution. Use knowledge of solids, liquids and Forces gases to decide how mixtures might be Explain that unsupported objects fall towards separate, including through filtering, the Earth because of the force of gravity acting sieving and evaporating. between the Earth and the falling object. Give reasons, based on evidence, from Identify the effects of air resistance, water comparative and fair tests, for the resistance and friction, that act between particular uses of everyday materials, moving surfaces. including metals, wood and plastic. Recognise that some mechanisms, including Demonstrate that dissolving, mixing and levers, pulleys and gears, allow a smaller force changing state are reversible changes. to have a greater effect. Explain that some changes result in the formation of new materials, and that

22 this kind of change in not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. 6 Light Electricity Evolution and inheritance Recognise that light appears to travel in Associate the brightness of a lamp or Recognise that living things have straight lines. the volume of a buzzer with the number changed over time and that fossils Use the idea that light travels in straight lines and voltage of cells used in the circuit. provide information about living things to explain that objects are seen because they Compare and give reasons for variations that inhabited the Earth millions of give out or reflect light into the eye. in how components function, including years ago. Explain that we see things because light the brightness of bulbs, the loudness of Recognise that living things produce travels from the light sources to our eyes or buzzers and the on/off position of offspring of the same kind, but normally from light sources to objects and then to our switches. offspring vary and are not identical to eyes. Use recognised symbols when their parents. Use the idea that light travels in straight lines representing a simple circuit in a Identify how animals and plants are to explain why shadows have the same shape diagram. adapted to suit their environment in as the objects that cast them. different ways and that adaptation may Living things and their habitats lead to evolution. Animals including humans Describe how living things are classified Identify and name the main parts of the into broad groups according to common human circulatory system, and describe the observable characteristics and based on function of the heart, blood vessels and blood. similarities and differences, including Recognise the impact of diet, exercise, drugs micro-organisms, plants and animals. and lifestyle on the way their bodies function. Give reasons for classifying plants and Describe the ways in which nutrients and animals and animals based on specific water are transported within animals, characteristics. including humans.

Science –working Scientifically progression Skills based around each year group Year Group Observation and conclusion Enquiry and Prediction Data Collection Recording 1 Make observations. Perform simple tests using Recognise that scientific Record what they have seen Talk simply about what they simple equipment (e.g. a ideas are more than guesses, or done in different ways

23 see. timer). based on evidence. including drawing and Answer simple questions Talk about some reasons why Collect data when asked (e.g. labelled diagrams. about what they see. things might happen or why weather station). Record some information Describe simple features something hasn’t happened. Count data sets. onto a pre-prepared chart. with simple vocabulary (parts Understand basic rules when Sort data within a given Label objects according to of the body, a tree). testing out ideas. criteria. simple criteria. Observe closely using simple Remember and recall Record things they have seen equipment to help them. information. or done from memory. Underline important facts. 2 Answer questions using Find things out with help and Gather and record data to Begin to use case and effect evidence. suggestions. help in answering questions in their explanations and use Ask questions about what Begin to make predictions and understand why this is some scientific vocabulary. they see. about what might happen. important. Use simple tables and charts. Make relevant observations. Understand key factors that Use tallies to count in Identify, classify and use Give simple reasons and make a fair test. surveys. bulleted lists. explanations for what they Use simple apparatus Use books to find Make sketches of their have seen. effectively and safely. information. observations. Identify simple parts of what Use line graphs to present they see. their findings.

24 3 Choose what observations to Identify features of a fair test Use books and other sources Record and label sketches make. and carry out a fair test with of information. and diagrams, sometimes Know that questions can be help. Being to suggest ways to with notes. answered in different way. Think of questions to collect data. Use ICT to record results. Compare what happened to answers during testing. Recognise the importance of Begin to plot points for what might have happened Decide on approaches to data collection. simple graphs. and give simple explanations. answer questions and Make suggestions about how Record systematically. Make a precise series of suggest own ideas. to collect data. Record a series of observations and Select suitable equipment. Use graphs to find and observations in different measurements. Suggest improvements for interpret patterns. ways. Classify simple features. work. Examine closely and question Predict before testing. what is seen. Begin to repeat observations and measurements.

4 Make systematic and careful Decide on the best Recognise the importance of Use a range of scientific observations and approaches for enquiry. the evidence collected. conventions. comparisons. Make predictions based on Compare and identify data Understand and begin to use Compare observations over scientific knowledge. patterns. both quantitative and time Describe or show how to vary Select from a range of qualitative data. Categorise observations. a factor and keep others the sources. Record and present data in a Begin to make theories. same Question others about their variety of ways – tables, bar Provide explanations using Repeat tests and explain work. charts, line graphs. scientific language. difference. Know the work of some Order results scientifically. Use precise scientific Review work and check scientists. language. predictions. Count and measure Ask relevant questions. Suggest improvements giving quantities accurately. reasons. Use sources of information to analyse.

5 Begin to relate conclusions to Offer explanations for Gather and classify data in a Record findings using simple

25 patterns, previous differences. variety of ways. scientific language, drawings, knowledge and observational Modify tests for accuracy Distinguish and discriminate labelled diagrams, keys, bar evidence. Plan different types of between different elements charts and tables. Make judgements and scientific enquiries to answer of data. Report on findings from conclusions about what has questions. enquiries, including oral and been seen, and support Recognise and control written explanations, these with known facts. variables. displays or presentations of Justify their own theories Make practical suggestions results and conclusions. through observation and about working methods and conclusion. improvements. Use straightforward scientific Use results to draw simple evidence to answer conclusions, make questions or support predictions for new values, findings. suggest improvements. Develop further observations and experiments from results.

6 Evaluate the results of Use a range of scientific Identify scientific evidence Record data and results of observations enquiry to answer questions. that has been used to increasing complexity using Combine observations to give Use test results to make support or refute ideas or scientific diagrams and new hypotheses Look for and predictions and to set up arguments. labels, classification keys, understand poor data. further comparative and fair Take accurate measurements tables, scatter graphs, bar Identify differences, tests. using a range of equipment, and line graphs. similarities or changes including thermometers, Report and present findings related to simple scientific with increasing accuracy and from enquiries, including ideas and processes. precision. conclusions, causal Repeat readings when relationships and appropriate. explanations of and degree of trust in results.

French

French is taught from Year 3 to Year 6. We use Lightbulb French, which is a scheme linking into the Jersey Curriculum. Planning for all lessons can be found on this website. https://www.lightbulblanguages.co.uk/resources-pr-fr-schemeofwork.htm

The progression from Year 3 to Year 6 can be found on this link: https://www.lightbulblanguages.co.uk/resources/PrimaryFrench/KS2-Framework-progression-by-strand.pdf

Computing

Computing/IT is taught using the detailed curriculum document using the Jersey Curriculum 2014.

IT Skills, Computer Science, Digital Literacy

Generic Skills Key Stage 1

Able to open, save, edit, copy, insert and paste with different format. Able to print, save in different locations-locally and non locally. Use touch screens and have unaided keyboard skills. Troubleshoot simple problems with assistance. Follow the school Acceptable User Policy. Recognise common uses of information technology beyond school. Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about contact on the internet or online technologies Basic debugging strategies

Key Stage 1 Assembly (one per term led by the e-safety Coordinator):

Understand the implications of pay or play add on’s and in app purchases. Remember and keep safe username and passcodes. Understand why you have passwords and respect peoples privacy. Begin early discussion about networks., Understand devices, hardware and the operating system. Understand that there are a range of different devices which have different interfaces. Know that there are mobile and fixed/static devices/computers, and understand reliability and availability. Look after devices Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about contact on the internet or online technologies Understand that data comes in many form

YEAR 1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Specifically taught Word processing: Understand what an Understand what an Word processing: Word processing: Understand what an skills Open, Save and edit algorithm is and what algorithm is and what Open, Save and edit Open, Save and edit algorithm is and what 1 hour per week documents. they used for? they used for? documents. documents. they used for? (using mobile ICT Insert objects, media Set a sequence of Set a sequence of Insert objects, media Insert objects, media Set a sequence of suite and appropriate and change font. instructions to achieve instructions to achieve and change font. and change font. instructions to achieve software/peripherals) Use the shift button. a goal. a goal. a goal. Identify components Use programming Use programming Use programming and peripherals. skills to control an skills to control an skills to control an Recognising different external device. external device. external device. computer Use instructions to systems/devices. model control of a device. Software Microsoft Word/pages Beebots and software Beebots and software Microsoft Word/pages Microsoft Word/pages Hopscotch (GUI) Skills taught in cross Participate in real time Participate in real time Participate in real time curricular way communications- communications- communications- Video over internet Video over internet Video over internet Protocols VOIP Protocols VOIP Protocols VOIP Use multi media (record and display). Curriculum area

Skills that are Use multi media Use a mouse and Use a mouse and Use a mouse and Use a mouse and Use a mouse and practiced throughout (record and display). keyboard. keyboard. keyboard. keyboard. keyboard. the curriculum Use a mouse and Use the shift button. Use the shift button. Use the shift button. Use the shift button. Use the shift button. keyboard. Knowing the Knowing the Remember and keep Remember and keep Remember and keep Use the shift button. difference between a difference between a safe username and safe username and safe username and networked vs stand networked vs stand passcodes passcodes passcodes alone and how it alone and how it Log in Log in Log in affects use. affects use. Use multi media Use multi media Use multi media Remember and keep Remember and keep (record and display). (record and display). (record and display). safe username and safe username and Knowing the passcodes passcodes difference between a Log in Log in\ networked vs stand Use multi media Use multi media alone and how it (record and display). (record and display). affects use.

YEAR 2 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Specifically taught Understand what an Understand what a Presentations - Insert Begin to understand Understand what an Understand what an skills algorithm is and what spreadsheet is for. objects, media, that not everything is algorithm is and what algorithm is and what they 1 hour per week they used for? Navigate cells. change font and true. they used for? used for? (using mobile ICT Set a sequence of Create simple create new slides. Complete simple Set a sequence of Set a sequence of suite and appropriate instructions to graphs. one/two word instructions to instructions to achieve a software/peripherals) achieve a goal. Use a username and searches with achieve a goal. goal. Use iteration to password. support. Use iteration to Use iteration to develop develop more Use to the VLE, both develop more more efficient instructions. efficient instructions. passive and active. efficient instructions. Use programming skills to Use programming (Click on link to see Use programming control an external device. skills to control an document or game skills to control an Use instructions to model external device. and also upload or external device. control of a device. Use instructions to create own content) Use instructions to model control of a Understand VLE model control of a device. courtesy and online device. etiquette. (When messaging)

Software Beebot and software, Mircosoft Excel or Powerpoint or Internet searches Scratch Scratch hopscotch Numbers, VLE Keynote (Explorer, Safari, Chrome) Skills taught in cross Participate in real Understand what a Presentations - Insert Complete simple Participate in real time communications- Video over curricular way time spreadsheet is for. objects, media, one/two word internet Protocols VOIP (Skype or Facetime call with communications- Navigate cells. change font and searches with somewhere linked to Flat Stanley Adventures). Video over internet Create simple create new slides. support. Use multi media (record and display) (Take photos Protocols VOIP graphs. (Create presentation Acknowledge copy and display them to others in the class) (Skype or Facetime Use a username and about a famous and paste sources; Presentations - Insert objects, media, change font another Island password. person in History) have an awareness and create new slides. School, compare Use to the VLE, both of plagiarism. how they are passive and active. Presentations - Insert different.) Understand VLE objects, media, courtesy and online change font and etiquette. create new slides. Curriculum area

Skills that are Knowing the Remember and keep Use a username and Use a username and Use a username and Use a username and practiced throughout difference between a safe username and password. password. password. password. the curriculum networked vs stand passcodes. Use to the VLE, both Use to the VLE, both Use to the VLE, both Use to the VLE, both passive alone and how it Understand why you passive and active. passive and active. passive and active. and active.

30 affects use. have passwords and Use multi media Use multi media Use multi media Use multi media (record and Identify components respect peoples (record and display). (record and display). (record and display). display). and peripherals. privacy. Recognising different Know you can computer access the VLE from systems/devices. anywhere.

IT Skills, Computer Science, Digital Literacy

Generic skills – Key Stage 2

Open, Save and Edit, Copy, Insert and paste and different format, printing, folder structure, uploading local and non locally Shortcut Keyboard skills, home row Initiation, responding and blocking social media Troubleshooting-age appropriate Presentation and word processing skills. Know how to use online services. Understand the Acceptable User Policy Debugging Use appropriate aspects of system lifecycle when designing a program Know how to decompose a problem into components

Key Stage 2 Assembly (one per term led by the e-safety Coordinator) and through e-safety 5 minute starters Know when it is appropriate to report cyber-bullying and how to do so. Know your posts can be shared out of your control and manipulated. Be aware of appropriate use of phones and texts messaging. Know why it is important to know who you are talking to online. Use online gaming appropriately. Be aware of the strategies people use to gain your confidence to do you harm. Know how to protect yourself with privacy settings. Understand Be considerate of others when posting information. Know that hash tagging can make data more searchable. Know the importance of terms and conditions. Be aware of email threats, phishing and spam. Know the threats of malware when downloading data. Know the risks of pop-up messages. Know the importance of reading online messages and be aware of tick box options. Know that viruses are a threat and how to take precautions to avoid them. Know the difference between, wireless, wired and mobile network. Be aware of network speed and costs, the selection and the limitations of networks. Know what an OS is. Know that devices could be used for the same purpose. Know that different devices may have different operating systems. To know the difference between operating systems and applications software.

YEAR 3 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Specifically e-safety starter e-safety starter e-safety starter e-safety starter e-safety starter e-safety starter taught Word-processing: Understand what a Be aware of methods to Be able to create, Use and create Understand what a skills1 hour Know how to spell program is. improve typing skill and access and send sequential flow charts to program is. per week check and insert Use selection in a set of know important emails. represent algorithms. Use selection in a set of objects. instructions (making keyboards short cuts. Know how to reply and Using inputs and instructions (making Be able to save in decisions). forward emails. outputs in a program. decisions). different formats. Combine selection and Be able to add an Combine selection and Know how to change iteration in a set of attachment, send to iteration in a set of document layouts and instructions. multiple recipients and instructions. margins; create tables save contacts. and copy, cut and paste. Software Word, Pages Lego Wedo BBC Dance mat typing Email Flowol Kodu/Lego Wedo (2 hours) Skills Be able to create Be able to create Be able to create Be able to create Be able to create Be able to create taught in content within the VLE content within the VLE content within the VLE content within the VLE content within the VLE content within the VLE cross and upload additional and upload additional and upload additional and upload additional and upload additional and upload additional curricular content. content. content. content. content. content. way Be able to edit and Be able to edit and Initiate and receiving export media-audio, still export media-audio, still calls and moving images. and moving images. Initiate VoIP Calls

Curriculum area Skills that Know how to manage Know how to manage Be aware of methods to Be aware of methods to Be aware of methods to Be aware of methods to are multiple login and multiple login and improve typing skill and improve typing skill and improve typing skill and improve typing skill and practiced passwords. passwords. know important know important know important know important throughout Password Management To know the difference keyboards short cuts. keyboards short cuts. keyboards short cuts. keyboards short cuts. the To know the difference between operating curriculum between operating systems and systems and applications software. applications software.

YEAR 4 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Specifically e-safety starter e-safety starter e-safety starter e-safety starter e-safety starter e-safety starter taught Spreadsheets Be able Understand what a Use different search Understand what a Use and create Presentation: Be able to skills1 hour to format cells, label program is. engines, making decisions program is. sequential flow charts to create a presentation for per week axis and create simple Use selection in a set of based on critical analysis. Use selection in a set of represent algorithms. a particular audience. Know that not all formulae. Know how to instructions (making instructions (making Represent and Incorporate a range of information on the Internet create a graph and decisions). is true. decisions). understand iteration and media. change the graph Combine selection and Know the benefits of using Combine selection and selection in a flow chart. Know how to insert format. iteration in a set of legitimate websites and be iteration in a set of Use/understand the transitions, internal and Be able to use a instructions. able to verify information. instructions. application of sensors in external hyperlinks and spreadsheet as a simple Use variables and Show perseverance in Use variables and systems/devices. use animation database and filter and procedures in a finding the correct procedures in a effectively. sort the database. program. information. Know how to program. Be able to edit and Using inputs and refine search terms by Using inputs and export media-audio, still reducing ambiguity. outputs in a program. outputs in a program. and moving images. Know how to use the tabs for images, videos etc and how to conduct an advanced search. Demonstrate use of different browsers. Software Excel, Numbers Kodu Chrome explorer Safari Scratch/Lightbot/Lego Flowol Powerpoint, Keynote, Wedo Prezi Skills Be able to create, Create Content for the Audio and purpose Be able to create taught in access and send VLE Other media-range content within the VLE cross emails. Initiate and receiving Transitions, hyperlinks and upload additional curricular Know how to reply and calls internal and external, content. way forward emails. Initiate VoIP Calls animation, Be able to add an Use/understand the attachment, send to application of sensors in multiple recipients and systems/devices. save contacts. Curriculum area Skills that Mouse control, To know the difference To know the difference Searching skills Searching skills Searching skills are keyboard, typing skills, between operating between operating To know the difference To know the difference To know the difference practiced Keyboards short cuts systems and systems and between operating between operating between operating throughout Password Management applications software. applications software. systems and systems and systems and the Know how to manage applications software. applications software. applications software. curriculum multiple login and passwords.

YEAR 5 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Specifically e-safety starter e-safety starter e-safety starter e-safety starter e-safety starter e-safety starter taught Be able to edit and Understand what a Use of spread sheets as Understanding privacy Understand what a Use and create skills1 hour export media-audio, still program is. pseudo databases. for posts. program is. sequential flow charts to per week and moving images. Use selection in a set of Know the structure of Create Content for the Use selection in a set of represent algorithms. Know how to create instructions (making domain names and VLE instructions (making Represent and animation and decisions). URLs. Collaborative and decisions). understand iteration and publishing media. Combine selection and Identify network personal web posting Combine selection and selection in a flow chart. Know how to use iteration in a set of connection methods. Use legitimate websites iteration in a set of Use/understand the screen capture. Units instructions. Verify information instructions. application of sensors in are file sizes and how Use variables and systems/devices. bits and bytes. procedures in a program. Using inputs and outputs in a program. Use/understand the application of sensors in systems/devices. Software iMovie or similar Hour of code, Scratch Excel, numbers VLE – Messaging, Flowol Flowol blogs, wiki, forums. Skills Be able to edit and Know how to use Be able to reference Initiate and receiving taught in export media-audio, still screen capture. sources of information calls cross and moving images. and understand Initiate VoIP Calls curricular Know how to create plagiarism. way animation and Acknowledge publishing media. intellectual property. Know how to use screen capture. Curriculum area

YEAR 6 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Specifically e-safety starter e-safety starter e-safety starter e-safety starter e-safety starter e-safety starter taught Understand what a Be able to edit and Use of spread sheets as Know how to enable Use and create Identify main internal skills1 hour program is. export media-audio, still pseudo databases. privacy on web posts. sequential flow charts to component. per week Use selection in a set of and moving images. Combine selection and Be able to participate in represent algorithms. Classifying components; instructions (making Know how to create iteration in a set of collaborative and Represent and input, process, storage, decisions). animation and instructions. personal web posting. understand iteration and output. Combine selection and publishing media. Use variables and Create screen capture selection in a flow chart. Understand different iteration in a set of Know how to use procedures in a Know the implications of Use/understand the methods of hardware instructions. screen capture. program. actions such as online application of sensors in connectivity. Use variables and Using inputs and commenting and be systems/devices. Know that internet is a procedures in a outputs in a program. able to post network – discriminate program. appropriately. between the internet Using inputs and and the web. outputs in a program. Understand LAN’s and Use/understand the WAN’s and be able to application of sensors in give an example. systems/devices. Identify methods to connect to different networks and identify simple trouble shooting procedures. Know that computers using binary representation. Software Flowol Stop frame animation Excel Social media App inventor Deconstructing of Scratch, makey makey (Edmodo?) Python? PC’s/mobile phones Skills Reference sources of Know how to initiate and Publishing Media Initiate and receiving Use different search Use different search taught in information to sources- receive VoIP calls. Screen Capture calls engines, making engines, making cross understand plagiarism Initiate VoIP Calls decisions based on decisions based on curricular Acknowledge Be able to edit and critical analysis. critical analysis. way intellectual property export media-audio, still Know that not all Know that not all and moving images. information on the information on the Internet is true. Internet is true. Know the benefits of Know the benefits of using legitimate using legitimate websites and be able to websites and be able to verify information. verify information. Show perseverance in Show perseverance in finding the correct finding the correct

35 information. Know how information. Know how to refine search terms to refine search terms by reducing ambiguity. by reducing ambiguity. Know how to use the Know how to use the tabs for images, videos tabs for images, videos etc and how to conduct etc and how to conduct an advanced search. an advanced search. Demonstrate use of Demonstrate use of different browsers. different browsers. Curriculum area

Skills that Create Content for the Create Content for the Create Content for the Create Content for the Create Content for the Create Content for the are VLE VLE VLE VLE VLE VLE practiced Mouse control, Searching skills Searching skills Searching skills Searching skills Searching skills throughout keyboard, typing skills, Understanding that file Understanding that file the Keyboards short cuts sizes are represented in sizes are represented in curriculum Searching skills different units. different units. Password Management Understanding that file sizes are represented in different units.

36 Design and Technology. We use ‘Projects on a Page’ to help us plan. Designing Key Stage 1 Key Stage 2 Understanding Across KS1 pupils should: Across KS2 pupils should: contexts, • work confidently within a range of contexts, such as • work confidently within a range of contexts, such as the home, school, leisure, culture, users and imaginary, enterprise, industry and the wider environment purposes story-based, home, school, gardens, playgrounds, local • describe the purpose of their products community, industry and the wider environment • indicate the design features of their products that will appeal to intended users • state what products they are designing and making • explain how particular parts of their products work • say whether their products are for themselves or other users In early KS2 pupils should also: • describe what their products are for • gather information about the needs and wants of particular individuals and groups • say how their products will work • develop their own design criteria and use these to inform their ideas • say how they will make their products suitable for their In late KS2 pupils should also: intended users • carry out research, using surveys, interviews, questionnaires and web-based resources • use simple design criteria to help develop their ideas • identify the needs, wants, preferences and values of particular individuals and groups • develop a simple design specification to guide their thinking Generating, Across KS1 pupils should: Across KS2 pupils should: developing, • generate ideas by drawing on their own experiences • share and clarify ideas through discussion modelling and • use knowledge of existing products to help come up with • model their ideas using prototypes and pattern pieces communicating ideas • use annotated sketches, cross-sectional drawings and exploded diagrams to develop and ideas • develop and communicate ideas by talking and drawing communicate their ideas • model ideas by exploring materials, components and • use computer-aided design to develop and communicate their ideas construction kits and by making templates and mockups In early KS2 pupils should also: • use information and communication technology, where • generate realistic ideas, focusing on the needs of the user appropriate, to develop and communicate their ideas • make design decisions that take account of the availability of resources In late KS2 pupils should also: • generate innovative ideas, drawing on research make design decisions, taking account of constraints such as time, resources and cost Making Key Stage 1 Key Stage 2 Planning Across KS1 pupils should: Across KS2 pupils should: • plan by suggesting what to do next • select tools and equipment suitable for the task • select from a range of tools and equipment, explaining their • explain their choice of tools and equipment in relation to the skills and techniques they will be choices using • select from a range of materials and components according • select materials and components suitable for the task to • explain their choice of materials and components according to functional properties and their characteristics aesthetic qualities In early KS2 pupils should also: • order the main stages of making In late KS2 pupils should also: • produce appropriate lists of tools, equipment and materials that they need • formulate step-by-step plans as a guide to making Practical Across KS1 pupils should: Across KS2 pupils should: skills and • follow procedures for safety and hygiene • follow procedures for safety and hygiene techniques • use a range of materials and components, including • use a wider range of materials and components than KS1, including construction materials construction materials and kits, textiles, food ingredients and and kits, textiles, food ingredients, mechanical components and electrical components mechanical components In early KS2 pupils should also: 37 • measure, mark out, cut and shape materials and • measure, mark out, cut and shape materials and components with some accuracy components • assemble, join and combine materials and components with some accuracy • assemble, join and combine materials and components • apply a range of finishing techniques, including those from art and design, with some • use finishing techniques, including those from art and design accuracy In late KS2 pupils should also: • accurately measure, mark out, cut and shape materials and components • accurately assemble, join and combine materials and components • accurately apply a range of finishing techniques, including those from art and design • use techniques that involve a number of steps • demonstrate resourcefulness when tackling practical problems Evaluating Key Stage 1 Key Stage 2 Own ideas and Across KS1 pupils should: Across KS2 pupils should: products • talk about their design ideas and what they are making • identify the strengths and areas for development in their ideas and products • make simple judgements about their products and ideas • consider the views of others, including intended users, to improve their work against design criteria In early KS2 pupils should also: • suggest how their products could be improved • refer to their design criteria as they design and make • use their design criteria to evaluate their completed products In late KS2 pupils should also: • critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make • evaluate their ideas and products against their original design specification Existing products Across KS1 pupils should Across KS2 pupils should investigate and analyse: explore: • how well products have been designed • what products are • how well products have been made • who products are for • why materials have been chosen • what products are for • what methods of construction have been used • how products work • how well products work • how products are used • how well products achieve their purposes • where products might be used • how well products meet user needs and wants • what materials products are made from In early KS2 pupils should also investigate and analyse: • what they like and dislike about products • who designed and made the products • where products were designed and made • when products were designed and made • whether products can be recycled or reused In late KS2 pupils should also investigate and analyse: • how much products cost to make • how innovative products are • how sustainable the materials in products are • what impact products have beyond their intended purpose Key events and Not a requirement in KS1 Across KS2 pupils should know: individuals • about inventors, designers, engineers, chefs and manufacturers who have developed ground-breaking products

38 Technical Key Stage 1 Key Stage 2 Knowledge Making products Across KS1 pupils should know: Across KS2 pupils should know: work • about the simple working characteristics of materials and • how to use learning from science to help design and make products that work components • how to use learning from mathematics to help design and make products that work • about the movement of simple mechanisms such as levers, • that materials have both functional properties and aesthetic qualities sliders, wheels and axles • that materials can be combined and mixed to create more useful characteristics • how freestanding structures can be made stronger, stiffer • that mechanical and electrical systems have an input, process and output and more stable • the correct technical vocabulary for the projects they are undertaking • that a 3-D textiles product can be assembled from two In early KS2 pupils should also know: identical fabric shapes • how mechanical systems such as levers and linkages or pneumatic systems create • that food ingredients should be combined according to their movement sensory characteristics • how simple electrical circuits and components can be used to create functional products • the correct technical vocabulary for the projects they are • how to program a computer to control their products undertaking • how to make strong, stiff shell structures • that a single fabric shape can be used to make a 3D textiles product • that food ingredients can be fresh, pre-cooked and processed In late KS2 pupils should also know: • how mechanical systems such as cams or pulleys or gears create movement • how more complex electrical circuits and components can be used to create functional products • how to program a computer to monitor changes in the environment and control their products • how to reinforce and strengthen a 3D framework • that a 3D textiles product can be made from a combination of fabric shapes • that a recipe can be adapted by adding or substituting one or more ingredients

Cooking Key Stage 1 Key Stage 2 and Nutrition Where food comes Across KS1 pupils should know: Across KS2 pupils should know: from • that all food comes from plants or animals • that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens • that food has to be farmed, grown elsewhere (e.g. home) or and cattle) and caught (such as fish) in the UK, Europe and the wider world caught In late KS2 pupils should also know: • that seasons may affect the food available • how food is processed into ingredients that can be eaten or used in cooking Food preparation, Across KS1 pupils should know: Across KS2 pupils should know: cooking and • how to name and sort foods into the five groups in The • how to prepare and cook a variety of predominantly savoury dishes safely and hygienically nutrition eatwell plate including, where appropriate, the use of a heat source • that everyone should eat at least five portions of fruit and • how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, vegetables every day spreading, kneading and baking • how to prepare simple dishes safely and hygienically, without In early KS2 pupils should also know: using a heat source • that a healthy diet is made up from a variety and balance of different food and drink, as • how to use techniques such as cutting, peeling and grating depicted in The eatwell plate

39 • that to be active and healthy, food and drink are needed to provide energy for the body In late KS2 pupils should also know: • that recipes can be adapted to change the appearance, taste, texture and aroma • that different food and drink contain different substances – nutrients, water and fibre – that are needed for health

PSHE

We follow the Jigsaw PSHE programme. Planning is provided each week based around these six themes which is consistent across the school.

Autumn first half Being me in my world Autumn second half Celebrating difference Spring first half Dreams and goals Spring second half Healthy me Summer first half Relationships Summer second half Changing me

Each week, there is a weekly celebration based around the themes above.

Music

We follow the Charanga Music programme. Planning and online resources are provided for half termly themes for each class.

40 History

Year Content Chronological Knowledge and Historical Historical enquiry Organisation and From Jersey understanding understanding of interpretation communication Curriculum 2014 events, people and changes in the past 1 Key Stage 1: Understand the Recall some facts Look at books, Find answers to Show knowledge Develop an differences about videos, simple questions and understanding awareness of the between things that people/events photographs, about the past from about the past in past, using common happened in the before living pictures and sources of different ways (e.g. words and phrases past and present. memory. artefacts to find out information. role play, drawing, relating to the Describe things that Say why people may about the past. writing, talking). passing of time. happened to have acted the way Know where people themselves and they did. and events they other people in the study fit within a past. chronological Order a set of framework and events or objects. identify similarities Use a timeline to and differences place important between ways of events. life in different Use words and periods. phrases such as Use a wide variety now, yesterday, last of vocabulary of week, when I was everyday historical younger a long time terms, they should ago, when I was ask and answer born. 2 questions, choosing Recount changes in Use information to Looks at books and Look carefully at Describe objects, and using parts of own life over time. describe the past. pictures (and eye pictures, objects to people and events. stories and other Put 3 people, Use information to witness accounts, find information Write own date of sources to show events or objects in describe differences photos, artefacts, about the past. Ask birth. that they order using a given between then and buildings and visits, and answer Write simple stories

41 understand key scale. now. Recount main internets) questions such as and recounts about features and Use words and events from a Understands why ‘what was it like the past. events. phrases such as significant event in some people in the for…?’, what Draw and label Understand some of recently, before, history. Use past did things. happened in the diagrams and write the ways in which after, now, later. evidence to explain past?, ‘how long about them to tell we find out about Use past and reasons why people ago did … happen?’. others about the past and present when in the past acted as Estimate the ages of people, events and identify ways in telling others about they did. people by studying objects from the which it is an event. and describing their past. represented. features. 3 Key Stage 2: Use timelines to Use evidence to Look at two Use printed Present findings Continue to develop place events in describe the past: versions of the sources, the about past using a chronologically order. houses and same event and internet, pictures, speaking, writing, secure knowledge Understand that settlements, culture identify differences photos, music, ICT and drawing and understanding timelines can be and leisure in account. artefacts, historical skills. of local Jersey, divided into BC and activities, clothes buildings and visits Use dates and British and world AD. and way of life, to collect terms with history, establishing Use words and buildings and their information about increasing accuracy. clear narratives phrases: century uses, people’s the past. Discuss difference within and across and decade. beliefs and Ask questions such ways of presenting the periods that attitudes, things of as ‘how did people information for they study. importance, …? What did people different purposes. Note connections, differences between do for…?’ contrasts and rich and poor. Suggest sources of trends over time Use evidence to evidence to use to and develop the find out how these help answer appropriate use of may have changed questions. historical terms. during a time Regularly address period. and sometimes Describe similarities devise historically and differences valid questions between people, about change, events and objects.

42 cause, similarity and Show changes on a difference, and timeline. 4 significance. Use words and Show knowledge Give reasons why Understand the Present findings Construct informed phrases: century, and understanding there might be differences about the past responses that decade, BC< AD, by describing different accounts between primary using speaking, involve thoughtful after, before, features of past of history. and secondary writing, maths (data selection and during. societies and sources of evidence. handling), ICT, organisation of Divide recent periods. Use documents, drama and drawing relevant historical history into present, Identify some ideas, printed sources, the skills. information. using the 21st beliefs, attitudes internet, databases, Use dates and Understand how century, and the and experiences of pictures, photos, terms correctly. out knowledge of past using 19th and men, women and music, artefacts, Discuss most the past is 20th Century. children from the historical buildings appropriate way to constructed from a Name places and past. and visits to collect present range of sources. dates of significant Give reasons why information about information, events from the changes in houses, the past. realising that it is past on a timeline. culture, leisure, Ask questions such for an audience. clothes, buildings as: ‘what was it like Use subject specific and their uses, for….during…?’. words such as things of important Suggest sources of monarch, to people, ways of evidence from a settlement, invader. life, beliefs and selection provided attitudes may have to use to help occurred during a answer questions. time period. Describe how some of the past events/people affect life today. 5 Use timelines to Identify some Look at different Use documents, Presents structured place and sequence social, cultural, versions of the printed sources, the and organised local, national and religious and ethnic same event and internet, databases, findings about the international diversities of identify differences pictures, photos, past using speaking,

43 events. societies studied in in the accounts. music, artefacts, writing, maths, ICT, Sequence historical Britain and the Give clear reasons historic buildings drama and drawing periods. wider world. why there may be and visits to collect skills. Describe events Give some causes different accounts information about Use dates and using words and and consequences in history. the past. terms accuracy. phrases such as: of the main events, Know that people Ask a range of Choose the most century, decade, situations and (now and in the questions about the appropriate way to BC, AD, after, changes in the past) can represent past. present information before, during, periods studied. events or ideas in Choose reliable to an audience. Tudors, Victorians. Identifies changes ways that persuade sources of evidence Identify changes and links within and others. to answer within and across across the time questions. historical periods. periods studied. Realise that there is often not a single answer to a historical question. 6 Uses timelines to Choose reliable Understand that the Identifies and uses Present information place events, sources of factual past has always different sources of in an organised and periods and cultural evidence to been represented in information and clearly structured movements from describe: houses different ways. artefacts. way. around the world. and settlements, Suggest accurate Evaluates the Make use of Use timelines to culture and leisure reasons for usefulness and different ways of demonstrate activities, clothes, how/why aspects of accurateness of presenting changes and way of life and the past have been different sources of information. development in actions of people, represented and evidence. Present information culture, technology, buildings and their interpreted in Selects the most in the most religion and society. uses, people’s different ways. appropriate sources appropriate way Use these key beliefs, religion and Know and of evidence for (e.g. written, tables, periods as a attitudes, things of understand that particular tasks. charts, labelled reference point: BC, importance to some evidence is Forms own opinions diagram). AD, Romans, Anglo- people, difference propaganda, about historical Makes accurate use Saxons, Tudors, between lives of opinion or events from a range of specific dates and Stuarts, Georgians, rich and poor. misinformation and of sources. terms.

44 Victorians and Identify how any of that this affects today. the above may have interpretations of Describe main changed during a history. changes in a period time period. in history such as: Give own reasons social, religious, why changes may political, have occurred, technological and backed up with cultural. evidence. Name dates of any Show identified significant event changes on a studied from the timeline. past and place it Describe similarities correctly on a and differences timeline. between some people, events and objects studied. Describe how some changes affect life today. Make links between some features of past societies.

45 Geography

Year 1 Subject content (taken from Jersey Curriculum 2014) Location and place Name, locate and identify characteristics of Jersey, its parishes and main settlements, the other Channel Islands knowledge and the surrounding water. Understand geographical similarities and differences through studying the human and physical geography of Jersey. Human and physical Identify seasonal and daily weather patterns in the UK and Jersey. Geography Use basic geography to refer to key physical features (including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season, weather) and key human features (including: city, ton, village, factory, farm house, office, port, harbour, reservoir, shop). Fieldwork Use world maps, atlases and globes to identify Jersey and the Channel Islands together with their position in relation to the UK. Use simple compass directions (North, South, East, West) and locational and directional language (near, far, left, 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 it’s surrounding areas.

Year 2 Subject content (taken from Jersey Curriculum 2014) Location and place Name and locate the world’s seven continents and five oceans. knowledge Name, locate and identify characteristics of Jersey, its parishes and main settlements, the other Channel Islands and the surrounding water. Understand geographic similarities and differences through studying the human and physical geography of Jersey, and of a small area in contrasting country. Human and physical Identify the location of hot and cold areas of the world in relation to the Equator and the North and South poles. Geography Use basic geography to refer to key physical features (including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season, weather) and key human features (including: city, ton, village, factory, farm house, office, port, harbour, reservoir, shop). Fieldwork Use world maps, atlases and globes to identify Jersey and the Channel Islands together with their position in relation to the UK and its countries, France, and the countries, continents and oceans studied in this key stage.

46 Use simple compass directions (North, South, East, West) and locational and directional language (near, far, left, 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.

Year 3 Subject content (taken from Jersey Curriculum 2014) Location and place Locate world’s countries, using maps to focus on the UK and Channels Islands, Europe (including the location of knowledge Russia) concentrating on their environmental regions, key physical and human characteristics, countries and major cities. Name and locate counties and cities of the UK, 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, South Hemisphere, the Tropics of Cancer and Capricorn. Understand geographical similarities and differences through the study of human and physical geography of Jersey and region in a European country. Human and physical Describe and understand key aspects of: Geography Physical geography: climate zones, coasts including tides, volcanoes and earthquakes. Human geography: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. Fieldwork Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Use the eight points of the compass, four and six figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the UK 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.

Year 4 Subject content (taken from Jersey Curriculum 2014) Location and place Locate world’s countries, using maps to focus on the UK and Channels Islands, Europe (including the location of knowledge Russia) concentrating on their environmental regions, key physical and human characteristics, countries and major cities. Name and locate counties and cities of the UK, geographical regions and their identifying human and physical

47 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, South Hemisphere, the Tropics of Cancer and Capricorn, the Prime/Greenwich Meridian and time zones (including day and night). Understand geographical similarities and differences through the study of human and physical geography of Jersey, and a region on other continent. Human and physical Describe and understand key aspects of: Geography Physical geography: climate zones, biomes and vegetation bets, rivers, mountains and the water cycle. Human geography: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. Fieldwork Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Use the eight points of the compass, four and six figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the UK 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.

Year 5 Subject content (taken from Jersey Curriculum 2014) Location and place Locate world’s countries, using maps to focus on the UK and Channels Islands, Europe (including the location of knowledge 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 UK, 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, South Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night). Understand geographical similarities and differences through the study of human and physical geography of Jersey, a region of the UK, and region in a European country, and a region with on other continent. Human and physical Describe and understand key aspects of: Geography Physical geography: climate zones, biomes and vegetation bets, rivers, coasts including tides, mountains, volcanoes and earthquakes, and the water cycle. Human geography: types of settlement and land use, economic activity including trade links, and the distribution of

48 natural resources including energy, food, minerals and water. Fieldwork Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Use the eight points of the compass, four and six figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the UK 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.

Year 6 Subject content (taken from Jersey Curriculum 2014) Location and place Locate world’s countries, using maps to focus on the UK and Channels Islands, Europe (including the location of knowledge 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 UK, 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. Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night). Understand geographical similarities and differences through the study of human and physical geography of Jersey, a region of the UK, and region in a European country, and a region with on other continent. Human and physical Describe and understand key aspects of: Geography Physical geography: climate zones, biomes and vegetation bets, rivers, coasts including tides, mountains, volcanoes and earthquakes, and the water cycle. Human geography: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. Fieldwork Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Use the eight points of the compass, four and six figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the UK 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.

49 Physical Education

We use planning documents from PE Primary and the school has a subscription to access online resources.

Area of the curriculum Year 1 Year 2 End of Key Stage expectations (from Jersey Curriculum 2014) Health and fitness Describe how their body feels To show how to exercise safely. before, during and after exercise. To describe how their body feels Show how to exercise safely. during different types of exercise. Explain what bodies need to keep healthy (including nutrition and re-hydration). Acquiring and developing skills Copy basic actions. Copy and remember actions. Master basic movements Repeat basic actions and skills. Repeat and explore actions with including running, jumping, Move with control and care. control and coordination throwing, catching, as well as developing balance, agility and coordination, and to begin to apply in a range of contexts. Dance Copy dance moves and make up Be able to change rhythm, speed, Perform dances using simple a short dance. Dance with level and direction. movement patterns. imagination. Dance with control and Be able to change rhythm, speed, coordination. level and direction. Make a sequence by linking sections together. Link some movement to show a mood or feeling. Games Hit a ball with a bat. Stay in a ‘zone’ or area during a Participate in team games, Throw in different ways. game. developing simple tactics for Use hitting, kicking and rolling in Decided where the best place is attacking and defending. games. to be during a game. Follow rules. Use one tactic in a game. Follow rules.

50 Gymnastics Make their body tense, relaxed, Show contrast in sequences. curled and stretched. Control movements. Control body when travelling and Think of more than one way to balancing. create a sequence which follows Climb safely. a set of rules. Plan and show a sequence of Work on own or with partner to movements. create a sequence. Evaluating and improving Describe what other people did. Talk about what is different Say how they can improve. between what I did and what someone else did. Say how they could improve own performance.

Area of the Year 3 Year 4 Year 5 Year 6 End of Key Stage curriculum Expectation (from Jersey Curriculum 2014) Health and Fitness Explain why it is Identify some muscle Explain why keeping Choose appropriate Know the importance important to warm groups. fit is good for health. warm up and cool of leading an active up and cool down. Explain why warming Explain what effect downs. lifestyle. up and cooling down exercise has on the Explain how the body Use the unique is important. body. reacts to different opportunities of Explain some types of exercise. Jersey to develop important safety Explain why we need health related principles when regular and safe fitness and well preparing for exercise. being. exercise. Know the importance of nutrition and re- hydration as an integral part of health, wellbeing and fitness. Swimming and water Swim competently, Swim competently, Swim competently, Swim competently,

51 safety confidently and confidently and confidently and confidently and proficiently over a proficiently over a proficiently over a proficiently over a distance of at least distance of at least distance of at least distance of at least 25 metres. 25 metres. 25 metres. 25 metres. Use a range of Use a range of Use a range of Use a range of strokes. strokes. strokes. strokes. Perform basic Perform basic Perform basic Perform basic survival and rescue survival and rescue survival and rescue survival and rescue skills in pool based skills in pool based skills in pool based skills in pool based situations. situations. situations. situations. Keep themselves safe Keep themselves safe Keep themselves safe and understand the and understand the and understand the potential dangers of potential dangers of potential dangers of Jersey beaches. Jersey beaches. Jersey beaches. Acquiring and Move and use Select and use the Can link skills, Apply skills, Pupils should be developing skills actions with most appropriate techniques and ideas techniques and ideas taught to use coordination and skills, actions or and apply them consistently. running, jumping, control. ideas. accurately and Show precision, throwing and Select and use the Can make up small appropriately. control and fluency. catching in isolation most appropriate sided games. Show good control in and in combination. skills, actions or Show good control in movements. ideas. movements. Can make up small sided games. Dance Use dance to Work on movements Perform to an Develop imaginative Pupils should be communicate an and refine them. accompaniment dances in specific taught to perform idea. Compose own expressively and styles. dances using a range Take the lead when dances in a creative sensitively. Choose own music, of movement working with a and imaginative way. Show clarity, fluency, style and dance. patterns. partner or group. Have controlled accuracy and Have clear and fluent movements. consistency in dance. dance moves. Games Be aware of space Hit a ball accurately Gain possession by Explain complicated Pupils should be

52 and use it to support with control. working as a team. rules. taught to play team members and Keep possession of a Pass in different Make a team plan competitive games, cause problems for ball. ways. and communicate to modified where the opposition. Vary tactics and Use a number of others. appropriate and Throw and catch adapt skills according techniques to pass, Apply skills to apply basic principles accurately. to what is happening. dribble, shoot, score. different games and suitable for attacking Move to find space Choose best tactics situations. and defending. when not in for attacking and Lead others in a possession during a defending. game situation. game. Gymnastics Adapt sequences to Include a change of Make complex or Combine own work Develop flexibility, suit different types of speed, direction and extended sequences. with others and link strength, technique, apparatus and their shape in sequences. Perform consistently sequences to specific control and balance partner’s ability. Follow a set of ‘rules’ to different timings. (e.g. in Gymnastics Work in a controlled to produce a audiences. Make movements and athletics) way. sequence which Make movements Work with a partner combines action, accurate, clear and to create, repeat and balance and shape. consistent. improve a sequence. Athletics Link running and Throw in different Increase control Demonstrate jumping activities ways. when taking off and increasing stamina with some fluency, Jump in different landing in a jump. and speed over a control and ways. Throw with accuracy. long and short consistency. Combine running and Run over a long and distance. Throw a variety of jumping. short distance and Throw with accuracy. objects, changing Run over a long and build up speed and action to improve short distance. stamina. accuracy or distance. Run over a long and short distance. Outdoor Adventure Pupils should be taught to take part in outdoor and

53 adventurous activity challenges both individually and within a team Evaluating and Explain how Use observations to Compare and Analyse and Pupils should be improving performance is improve work. comment on skills, explained why taught to compare similar and different Explain how technique and ideas specific skills or their performances from others. performance is that have been used. techniques have with previous ones Use comparison to similar and different Modify skills or been used. and demonstrate improve work. from others. techniques to make Create own criteria improvement to performance better. for evaluating. achieve their personal best.

Progression in Art and Design Skills Key Stage 1 Exploring and Developing Ideas Evaluating and Developing Work Record and explore ideas from first hand observations Review what they and others have done and say what they think and feel about it. Ask and answer questions about the starting points for their work Identify what they might change in their current work or develop in future work Develop their ideas – try things out, change their minds Explore the work of artists, craftspeople and designers from different times and cultures for differences and similarities Drawing Experiment with a variety of media; Lines and Marks Shape Tone Texture pencils, rubbers, crayons, pastels, felt Name, match and draw lines/marks Observe and draw shapes from Investigate tone by drawing light/dark Investigate textures by describing, tips, charcoal, ballpoints, chalk from observations observations lines, light/dark patterns, light/dark naming, rubbing, copying Control the types of marks made with Invent new lines Draw shapes in between objects shapes the range of media Draw on different surfaces with a range Invent new shapes of media Famous Painting Printing Textiles 3-D Collage Artists Year 1 Use a variety of tools and Print with a range of hard and soft Match and sort fabrics and threads for Manipulate malleable Create images from a variety of Picasso – techniques including different materials e.g. corks, pen barrels, colour, texture, length, size and shape materials in a variety of ways media e.g. photocopies material, portraits brush sizes and types sponge including rolling and kneading fabric, crepe paper , magazines Monet - seasons Change and modify threads and fabrics, etc Mix and match colours to Make simple marks on rollers and knotting, fraying, fringing, pulling Explore sculpture with a range Year 2 artefacts and objects printing palettes threads, twisting, plaiting of malleable media Arrange and glue materials to David Hockney – different backgrounds water Work on different scales Take simple prints i.e. mono -printing Cut and shape fabric using Manipulate malleable Mondrian – shape scissors/snips materials for a purpose, e.g. Sort and group materials for and pattern Experiment with tools and Roll printing ink over found objects to pot, tile different purposes e.g. colour techniques e.g. layering, create patterns e.g. plastic mesh, Apply shapes with glue or by stitching texture mixing media, scrapping stencils Understand the safety and through Apply decoration using beads, buttons, basic care of materials and Fold, crumple, tear and overlap Build repeating patterns and recognise feathers etc tools papers Name different types of paint pattern in the environment and their properties Create cords and plaits for decoration Form Work on different scales Create simple printing blocks with Experiment with constructing Colour press print Colour and joining recycled, natural Colour Identify primary colours by Apply colour with printing, dipping, fabric and manmade materials Collect, sort, name match name Design more repetitive patterns crayons Use simple 2-D shapes to colours appropriate for an image Create and use dyes i.e. onion skins, create a 3-D form Mix primary shades and tones Colour tea, coffee Shape Experiment with overprinting motifs Texture Create and arrange shapes Texture and colour Texture Change the surface of a appropriately Create textured paint by Create fabrics by weaving materials i.e. malleable material e.g. build a adding sand, plaster Texture grass through twigs, carrier bags on a textured tile Texture Make rubbings to collect textures and bike wheel Create, select and use textured patterns paper for an image

Progression in Art and Design Skills Lower Key Stage 2 Exploring and Developing Ideas Evaluating and Developing Work Select and record from first hand observation, experience and imagination, and explore Compare ideas, methods and approaches in their own and others’ work and say what they ideas for different purposes. think and feel about them. Question and make thoughtful observations about starting points and select ideas to use in Adapt their work according to their views and describe how they might develop it further. their work. Annotate work in sketchbook. Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures. Drawing Experiment with ways in which Lines and Marks Form and Shape Tone Texture surface detail can be added to Make marks and lines with a wide Experiment with different grades of Experiment with different grades of Create textures with a wide rage of drawings. range of drawing implements e.g. pencil and other implements to pencil and other implements to drawing implements. Use sketchbooks to collect and charcoal, pencil, crayon, chalk draw different forms and shapes. achieve variations in tone. Apply a simple use of pattern and record visual information from pastels, pens etc. Begin to show an awareness of Apply tone in a drawing in a simple texture in a drawing. different sources. Experiment with different grades of objects having a third dimension. way. Draw for a sustained period of pencil and other implements to time at an appropriate level. create lines and marks. Famous Artists Painting Printing Textiles 3-D Collage

Year 3 Experiment with different effects Create printing blocks Use a variety of Plan, design and make Experiment with a range of Kandinsky – pattern and and textures inc. blocking in using a relief or impressed techniques, e.g. printing, models from observation collage techniques such as colour colour, washes, thickened paint method dyeing, weaving and or imagination tearing, overlapping and Guiseppe Arcimboldo – creating textural effects stitching to create different layering to create images and fruit and vegetables Create repeating patterns textural effects Join clay adequately and represent textures Work on a range of scales e.g. Print with two colour construct a simple base thin brush on small picture etc. overlays Match the tool to the for extending and Use collage as a means of Year 4 material modelling other shapes collecting ideas and information William Morris – Flowers Create different effects and and building a visual Islamic designs textures with paint according to Develop skills in stitching, Create surface patterns vocabulary what they need for the task. cutting and joining and textures in a malleable material Colour Experiment with paste Mix colours and know which resist. Use papier mache to primary colours make create a simple 3D object secondary colours

Use more specific colour language Mix and use tints and shades

Progression in Art and Design Skills Upper Key Stage 2 Exploring and Developing Ideas Evaluating and Developing Work Select and record from first hand observation, experience and imagination, and explore Compare ideas, methods and approaches in their own and others’ work and say what they ideas for different purposes. think and feel about them. Question and make thoughtful observations about starting points and select ideas to use in Adapt their work according to their views and describe how they might develop it further. their work. Annotate work in sketchbook. Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures. Drawing Work from a variety of sources including observation, Lines, Marks, Tone, Form & Texture Perspective and Composition photographs and digital images. Use dry media to make different marks, lines, patterns Begin to use simple perspective in their work using a single Work in a sustained and independent way to create a detailed and shapes within a drawing. focal point and horizon. drawing. Experiment with wet media to make different marks , Begin to develop an awareness of composition, scale and Develop close observation skills using a variety of view lines, patterns, textures and shapes. proportion in their paintings e.g. foreground, middle ground finders. Explore colour mixing and blending techniques with and background. Use a sketchbook to collect and develop ideas. coloured pencils. Show an awareness of how paintings are created ie. Identify artists who have worked in a similar way to their own Use different techniques for different purposes i.e. Composition. work. shading, hatching within their own work. Start to develop their own style using tonal contrast and mixed media. Famous Artists Painting Printing Textiles 3-D Collage

Year 5 Develop a painting from a Create printing blocks by Use fabrics to create 3D Shape, form, model and Add collage to a painted, Cezanne/Matisse – drawing simplifying an initial sketch structures construct from observation printed or drawn background trees Carry out preliminary studies, book idea Use different grades of or imagination Use a range of media to create trying out different media and Use relief or impressed threads and needles Use recycled, natural and collages materials and mixing method Experiment with batik man made materials to Use different techniques, Year 6 - appropriate colours Create prints with three techniques create sculptures colours and textures etc when Gustav Klimt – people Create imaginative work from a overlays Experiment with a range of Plan a sculpture through designing and making pieces of Monet – landscape variety of sources e.g. Work into prints with a media to overlap and layer drawing and other work observational drawing, themes, range of media e.g. pens, creating interesting preparatory work Use collage as a means of poetry, music colour pens and paints colours and textures and Develop skills in using clay extending work from initial Colour effects inc. slabs, coils, slips, etc ideas Mix and match colours to create Produce intricate patterns atmosphere and light effects and textures in a Be able to identify primary malleable media secondary, complementary and contrasting colours Work with complementary colours

RE Long Term Plan Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 1 Theme; Theme; Theme; Theme; Theme; Theme; Creation Story Christmas Jesus as a friend Easter – Palm Shabbat Rosh Hashanash Key Question; Key Question: Key Question: Sunday Key Question: and Yom Kippur Does God want What gifts might Christians Was it always Key Question: Is Shabbat important Key Question: Christians to look in my town have given easy for Jesus to Why was Jesus to Jewish children? Are Rosh after the world? Jesus if he had been born show friendship? welcomed like a Hashanah and here rather then in king or celebrity by Yom Kippur Bethlehem? the crowds on Palm important to Jewish Sunday? children? Year 2 Theme; Theme; Theme; Theme; Theme; Theme; What did Jesus Jesus as a gift from God Prayer at home Resurrection Passover Rites of passage teach? Key Question; Why do Key Question; Key Question; Key Question; and good works Key Question; Christians believe God How important is How important is it How special is the Key Question; Is it possible to be gave Jesus to the world? it for Jewish for Christians that relationship Jews What is the best kind to everyone all people to do what Jesus came back to have with God? way for a Jew to of the time? God asks them to life after his show commitment do? crucifixion? to God?

Theme; Theme; Theme; Prayer at home Community and Haji Key Question: belonging Key Question; Does praying at Key Question; Does completing regular intervals Does going to the Haji make a better help a Muslim in Mosque give Muslim his/her life Muslims a sense of belonging

58 Year 3 Theme: Theme: Theme: Theme: Theme: Theme: Pilgrimage Divali Christmas Jesus’ Miracles Easter – Hindu Beliefs to the River Key Question: Key Question: Key Question: Forgivness Key Question: How Ganges Would celebrating Has Christianity lost its true Could Jesus heal Key Question: can Brahman be Key Question: Divali at home and meaning? people? Were What is ‘good’ everywhere and in Would visiting the in the community these miracles or about Good Friday? everything? River Ganges feel bring a feeling of is there some special to a non- belonging to a other Hindu? Hindu child explanation?

Theme: The Amrit Theme: Theme: Ceremony and the Sharing and Prayer and KhalsaKey Community Worship Question: Does Key Question: Key Question: joining the Khalsa Do Sikhs think it is What is the best make a person a important to share? way for a Sikh to better Sikh? show commitment to God? Does joining the Khalsa make a person a better Sikh? Year 4 Theme: Theme: Theme: Theme: Theme: Theme: Beliefs and Christmas Passover Easter Rites of Passage and Prayer and Practices Key Question: What is the Key Question: Key Question: good works Worship Key Question: most significant part of the How important is Is forgiveness Key Question: What Key Question: How special is the nativity story for Christians it for Jewish always possible for is the best way for a Do people need to relationship Jews today? people to do what Christians? Jew to show go to church to have with God? God asks them to commitment to God? show they are do? Christians?

Theme: Theme: Theme: The 8-fold Buddha’s teachings The 8-fold path path Key Question: Is it Key Question: Key Question: What possible for Can the Buddha’s is the best way for a everyone to be teachings make Buddhist to lead a happy? the world a better good life? place?

59 Year 5 Theme: Theme: Theme: Theme: Theme: Theme: Belief into action Christmas Beliefs and moral Easter Prayer and Worship Beliefs and Key Question: Key Question: values Key Question: Key Question: Practices How far would a Is the Christmas story true? How significant is it What is the best way Key Question: Sikh go for his/her Key Question: for Christians to for a Sikh to show What is the best religion Are Sikh stories believe God commitment to God? way for a Christian important today? intended Jesus to to show Theme: Theme: die? Theme: commitment to Prayer and Worship Hindu Beliefs Beliefs and moral God? Key Question: Key Question: values What is the best How can Key Question: way for a Hindu to Brahman be Do beliefs in Karma, show commitment everywhere and Samsara and to God? in everything? Moksha help Hindus lead good lives? Year 6 Theme: Theme: Theme: Theme: Theme: Beliefs and Christmas Beliefs and Easter Beliefs and moral values Practices Key Question: How Meaning Key Question: significant is it that Mary Key Question: Is Christianity still a Key Question Does belief in Akhirah (life Key Question: was Jesus’ mother? Is anything ever strong religion 2000 after death) help Muslims lead good lives? What is the best Theme: Christmas eternal? years after Jesus way for a Muslim to Key Question: was on Earth? show commitment Do Christmas celebrations to God? and traditions help Christians understand who Jesus was and why he was born?