Wider Curriculum Long Term Plan

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Wider Curriculum Long Term Plan TWO YEAR ROLLING PROGRAMME: CURRICULUM OVERVIEW 2019-2021 Year A 2019-2020 Year B 2020-21 EYFS KEY STAGE 1 LOWER KEY STAGE 2 UPPER KEY STAGE 2 YEAR A - Theme: All About Me! Theme: The Magical Monarchy Theme: The Great Fire of London Theme: Egypt AUTUMN Visits: Ford Green Hall, Stoke on Trent TERM Samuel Pepys workshop and House Tour History: What was I like as History: I can talk about changes within living History: History: Ancient Civilisations- Egyptians, a baby? memory and events beyond living memory that I will study a significant turning point in British Romans Geography: are significant nationally - The royal family history: The Great Fire of London, Guy Fawkes and Geography: I can identify and talk about the Where have all the flowers Geography: Samuel Pepys (1633 - 1703) different types of settlement and land use in gone? Why does the I can identify the capital cities of the UK and its Geography: I can name and locate counties and Africa and Asia. I can explain economic activity, weather change? What is countries, kings and queens. cities of the United Kingdom, geographical regions including trade links, and the distribution of harvest? Art: and their identifying human and physical natural resources including energy, food, Art: What do I look like? I I can use drawing, painting and sculpture to characteristics and land-use patterns. I understand minerals and water can create a self-portrait. develop and share my ideas to create portraits how some of these aspects have changed over Art: I am able to record accurately using my Colour mixing/painting and sculptures of The Queen time from the time of Samuel Pepys to now. imagination and observations in my sketch people. Science: I can identify and name the plants, DT: Food technology: bread making book to develop, design and draw my own D&T: Making puppets to flowers and trees that grow around my school Science: I can compare and group materials and imaginary Egyptian creature. retell stories. and describe their basic structures (visit to observe that some materials change state when DT: Practice practical skills to produce products Science: How does my body Attingham walled garden) Kew gardens they are heated or cooled, and measure the using stitching techniques to join fabrics. work? Where does my food temperature at which this happens. I use this Science: I compare and group together go? knowledge to identify the part played by everyday materials. evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Computing: Research and present facts about The Great Fire of London using an annotated video. Use photo animation software to bring Samuel Pepys to life. Voice over of key events of the Great Fire of London. YEAR B - Theme: All About Theme: 1960s The First Man On The Moon Theme: The Industrial Revolution – Y3/Y4 Theme: Earth & Space – Y5/Y6 AUTUMN Me/Where I Live - N – R/Y1/Y2 Visits: Blists Hill (to include printing workshop) TERM /Ironbridge History/Geography: My History: The moon landings- 1960s inventions History Ironbridge and the Industrial Revolution, Geography: Locational knowledge family tree. How can I keep from the 1950s to now- the first television etc The first railway, George Stephenson (1781-1848) Art/DT: light and dark –shading techniques warm in the cold? Local History Study. Thomas Telford and George Science: Earth & Space Art/DT: What do I look like? Geography: Exploring Shropshire - maps, Stephenson. Colour mixing/painting leaflets, urban and rural, Shropshire hills Geography: Shropshire/welsh hills people. Making puppets to DT: Electrical Systems retell stories Art/DT: Archimboldo Science: Electricity and Sound Science: How does my Art: Printing. Repeated cogs, overprinting. body work? Where does my Science: Uses of everyday materials Artist- William Morris (repeating patterns) food go? YEAR A - Theme: Roots, Shoots & Theme: Working on Water Theme: Fiery Kings and Earthly Elements Theme: Tribes! SPRING Muddy Boots Volcanoes & Earthquakes TERM Visit: Shakespeare workshop Science Museum Manchester – volcanoes History/Geography: History: Titanic – I can know about significant History: The Tudors- Henry VIII History: Anglo-Saxon invasions, settlements Where are farms? historical events, people and places in my own Geography: Volcanoes & Earthquakes. Where do and kingdoms: place names and village life; Which farms do we have locality. volcanoes and earthquakes occur? Why do Anglo-Saxon art and culture locally? Geography: I can locate, identify characteristic volcanoes erupt? Maps – identifying fault lines— Geography: Tribes settlements and Fairtrade How did our Grandparents of the surrounding seas of the UK. I can name major volcanoes Ring of Fire, earthquakes. How Types of settlement and land use, economic buy their food? (corner and locate the 5 oceans. I can talk about that are earthquakes measured? How do people live in activity including trade links, and the distribution shops v supermarkets) difference and similarities of the UK and a non- earthquake zones? How are building adapted to of natural resources including energy, food, Art: Using a variety of European country. earthquakes? minerals and water; how the land use of materials to create collage Liverpool, Belfast, countries, oceans. Art: Tudor portraits. Effect of light, tone & shade. Scandinavia and UK influenced invasion and of our local area Art: Landscapes – Turner – I can develop a Landscape sketching linked to the local area. settlement. Human geography, including: types DT: Food wide range of art and design techniques in Colour mixing – focus: green of settlement and land use, economic activity Making food using colour, texture, shape, and form. I can talk Computing: photography including trade links, and the distribution of Science: How can we look about the work of a range of artists. Purpose of natural resources including energy, food, after our plants? this art is to have an art exhibition where Science: Rocks & light minerals and water; how the land use of Observing the changes in parents come and see it. RE: What can we learn from a Scandinavia and UK influenced invasion and butterflies, tadpoles DT: Boats – I can design and make a functional synagogue/gurdwara/mandir? settlement Make observations of and purposeful product for themselves and Art: Analysing existing Saxon patterns; animals and plants and other users to carry an item across water. I can sketching patterns; creating own patterns; explain why some things select from a range of tools and equipment to design and make press print blocks occur, and talk about make our product to cross the water. (polystyrene), line up and overlay print blocks to changes. Science: Everyday materials and Marine build up an image with several colours; make a Animals – I can identify, name and compare a precise pattern using print blocks. variety of everyday materials on the basis of DT: Investigate, research local, seasonal foods their simple physical properties and their and the ingredients available to the Saxons. suitability for a particular use. KQ - Will it make Children to design and make an Anglo Saxon a good boat? Why not? recipe I can change the shape of everyday materials Science: Explain that unsupported objects fall by squashing, bending, twisting and stretching. towards the Earth because of the force of gravity acting between the Earth and the falling object; identify the effects of air resistance, water resistance and friction, that act between moving surfaces; recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. YEAR B - Theme: Where Are All The Theme: WW1/2 Theme: Explorers Theme: Arabian Nights SPRING Wild Things? TERM History: 1900- 1950 WW1/WW2/VE Day History: Famous explorers -Drake, Columbus, and History: Baghdad was the greatest city in the History/Geography: Winston Churchill climbers to Everest - compare to modern day world in 900AD, having a population of over 1 Habitats - minibeasts Geography: France and Germany explorers million. It was the capital of the Arab world, Art/DT: Experiment with DT: Bridges Geography: The journey of explorers, the journey famed for its medicine, trade. and learning. media Art: of our food- bananas! Geography: The Middle East – comparison Science: Spring babies Science: My body/Animals including humans Art/DT: Levers and linkages –Theatre set linked to study (rabbits, lambs and chicks) The Globe Theatre. Puppets & structures Art/DT: Science: Forces and magnets Science: Light/electricity YEAR A - Theme: Country to Coast Theme: Oh I Do Like To Be Beside the Theme: Invaders! Theme: FAIRTRADE -- America! SUMMER Seaside! TERM History/Geography: History: The Viking’s journey History: historical perspective of one city in Where is the coast? How is History: holidays in the past and now- particular, New York, to examine how a Tilstock different to chronology study from 1900- to present day Geography: Anglo-Saxon Art & Culture settlement can develop over time. Llandudno? Geography: Katie Morag- the Isle of Struey. Art/DT: clay 3d form. Jewellery from past to Geography: South America: Where are the Art: Islands, Scotland - Landmarks, maps, job roles, present rainforests located? key features of the United Landscapes/Goldsworth Art: Vincent Van Gogh Science: Animals, including humans States of America (USA). Science: Habitats. What DT: collage – based on art around the world understanding the different environments lives at the coast? Science: Living things and their habitats present
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