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Temple Learning Academy ambitionforchangeambitionforchangeambitionforcha ngeambitionforchangeambiti onforchangeambitionfor changeambitionforchangeambitionforchangeambitio nforchangeambitionforchangeambitionforchangeambTemple Learning Academy itionforchangeambitionforchangeambitionforchangea mbitionforchangeambitionforchangeambitionforchanPhase 2 Curriculum Plan geambitionforchangeambitionforchangeambitio nforc hangeambitionforchangeambitionforchangeambitionf orchangeambitionforchangeambitionforchangeambiti onforchangeambitionforchangeambitionforchangeam bitionforchangeambitionforchangeambitionforchang eambitionforchangeambitionforchangeambitionforch angeambitionforchangenmqwertyuiopasdfghjklzxcvb Temple Learning Academy Curriculum: In September 2014 a new National Curriculum was introduced. At Temple Learning Academy we deliver the National Curriculum but have enhanced our provision to allow for extra opportunities for our learners to bring about our ‘Ambition for Change’ agenda. The National Curriculum provides the programme of study for each subject area and the attainment targets appropriate to children’s development. The Academy decides the context for children’s learning and within this context children learn to devise questions and design learning experiences to answer their questions. In this way children ‘own’ their learning and are therefore more enthused and motivated to learn demonstrating the 5 key elements of lifelong learning we like to call the 5 R’s. 1. Reflectiveness (Learning from experience) 2. Resourcefulness (Flexibility, imagination & risk taking) 3. Resilience (Positive attitude and target setting) 4. Responsibility (Looking after yourself and others) 5. Reasoning (Making careful decisions) Temple Learning Academy Primary Curriculum Map KS1 All children will have access to the Read, Write Inc Across all year groups scientific knowledge and skills are synthetic phonic programme from Reception until such COMMUNICATION learned by working scientifically. time as they are competent with their ‘phonic bank’ and Biology reading at a good standard. We encourage good communication skills in all curriculum Plants - Identify, classify and observe basic structure. Running alongside, our enhanced English Curriculum will areas. To ensure this we: - Observe and describe growth and prime conditions ensure opportunities in: - Engage in meaningful discussions in all areas of the for growth. curriculum. Habitats - Look at the suitability of environments and at WRITING -Listen to and learn subject specific vocabulary. food chains. - Through reading identify and use vocabulary that Animals & Humans - Identify, classify and observe. Narrative enriches and enlivens stories - Look at growth, basic needs, exercise, food and - Write stories set in places pupils have been. - Speak to small and larger audiences. hygiene. - Write stories with imaginary settings. - Practise and rehearse speech, getting feedback on the - Investigate differences of all living things. - Write stories and plays that use the language of fairytales overall effect and the use of standard English. Chemistry and traditional tales. - Listen to and tell stories often. Materials – Identify, name, describe, classify and compare - Write stories that mimic significant authors (particularly - Debate issues and formulate well-constructed points. properties and changes of materials. Francesca Simon, Roald Dahl) - Look at the practical uses of everyday materials. - Write narrative diaries. MATHEMATICS Physics Electricity – Look at appliances and circuits. Non- Fiction Forces – Describe basic movements. - Write labels. As a school we use BIG MATHS as a tool to teach the four Earth & Space – Observe seasonal changes. - Write lists. rules of number. We ensure opportunities exist to; - Write captions. - Count and calculate in a range of practical contexts. - Write instructions. - Use and apply maths in everyday activities and across the ART AND DESIGN - Write recounts. curriculum. - Use experiences and ideas as the inspiration for artwork. - Write glossaries. - Repeat key concepts in practical ways to secure - Share ideas using painting, drawing and sculpture. - Present information. retention. - Explore a variety of techniques. - Write non-chronological reports. - Explore numbers and place value up to at least 100. - Learn about the work of a range of artists, artisans and Poetry - Add and subtract using mental and formal written designers. - Write poems that use pattern, rhyme and description. methods. The House and grounds of the nearby Temple Newsam - Write nonsense and humorous poems. - Multiply and divide using mental and formal written Estate shall be inspiration for some work in Key Stage 1. Opportunities to develop and use writing shall be methods. developed across all curriculum areas. - Explore the properties of shapes. COMPUTING - Use language to describe position, direction and movement. READING - Each pupil (and parent) will have the opportunity to - Use and apply measures (including time) in practical access the Temple Learning Academy Online Classroom as contexts. - Listen to traditional tales. a support and guide to their learning. - Handle data in practical contexts. - Listen to a range of texts. - Understand what digital algorithms are, how they are - Learn some poems by heart. implemented as programs on digital devices, and that - Become familiar with a range of texts at different lengths programs execute by following a sequence of instructions.. (class novels). SCIENCE - Write and test simple programs (Light-Bot and Scratch). - Discuss books. - Use logical reasoning to predict the behaviours of simple - Use the class and school libraries. programs. - Listen to short novels over time. - Organise, store, manipulate and retrieve data in a range GEOGRAPHY - Listen with concentration and understanding to a range of digital formats. of music. - Communicate safely and respectfully online, keeping - Investigate the world’s continents and oceans. - Make and combine sounds using inter-related personal information private, and recognise common uses - Investigate the countries and capital of the United dimensions of music. of technology beyond school. Kingdom. - Compare and contrast a small part of the United Kingdom PERSONAL DEVELOPMENT DESIGN AND TECHNOLOGY (Scarborough) with that of a non-European country. - Explore weather and climate in the UK and around the All pupils have access to a dual layered curriculum which Through a variety of creative and practical activities, pupils world. promotes development of social and emotional aspects of will be taught the knowledge, understanding and skills - Understand basic geographical vocabulary to refer to and learning (S.E.A.L.) and those skills needed to be a safe, they need to engage in the process of designing and describe key physical and human features of locations. healthy, informed and active citizen of their local and making a product. They will work in a range of familiar - Use maps, atlases and globes (including online maps). global community (P.S.H.E.). Supporting this is an over- contexts e.g. home, school, garden, playground, - Use simple compass directions. riding class theme of; community, industry and the wider environment. - Use aerial photographs. Year 1 – Ourselves in school. - Use fieldwork and observational skills. Year 2 – Us in the community. When designing and making pupils will be taught to: They look and study role models of success. DESIGN HISTORY They are encouraged to: - Design purposeful, functional and appealing products for Try new things, work hard, concentrate, push themselves, themselves and others based on a set of criteria. Look at: imagine, improve, understand others and persevere. - Generate, develop, model and communicate their ideas - The lives of significant individuals (Charles Darwin & John through talking, drawing, mock-ups or information Smeaton) who have contributed to our nation’s PHYSICAL EDUCATION technology. achievements. MAKE - Key events in the past that are significant nationally and - Participate in team games, developing simple tactics for - Select from a range of tools and equipment to perform globally such as festivals and commemorative events. attacking and defending. practical tasks such as cutting, joining and finishing. - Significant historical events, people and places in our - Perform dances using simple movement patterns. - Select from and use a wide range of materials and locality. - Develop ‘Skills of Agility’ - balance and co-ordination components, including construction materials, textiles and (A.B.C.). ingredients according to their characteristics. LANGUAGES EVALUATE RELIGIOUS EDUCATION - Explore and evaluate a range of existing products. At Temple Learning Academy the MFL we have chosen to - Evaluate their ideas and products against design criteria. promote to our pupils is Spanish. In Key Stage 1 pupils - Take part in collective worship. TECHNICAL KNOWLEDGE have the opportunity: - Study the main stories of Christianity. - Build structures, exploring how they can be made In Year 1 - to name body parts, - Study the main beliefs, figures and customs of Sikhism. stronger, stiffer and more stable with support from Leeds - to learn numbers to 10. - Study other religions of interest or relevance to pupils. College of Building. - to learn colours. - Explore mechanisms to make a product. In Year 2 - to express simple greetings and feelings. Our ‘typical curriculum’ may also be enhanced through COOKING AND NUTRITION. - to name common foods and days of the week. ‘focus days’
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