BOWER GROVE SCHOOL CURRICULUM PLAN 2019 2020
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BOWER GROVE SCHOOL
CURRICULUM PLAN
2019 - 2020
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docx
Curriculum Philosophy
Intent
At Bower Grove school all pupils have a right to access a curriculum that is enthralling, meaningful and appropriate to their individual needs whilst not compromising their
entitlement. Lessons at Bower Grove motivate, engage and excite our pupils. Clear routes of progression and development within curriculum planning result in coherence
and continuity throughout the school.
With the complex learning and behaviour needs of our pupils we acknowledge that the needs of each individual are central and that the provision offered should be
sufficiently flexible to enable pupils to be placed at an appropriately challenging point on the continuum at any time during their school career.
Our school works in partnership with parents and the views of parents and pupils are taken into account in achieving the appropriate balance between pupils’ rights to
curriculum access and the need for some to access other experiences such as alternative curriculum, mainstream inclusion, therapy interventions or intensive tuition to
enhance or consolidate core skills and talents. Curriculum development in conjunction with the needs of the individual, strives to ensure maximum progress for all pupils.
Our curriculum aims to:
- Ensure that all pupils have access to broad, balanced, challenging curriculum based on National Curriculum.
- Ensure quality curriculum content through systematic curriculum planning, monitoring and reviewing procedures.
- Ensure that all pupils have access to an appropriately differentiated curriculum.
- Ensure that pupils cover Programmes of Study and develop learning strategies needed to transfer between special school and mainstream provision.
- Provide pupils with access to accredited courses at Key Stage 4.
- Clearly identify progression pathways for children in Year 9 including access to Further Education, vocational courses and work related learning.
- Ensure that here is an equality of access to all Programmes of Study.
- Promote pupils spiritual, moral, social, cultural and physical development in order to assist pupils in becoming thoughtful and respectful citizens.
- Develop independence and life skills through experience and activities such as cooking food, mobility, residentials and work experience.
- Prepare pupils for the opportunities, responsibilities and experience of adult life.
- Monitor and assess pupils progress for the purpose of ensuring high standards of achievement.
- Engage pupils in understanding how they make improved progress through Assessment for Learning.
- Equip our pupils with an understanding of respect for Fundamental British Values.
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Implementation Each curriculum area has a designated subject leader, to oversee its organisation. Long and medium term planning systems enable us to map delivery. There are common principles throughout the school but as an all age school there are naturally some variations between the organisational needs of the primary and secondary phases of the school. KS 1 and 2 Phonics – Sounds-Write is an effective strategy to teaching reading, spelling and writing. It is a multi-sensory approach which aids concentration. The Sounds- Write approach to reading is phonographic. It starts from what all children acquire naturally and right from the start the sounds of their own language. It teaches that letters or combinations of letters, called graphemes, are the agreed ways in which we represent sounds when we write. Primary – In Early Years Foundation Stage the foundation curriculum informs the planning and the Foundation Stage Profile is used to monitor, record and report on achievement. At KS1 where relevant, pupils continue to address gaps in skills and knowledge from the foundation stage profile. Where pupils are beyond this they move on to a primary curriculum based on the National Curriculum programs of study. At KS2 the primary curriculum is based on a curriculum model in which core national curriculum subjects (English, Mathematics and Science) are taught as separate subjects. Foundation subjects are learnt experimentally, following a creative approach to learning. EHCP’s are managed and monitored by class teachers. The Boxall Profile is an assessment tool used to monitor social and emotional development and engagement in learning for all pupils. Pupils interventions identified in Provision Plans are delivered as an integrated element of classroom learning. Secondary – The secondary curriculum is organised a on subject based model with pupils moving to specialist rooms and teachers. At Key Stage 3 pupils follow the National Curriculum at a highly differentiated level. Additional interventions are used with identified groups and individuals. At Key Stage 4, grouping according to ability occurs in some subject areas enabling all pupils to be extended whilst allowing pupils needing enrichment activities to be supported through greater differentiation. Accredited courses are followed in English, Maths, Science, Computing, PE, Art, Technology and Music. Pupils enjoy a creative curriculum and work towards Art Award accreditation. Throughout the secondary phase class teachers oversee the delivery of provision plans. In year 11 “My Trust” help pupils prepare for their EHCP transitional review meetings. These highlight areas of strength and need for each individual. The aim is to ensure that the relevant support and opportunities are accessed in order to achieve competencies and develop the confidence to participate fully in life as independent young adults. Links with Further Education Colleges and industry enhance the work related learning aspects of the curriculum. The school actively promotes enrichment activities; however, this may have an impact on curriculum access. Any integration or inclusion programme is explained fully to parents and pupils with regard to the curriculum impact and parental permission is sought before a programme is embarked upon. Disapplication from the National Curriculum will only be sought in very exceptional circumstances. T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docx
Impact Along with other KSENT Special Schools, we use Pupil Asset as an assessment tool to measure progress. We also use regular learning walks, work scrutiny and moderation activities to ensure we have strong evidence of pupil progress. Throughout the extensive programme of educational visits and residential trips pupils expand their knowledge of the wider world. School Focus days enable pupils to learn about topics beyond the curriculum. Our creative arts pledge allows pupils to experience and understand a range of cultural activity. Our curriculum enables pupils to make outstanding progress in all areas of their learning, successfully moving on to a range of post 16 education provisions. Pupils leave with maximised communication, confidence, self-help and independent life and living skills. Extensive and useful accreditation and qualifications are achieved to enable our pupils to continue their learning journeys to adult life. T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docx
Curriculum Plan
Frogs
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Frogs (Group R/1) The Curriculum Map
Pupils will experience a cross curricular approach to teaching and learning where possible.
Pupils will also work towards achieving their EHCP outcomes/SMART targets allowing for progress in social, emotional and independent skill development.
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Frogs Year 2 Ourselves and other important Dinosaurs (A3) Transport (A1) Bears (A5) Under the sea (A6)
Class people (A4)
Literacy Text: Texts: Texts: Texts: Texts:
1) My Dad 1) Harry and the Dinosaurs 1) Mr Gumpy’s Motor Car 1) Mr Bear, Postman 1) Whale in a fishbowl
2)Grandad Pot series 2) The Little Boat 2) We’re going on a Bear Hunt 2) Tiddler
3) All kinds of people 2) A Dinosaur called Tiny 3) Amazing Aeroplanes 3) Brown bear, Brown bear, 3) Ocean Odyssey
4) There’s going to be a baby 3) There’s a diplodocus at the 4) My Hot-Air Balloon what do you see? 4) A hole at the bottom of the
5) So Much door 5) Hey! Get off our train 4) Whatever Next! sea
6) This is Our House 4) The Dinosaur that pooped a 6) Please don’t chat to the bus 5) You and me little bear 5) Billy’s Bucket
7) The Biggest Bed in the World planet driver 6) My friend bear 6) The Rainbow Fish
8) Keep Clean! 5) My Pet is a dinosaur called 7) The Magic Bed 7) Where’s my teddy? 7) Dougal’s Deep Sea Diary
9) I want my Mum Fred 8) Fix it Duck 8) Beware of the bears 8) Lighthouse Keeper’s Lunch
6) Ten Little Dinosaurs 9) This is the bear series 9) Commotion in the Ocean
Writing lists 7) Saturday night at the Writing times and dates
dinosaur stomp Characters, story settings and
Book titles and blurbs/synopsis 8) Prehistoric Life – A non- What happens next? Making writing speech bubbles for Beginning, middle and end of
fiction question and answer predictions characters stories
Linking what they have read to book
their own experiences Understanding information Developing their own Evaluating texts
Rhyming strings text ie. non-fiction books, narratives and connecting
leaflets, posters, ideas Understanding information
Understanding information
Simple sentences environmental print text ie. non-fiction books,
text ie. non-fiction books,
Understanding information leaflets, posters,
leaflets, posters,
Understanding information Soundswrite literacy text ie. non-fiction books, environmental print
environmental print
text ie. non-fiction books, programme leaflets, posters,
leaflets, posters, environmental print Soundswrite literacy
Soundswrite literacy environmental print Speed sounds letter formation programme
programme programme Soundswrite literacy
Soundswrite literacy programme Speed sounds letter formation
Speed sounds letter formation programme Phonological awareness programme
programme programme Speed sounds letter formation
Speed sounds letter formation programme Phonological awareness
Phonological awareness programme Bug Club reading programme
programme Phonological awareness
1:1 reading/phonics programme Bug Club reading
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Bug Club reading Phonological awareness
programme Bug Club reading 1:1 reading/phonics
1:1 reading/phonics
Bug Club reading 1:1 reading/phonics
1:1 reading/phonics
Communication Re-enact and extend stories Re-enact and extend stories Re-enact and extend stories Re-enact and extend stories Re-enact and extend stories
and Language about ourselves and families about dinosaurs using role play about transport using role play about bears using role play and about the ocean and sea
using role play and puppets. and puppets. Using language to and puppets. Using language to puppets. Using language to creatures using role play and
Using language to recreate recreate roles recreate roles recreate roles puppets. Using language to
roles recreate roles
Ask and answer questions Ask and answer questions Ask and answer questions
Ask and answer questions about stories about stories about stories Ask and answer questions
about stories about stories
Reporting Dinosaur facts Discuss holidays and days out – Do you have a teddy bear?
Sharing information and own How did you get there? Debating an argument
experiences: Myself and my Joining in with repeated
Joining in with repeated
family refrains
refrains Sharing likes and dislikes Joining in with repeated
refrains
Sharing likes and dislikes Retelling stories using picture
Songs and rhymes Using describing words prompts Retelling stories using picture
Songs and rhymes prompts
Listening skills Songs and rhymes Using describing words
Listening skills Songs and rhymes
Listening skills Songs and rhymes
Listening skills
Listening skills
Mathematics Children to experience number Children to experience number Children to experience number Children to experience number Children to experience number
in a variety of ways using in a variety of ways using in a variety of ways using in a variety of ways using in a variety of ways using
practical learning activities and practical learning activities and practical learning activities and practical learning activities and practical learning activities and
through their play through their play through their play through their play through their play
Using counting within role play Using counting within role play Using counting within role play Using counting within role play Using counting within role play
Practical addition and Practical addition and Practical addition and Practical addition and Practical addition and
subtraction subtraction subtraction subtraction subtraction
Time Money Time Money Time
Count to 10 and then 20 Can estimate how many Ordering items by length, Recording information Weight and capacity.; using
reliably using Numicon objects there are and then height, weight etc. mathematical language and
count them accurately Length and height; using problem solving
Repeating patterns One more or one less than a mathematical language and
given number problems solving Sequencing events
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Exploring shapes in the
environment
Understanding Changing seasons Parts of Animals Plants Comparing and identifying Types of Animals
the World materials
Role Play: Home Role Play Area: Paleontologist’s Role Play area: Travel Agents Role Play Area: Seaside Shop
Camp Role Play Area: Teddy Bears
Halloween The Travels of Barnaby Bear: Picnic Father’s Day
Chinese New Year Similarities and differences
Bonfire Night Mother’s Day Understanding the importance
Investigating the Prehistoric Making observations about of the sea and it’s creatures
Christmas era. Comparing past and why and how things happen Easter
present Experiencing a variety of
Similarities and differences: The World around us The World around us technology and ICT and using
Experiences that make us The World around us it for a particular purpose
unique Similarities and differences
The World around us
Personal, Social Making relationships: turn Making relationships: turn Making relationships: turn Making relationships: turn Making relationships: turn
and emotional taking, sharing, working taking, sharing, working taking, sharing, working taking, sharing, working taking, sharing, working
development together, respecting others together, respecting others together, respecting others and together, respecting others together, respecting others and
and listening to their ideas, and listening to their ideas, listening to their ideas, and listening to their ideas, listening to their ideas,
opinions and feelings, good opinions and feelings, good opinions and feelings, good opinions and feelings, good opinions and feelings, good
manners, forming positive manners, forming positive manners, forming positive manners, forming positive manners, forming positive
friendships and relationships friendships and relationships friendships and relationships friendships and relationships friendships and relationships
Self Confidence and self Self Confidence and self Self Confidence and self Self Confidence and self Self Confidence and self
awareness: trying new awareness: trying new awareness: trying new awareness: trying new awareness: trying new
activities, speaking in familiar activities, speaking in familiar activities, speaking in familiar activities, speaking in familiar activities, speaking in familiar
groups, sharing ideas, selecting groups, sharing ideas, selecting groups, sharing ideas, selecting groups, sharing ideas, selecting groups, sharing ideas, selecting
resources for a task resources for a task resources for a task resources for a task resources for a task
Feelings and behaviour: Feelings and behaviour: Feelings and behaviour: Feelings and behaviour: Feelings and behaviour:
labelling feelings and labelling feelings and labelling feelings and emotions, labelling feelings and emotions, labelling feelings and emotions,
emotions, appropriate emotions, appropriate appropriate behaviour and the appropriate behaviour and the appropriate behaviour and the
behaviour and the behaviour and the consequences of these consequences of these consequences of these
consequences of these consequences of these behaviours, rules, adjusting behaviours, rules, adjusting behaviours, rules, adjusting
behaviours, rules, adjusting behaviours, rules, adjusting behaviour and changing behaviour and changing behaviour and changing
behaviour and changing behaviour and changing routines routines routines
routines routines
Physical Fine motor skill development Fine motor skill development Fine motor skill development Fine motor skill development Fine motor skill development
Development through Clever fingers through Clever fingers through Clever fingers activities through Clever fingers through Clever fingers activities
activities activities activities
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxGross motor skill development Gross motor skill development Gross motor skill development Gross motor skill development Gross motor skill development
through Explorer Club trips, through Explorer Club trips, through Explorer Club trips, through Explorer Club trips, through Explorer Club trips,
Sensory circuits, sand and Sensory circuits, sand and Sensory circuits, sand and Sensory circuits, sand and Sensory circuits, sand and
water play, PE lessons etc. water play, PE lessons etc. water play, PE lessons etc. water play, PE lessons etc. water play, PE lessons etc.
Healthy diet and exercise Healthy diet and exercise Healthy diet and exercise Healthy diet and exercise Healthy diet and exercise
Write from the start pencil Write from the start pencil Write from the start pencil Write from the start pencil Write from the start pencil
control programme control programme control programme control programme control programme
Actions and movements to Actions and movements to Actions and movements to Actions and movements to Actions and movements to
accompany rhymes and songs, accompany rhymes and songs, accompany rhymes and songs, accompany rhymes and songs, accompany rhymes and songs,
matching actions to words matching actions to words matching actions to words matching actions to words matching actions to words
Small world play and large Small world play and large Small world play and large Small world play and large Small world play and large
construction construction construction construction construction
Manage personal and hygiene Manage personal and hygiene Manage personal and hygiene Manage personal and hygiene Manage personal and hygiene
independently independently independently independently independently
Expressive Art Music, dance and dinosaur Music, dance and dinosaur Music, dance and transport Music, dance and bear songs Music, dance and songs about
and Design songs songs songs the ocean and sea creatures
Art: Exploring different media,
Art: Exploring different media, Art: Exploring different media, Art: Exploring different media, materials and using tools Art: Exploring different media,
materials and using tools materials and using tools materials and using tools materials and using tools
Colour, design, texture, form
Colour, design, texture, form Colour, design, texture, form Colour, design, texture, form and function Colour, design, texture, form
and function and function and function and function
Being imaginative: Role play,
Being imaginative: Role play, Being imaginative: Role play, Being imaginative: Role play, stories and narratives Being imaginative: Role play,
stories and narratives stories and narratives stories and narratives stories and narratives
Using learning creatively and in
Using learning creatively and in Using learning creatively and in Using learning creatively and in original ways Using learning creatively and in
original ways original ways original ways original ways
Enrichment Explorer Club trips to local Explorer Club trips to local Explorer Club trips to local Explorer Club trips to local Explorer Club trips to local
Opportunities parks, woods and country parks, woods and country parks, woods and country parks, woods and country parks, woods and country
parks parks parks parks parks
SCUBA diver visit
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxCurriculum Plan
Honey Bees
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxFrogs/Honey Bees (Group 2) The Curriculum Map
Pupils will experience a cross curricular approach to teaching and learning where possible.
Pupils will also work towards achieving their EHCP outcomes/SMART targets allowing for progress in social, emotional and independent skill development.
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Knights and Castles Light and Dark Explorers Paddington Bear Farms and Gardens Australia
English Fiction: Narrative Non-Fiction: Diaries Fiction: Narrative Fiction: Author Study Fiction: Traditional Tales Non-fiction: Diary
George and the Dragon The Great Fire of London The Man in the Moon Michael Bond – Little Red Hen A Diary of a Wombat
King Arthur and the Fiction: Narrative Non-fiction: Recount and Paddington Bear books Rapunzel Wombat’s Walk
knights of the round table The Owl who was afraid of Biography Non-fiction: Letters Farmer Duck Non-fiction: Information
Non-fiction: Captions the dark Neil Armstrong and Tim Postcards and letters text
Captions for leaflet about Owl Babies Peake Poetry: Spring Poems Australian animal fact
castles Poetry Christopher Columbus Instructions: sheet
Non-fiction: Top Jobs Firework Poems Non-fiction: Information How to make a healthy Poetry: rhythm and
What do you want to be? Non-fiction: Lists and Texts sandwich rhyme
Letters About Christopher If I were a Hawk
Christmas lists and letters Columbus Non-fiction: Recount
Trip to animal park
Maths Number – place value Number – place value Number – place value Number – place value Number – addition and Number – place value
Number – addition and Number – addition and Number – addition and including multiples of 2,5 subtraction Measurement - Time
subtraction subtraction subtraction and 10 Number – fractions Measurement – weight
Geometry Geometry Measurement – length Geometry – position and and volume
Statistics and Statistics and and height direction
representations representations Measurement – money
Science Materials: changing shape Changing Seasons Animals including humans Uses of materials Growing plants Animals and their habitats
Animals: Living Things Feeding and Exercise Pond study Food chains
Computing Using Computers 1 Using input device Using computers online Creating digital images Making music Creating digital artefacts
Logging onto a network. Using input devices to Logging into online Creating digital images Using software to create a Independently using skills
Asking for help. control computers. accounts using software rhythm Using software to to create digital artefacts
Using computers with Using input devices to Online safety – Adult Creating digital images create a tune. Combing software to
support control software. setup led and supervised using hardware. Using technology create a digital artefact.
Becoming more internet access Starting to use technology independently Using online and offline
independent with Being more independent independently. tools
computers. on a computer.
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxTopic Links History – Kent castles History – Great Fire of History – Neil Armstrong Geography – London v Geography – Our Local Geography – Australia
History Art – Sculpture London and Christopher Columbus Peru Area Art – Aboriginal painting:
Geography DT – Junk model castles Art – Fireworks Art – Space painting Art – Paddington Bear Art – Monet’s Garden Judy Watson Napangardi
Art DT – Tudor Houses DT – rockets and planets DT- Healthy sandwiches DT - Sewing Honey Bees DT – clay animals
DT DT – making boats
PSHE Living in the Wider World Health and Wellbeing Health and Wellbeing Relationships Relationships Living in the Wider World
– Economic wellbeing and Keeping Safe, road, water, Healthy Lifestyles, healthy Healthy relationships, Feelings and emotions, – Economic wellbeing and
being a responsible citizen rail, fire, online, rules, eating, sleep, physical special people, caring, communicating feelings, being a responsible citizen
Rights and responsibilities, asking for help activity, likes, dislikes and secrets, surprises, safety, right and wrong, fair and Everyone individual,
classroom rules, choices cooperating, resolving unfair, behaviour special, unique, people,
communities, special arguments similarities, commonalities
people, help, emergencies
RE Who is a Christian and What can we learn from What makes some places How and why do we What does it mean to How should we care for
what do they believe? sacred books? sacred? celebrate special and belong to a faith others and the world and
Harvest Christmas Passover sacred times? community? why does it matter?
Hannukah
PE Gymnastics: Learning and Gymnastics: Rocking and Outdoor Adventurous Theme based learning: Games: Bouncing, Games: Bouncing,
performing wide, narrow rolling actions. Activities / Problem Pupils introduced to catching, kicking catching, kicking
and curled shapes on a Dance: Soldiers theme. Solving: Working different themes on a Athletics: Introduction to Athletics: Introduction to
variety of apparatus. Pupils learn basic individually and as a team weekly basis based on the running at different pace, running at different pace,
Games /Sensory activities: movements to music, to solve basic problems. Olympics. The throwing different objects throwing different objects
A variety of sensory incorporating simple Intro to basic map work. fundamental skills, and jumping for and jumping for
activities that aim to unison and cannon actions Games: Passing a variety techniques and tactics will distance/height. distance/height.
channel pupil’s energy in a of objects (aiming) and be taught during the Swimming: Developing Swimming: Developing
variety of ways, including, incorporating different lesson and all students will competency in the water competency in the water
stimulation, working in movements. Intro simple attempt the discipline. and stroke technique. and stroke technique.
pairs and calming. rules. Activities include sprinting, Distance badges. Distance badges.
field events, handball and Swimming is an Swimming is an
tennis. individualised programme individualised programme
Parachute Games: Pupils and is differentiated to and is differentiated to
learn and play a variety of cater for all pupils current cater for all pupils current
games using parachutes needs/ability. needs/ability.
Music Charanga: Happy Halloween/ Christmas Charanga: Zootime Environmental Music Charanga: I Wanna Play Charanga: Reflect,
In A Band Replay, Rewind
- This whole unit is - Pupils will create - A Reggae Song for - Pupils will explore the - I Wanna Play in a Band is
focussed around the song soundscapes to mimic the Children by Joanna sounds of their a rock song written - This unit of work
Happy by Pharrell sounds of a haunted Mangona. surroundings and begin to especially for children. In consolidates the learning
Williams. The material house. They will help All the learning is focused recreate them using the song you learn about that has occurred during
presents an integrated create and follow graphic around one song: musical instruments. singing and playing the year. All the learning is
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxapproach to music where scores. Pupils will be Zootime. Pupils will Exploring sound is a together in an ensemble. focused around revisiting
games, the dimensions of learning and rehearsing continue to develop the prerequisite for As well as learning to sing, songs and musical
music (pulse, rhythm, Christmas songs in necessary skills needed to Composing. In the play, improvise and activities, a context for the
pitch etc), singing and preparation for their progress through the rest composing strand, compose with this song, History of Music and the
playing instruments are all performance. of the curriculum through children are asked to children will listen and beginnings of the
linked. play, singing and listening. select sounds from variety appraise classic rock Language of Music
of sources for a range of songs.
musical purposes. Children
who have experienced lots
of activities in exploring
sound will find it much
easier to use a variety of
sounds in their
compositions.
Enrichment Explorer Club Explorer Club Explorer Club Explorer Club Explorer Club Explorer Club
Opportunities
Trip to Bodiam Castle
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxCurriculum Plan
Hedgehogs
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxHedgehogs – The Curriculum Map
Pupils will experience a cross curricular approach to teaching and learning where possible.
Pupils will also work towards achieving their EHCP outcomes/SMART targets allowing for progress in social, emotional and independent skill development.
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Woodlands Road Safety Pets Flight Ancient Civilisations Africa
(2 weeks) (3 weeks) (6 weeks) (4 ½ weeks) (4 weeks)
Toys Dragons The Beach
(5 1/2 weeks) (3 weeks) (3 weeks)
English / Literacy Class readers: Class Readers: Class Readers: Class Readers: Class Readers: Class readers:
The Very Helpful Toys in Space Wanted The Perfect Pet The Wright Brothers – The All About Mummies Sally and the Limpet
Hedgehog The princess and the pea Korky Paul Pet books First Flying Machines Portal Stories The little red hen makes a
pizza
Grimms Fairy Tales Drama Unit: Explanation Text: Recount Unit: Story writing:
Drama Unit:
Non Chronological Rama and Sita How to look after a pet The Mongolfier Brothers first Mr Ben Adventure Stories
reports: balloon flight. Mama Panya’s Pancakes /
Author Study: Fiction Unit: Pizzas
Hedgehog Facts Recount Unit:
Mini Grey Tell Me a dragon Narrative Unit: Non-chronological reports:
Poetry: Trip to the museum
Traction Man Tom and the island of Postcards from the beach
Who am I poems dinosaurs
Diary Unit:
Traditional Tales:
The elf on the shelf
Hansel and Gretel
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxMaths Power Maths Autumn Power Maths Autumn Power Maths Spring Power Maths Spring Blocks Power Maths Summer Power Maths Summer
Blocks Blocks Blocks Blocks Blocks
Shape
Place Value and Number Addition and Subtraction Multiplication Position and Direction Length and height
Fractions
Addition and Subtraction Money Division Time Weight and Volume
Science Plants Light Animals including Rocks Materials Plants
humans
Trees and Seeds Light Identification of rocks Identifying Materials Seeds and Bulbs
Animal food chains Animal Offspring Forming fossils Changing shape Microhabitats
Dead or alive Food and exercise Structure of animals
Computing Using Computers 2 DTP 1 Hardware and Software Presentation 0 Animation 1: Simple Programming 0 – Purple
Animation Mash
Overview: Using the Overview Overview: In this unit we Overview: Pupils will be
Smarty the Penguin story This unit focuses on will be investigating introduced to creating Overview: In this unit we Overview
to highlight what to do simple DTP within purple hardware and software. simple presentations. They will be looking at Using purple mash, 2Code
when using the internet. Mash. Pupils will create How we use it and will be looking at the animation. Pupils will and code.org pupils will be
Looking at what he does different digital artefacts interact with it. different ways they can design and create a simple looking at how we control
when things don’t go with text, images and change text in a Stop frame animation computers using code.
well when he uses a pictures. They will presentation to make it look using Lego characters
computer. There will also investigate the what you different, adding digital using the AnamateIt app
be a focus on using the see is what you get page content and how to add by Ardman on the iPads.
computers more orientation. effects to engage an
independently audience.
Topic Links Geography History DT History History Geography
History
Geography Kent Woodlands Study Toys in living memory Easter Cards Local Study: Iggy the Ancient Egypt Italy
Art Maidstone Dinosaur
DT DT Artist Study DT DT
DT The history of flight
Sewing: Making Puppets Gaudi animal mosaics Mask design and making Pizza designs
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxCooking DT Ice cream designs
Art Art
Art: 3D modelling: Hot air Geography
Clay - Diva Lamps balloons Hieroglyphics
The Ginger Bread House Kent coast and beaches
Christmas Art 3D Modelling - Wright Ariel Maps of Kent
Art Brothers planes
Goldsworthy Art
Photography
Clay dinosaurs
PSHE Living in the Wider Health and Wellbeing Relationships Relationships Relationships Relationships
World
Hand washing and Germs Kindness and Friendships Perseverance Special People What Makes Me Special
Following Rules
Medicines Understanding Making Mistakes and Valuing Diversity
Relationships Difference accepting challenge Health and Wellbeing
Relationships Health and Wellbeing
Feelings and Emotions Living in the wider Health and Wellbeing Recognising Choice
Working together world Body Parts
Anger management Hygiene - Teeth Living in the Wider World
Self-Regulation Needs of other living Sun safety
Independent Living Skills things Independent Living Skills Natural and Man -Made
Health and Wellbeing environments
Stranger Danger Independent Living Road Safety
Sleep and Exercise Skills
Asking for Help
Independent Living Skills Jobs and
Health and Wellbeing Responsibilities
Money
Understanding Poisons
RE Believing Living Expressing Expressing - Festivals Believing Living
What do different people What does it mean to be Why do people pray Lent Why is The bible What do Christians do to
believe about God a Christian today? important to Christians show faith in the church and
Places of worship Easter today. local community?
The Creation Story What do Christians do to Luke 15
show faith within their How people worship Expressing - Festivals Lost Coin, sheep and son
families
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxAdam and Eve – Genesis Samaritan’s Purse – Buddhist New Year Hinduism -Holi Expressing - Festivals What do Christians do to
3 The fall Operation Shoe Box A celebration of kindness Festival of colours show faith within the world-
Buddhism wide community?
Expressing – Festivals Expressing - Festivals Vesak (Buddha’s Day)
Cafod – Christian Charity
Christian – Harvest Christian - Christmas and
Hinduism and Sikhism –
Diwali
Festival of light
Rama and Sita Story
PE Games /Sensory Games: Outdoor Adventurous Theme based learning: Athletics: Athletics:
activities: Throwing and catching. Activities: Pupils introduced to Running, jumping and Running, jumping and
A variety of sensory Inventing new rules to Problem solving in a different themes on a throwing technique throwing technique
activities that aim to develop creative games. team. Problem solving weekly basis based on the development. development. World Games
channel pupil’s energy in Sensory activities using certain senses. Olympics. The fundamental Games: Hitting and kicking
a variety of ways, Games: skills, techniques and tactics World Games Games:
including, stimulation, Dance: Using a range of Invasion games will be taught during the Hitting and kicking
working in pairs and movement patterns lesson and all students will
calming. attempt the discipline.
Activities include sprinting,
Gymnastics: field events, handball and
Linking movements tennis.
together
Music Charanga: Classroom Jazz Christmas Production Dragon Scales Dinosaur Music The Jungle Book African Drumming
Singing in unison Exploring the pentatonic
scale
Enrichment Wild Wood Church Visit Animal Experience Local Walk – Road safety Trip to Maidstone Trip to Shorne Country park
Opportunities and Map reading Museum
Christmas Production Trip to beach
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxCurriculum Plan
Foxes
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxFOXES YEAR 4 – The Curriculum Map
Pupils will experience a cross curricular approach to teaching and learning where possible. .
Pupils will also work towards achieving their EHCP outcomes/SMART targets allowing for progress in social, emotional and independent skill development.
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Literacy Non Fiction Poetry/ Letter Non Fiction Stories by the same Fiction Non Fiction
Otterline Yellow Cat – writing/Diary entries All about Orangutans author How to train your Dragon The Boy who harnessed the
Unit 3.3 Unit 2.1 Anthony Browne wind
Focus – Sentence types, A closer look at poetry (Gorilla and the tunnel) Comprehension
clauses, and punctuation Rhyming Fact finding research Creative writing Changing Tense
and sentence structures. Reading aloud Fact file Predictions Poster design Apostrophe for possession
Predications Descriptive writing Fantasy story Exploring front covers Trump card Descriptive writing
Characters thoughts and Letters Conjunctions Inferring Commas Comparisons
feelings Diary entries Descriptive writing Storytelling and beliefs
Mystery story writing Comprehension Letter writing
Writing for audience
Text Text Text Text : The tunnel Text: How to Train your Text: Christophe’s Story
Dragon
Numeracy Multiplication and Position and direction Numbers to 100 Addition and Multiplication and division Shapes
Division Telling the time Addition and subtraction Subtraction
Halves and quarters Money
Book 2A Book 2A/B
Book 1C Book 1C Book 2A Book 2B
Science Electricity Changes to state Recycling / Dangers to Sounds Grouping living things Inventions
Identify common living things
appliances that run on Identify and group a Identify how sounds are Identifying groups of living Famous inventions that made
electricity variety of everyday How does plastic harm made animals ina variety of ways, the world a better place.
Construct a simple series objects the environment? amphibians ,reptiles etc
electrical circuit , including Reduce , reuse recycle Recognise that Design and create an
cells, wires, bulbs, Solids , liquid gasses, vibrations from a sound Discuss adaptation invention to help and
switches and buzzers can objects change Identifying endangered travel through a medium improve lives.
Identify whether or not a animals. to the ear Make humane trap for
lamp will light in a simple How can we prevent this? insects
series circuit Find patterns between
the volume and the
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxstrength of the
vibrations that produced
it.
Computing Using computers Safely 1 DTP 1 Hardware and Software Audio 1 Video 1 Programming 1- Purple Mash
Building on previous This unit focuses on Building on previous Looking at what audio is. Investigating how we can Using Purple Mash and 2Code
knowledge this unit will simple DTP within knowledge this unit will How do we collect capture video on a digital we will be looking at how we
continue to highlight E purple mash. continue to help pupils audio? How do we play device and use this to control computers using
Saftery. They will be Different digital understand interacting it and can we recognise create other digital code.
looking at the Lee and Kim artefacts will be created with hardware and ourselves on it. artefacts. How can we edit
cartoon and the issues to learn how we can software. They will be and manipulate them?
raised. Their learning will create digital artefacts revisiting things such as
be supported by a number with text , images and logging in independently,
of different activities to pictures. We will also using equipment
reinforce messages given investigate ‘what you appropriately and
out in the cartoon. see is what you get ‘ different toes of input
The learners will be page orientation. and output devices.
exploring some of these
messages and they will be
constantly reiterated.
Topic Links Cities around the World Mayans Rainforests Romans Sparatcus/Julius Vikings Africa
History Caesar
Geography Art design a city, model Where did they Where are they located Where did the Vikings come Location and continent
Art cities. originate from Explore wildlife Invasion from Landscape and countries
DT Location of cities Human impact Equipment and uniform Why did they invade Britain Climate / Weather
Facts about cities and Mayan way of life Forest layers Life as a soldier Viking way of life Life in Africa compared to
population Jungle plants Roman Gods Viking warriors their own life
Mayan Gods Famous Romans Viking beliefs African animals
What the Romans Facts about Africa
Design your own God did for Britain
PSHE Living in the wider world Relationships Health and Well Being Living in the wider world Relationships Health and Well Being
Understand the Recognise a wide range What is meant by a Respecting diversity and Different types of Making informed choices
importance of rules and of emotions healthy lifestyle equality in different relationships about health
laws Recognise what How to maintain and communities Bullying and discrimination Internet safety
Respect for self and others constitute a healthy manage risks to physical Role of money in our Recognising risky
Rights and responsibilities relationship with well being lives behaviours in relationships
in the home friends and family Identify ways to keep Respecting the and how to get help
Working as teams, physically safe on the environment
strategies put things playground
right
RE Believing – Christians Expressing- Expressing- Expressing – Living- Living –
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxWhich people are special Chrisitians, Hindus, Christianity, Islam, Christianity , Hinduism, Christianity, Hinduism Christianity , Hinduism ,
and why? Muslims Judaism Judaisms Judaism
Why is Jesus inspiring to Where do we belong ?
some people? What do Muslims Introduction to Judaism Which times are special What does it mean to How should we care for
What would Jesus do? believe in? and why? belong to a faith others and the world? Does it
What is so radical about What do Hindus believe Why do people pray? community? matter?
Jesus? in? How and why do we What does it mean to be a What matters most to
How do people pray celebrate special and Christian/ Muslim/ Hindu in Christians and humanists?
Bible stories: Which places are Christians/ Muslims/ sacred times? Britain today?
special and why? Hindus? What do religions advise Does religion help people to
What makes some us to do when life gets What is challenging when be good?
places sacred? Symbolism in faith hard? you have a faith ?
If God is everywhere, Does being religious
why go to a place of Is it better to express What happens after we automatically make
Worship? your beliefs in arts or in die? you a good person?
Should religions charity and generosity?
buildings be sold to Eid Bible story :
feed the starving? Bible story: Bible story:
Bible story:
Bible story: Christmas
story
Operation Shoe Box
PE Gymnastics: Dance: Outdoor adventurous Theme based learning: Athletics Games
Travelling , spinning and Using a range of activities Pupils introduced to Track events (Running) Tennis
changing direction movement patterns Building trust in a team different themes on a Creative games Pupils introduced to the
Games: Batting , rolling Games: Games: Net/Wall games, weekly basis based on Pupils implement and adapt fundamental skills in tennis
and dribbling Different types of striking and hitting a the Olympics. The games with new rules Athletics:
passing variety of objects fundamental skills, created individually and in Field events (Throwing and
techniques and tactics teams jumping)
will be taught during the Swimming
lesson and all the pupils Developing competency in
will attempt the the water and stroke
discipline. Activities technique
include sprinting, field Distance badges
events , handball and Swimming is an
tennis. individualised programme
Games : Dodgeball and is differentiated to
Swimming cater for all pupils current
Developing competency needs/abilities
in the water and stroke .
technique
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxDistance badges
Swimming is an
individualised
programme and is
differentiated to cater
for all pupils current
needs/abilities
Music Charanga: Lean on me Peter and the Wolf Charanga: Three little BBC Pieces Charanga : Glockenspiel Music plus Digital : Ukueles
This whole unit if focussed Throughout this unit Birds Each year the BBC Level The ukuele is a fantastic
around the song Lean on pupils will be All the learning is focused releases pieces of This is a six week unit of instrument to facilitate good
me by Bill Withers. The introduced to the around one song, Three classical music and work that introduces the music making at KS2. It is
material presents an instruments of the little birds, by Bob resources to allow pupils children to learning about small , versatile , cheap and
intergrated approach to orchestra and how they Marley. As well as to access them. The the language of music offers a brilliant starting point
music where games, the are used to represent learning to play, sing, material is always really through playing the for musical development . It
dimensions of music characters in a story. improvise and compose engaging and there are glockenspiel. The learning is fun and easy to play,
(pulse, rhythm, pitch etc), Pupils will experiment with this song , children is focused around exploring
opportunities to go and allowing all students to be
singing and playing using these instruments
will listen and appraise see a live orchestra. The and developing playing involved in an ensemble
instruments are all linked. to recreate the story in
other reggae songs to specific piece will be skills through the regardless of any barriers to
their own musical way .
Pupils will the rehearse explore genre specific chosen when they are glockenspiel primarily learning.
and perform their piece characteristics. released. however pupils will be able
in a whole class to experience following
ensemble scores and playing the same
pieces of music on the
instrument of their choice.
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxCurriculum Plan
Penguins
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxPenguins– The Curriculum Map
Pupils will experience a cross curricular approach to teaching and learning where possible.
Pupils will also work towards achieving their EHCP outcomes/SMART targets allowing for progress in social, emotional and independent skill development.
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
English / Literacy Pirates of the Caribbean Treasure Island Seasons of Splendour The Odyssey All About Me The Iron Man
‘Boy: Tales of Childhood’.
Children will read ‘Jack Children to read Children to read Children to read the Children will read ‘Iron Man’
Sparrow – the Coming ‘Treasure Island’ by ‘Seasons of Splendour’ ‘Odyssey’ by the Greek Children will read ‘Boy: Tales by Ted Hughes. We will look
Storm’ by Rob Kidd. They Robert-Louis by Madhur Jaffrey. poet Homer. of Childhood’ by Roald Dahl. at the author’s use of
will learn about Caribbean Stevenson. Children will write Children will write diary Children will write an powerful language to capture
culture. Children will compare letters in role and play entries, newspaper autobiography that they will our imaginations, including
Children will learn how to two differing book scripts. articles, myths, letters then present on film or to a similes.
write in role, create a styles through the and information posters. live audience. Children will write persuasive
PowerPoint presentation, same title. Runs in conjunction with letters, recounts, a book
write poetic pieces and They will write their history of the Ancient trailer, TV reports and
create a newspaper own adventure story. Greeks. reviews.
article.
Links with the ‘where
would you like to live?’
theme.
Maths Year 2 Year 2 Year 3 Year 3 Year 3 Term 3
Textbook 2C Textbook 2C Textbook 3A Textbook 3A Textbook 3B Textbook 3B
Position and direction Time Place Value within 1000 Addition and Multiplication and Division Statistics
Problem solving and subtraction (s) (2)
Weight, volume, and Addition and subtraction Length
efficient methods
temperature (1) Multiplication and Money Fractions
Division (1)
Science Light and shadows. Magnets and forces. Rocks and soils. Movement and feeding. Parts of plants. What plants need.
To understand they need Compare how things To learn about the To learn about how To identify and describe the Explore the requirements of
light in order to see things move on different different types of rocks important nutrition is different parts of flowering plants for life and growth and
and that it is reflected surfaces. Understand and soils and understand and about how plants and their life cycles. how they vary from plant to
from surfaces. To explore that magnets have two in simple terms how mammals have a To investigate the way in plant.
shadows. poles and that these fossils are formed. skeleton for support, which water is transported in
either attract or repel protection and plants.
different materials. movement.
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxComputing Using Computers Safely 1 DTP 2 – Simple Data 1 - Collecting and Creating Digital Algorithms 1 Programming 2 – SCRATCH
Overview: Publications Sorting Data Artefacts 1
Building on previous Overview: Overview:
knowledge this unit will Overview: Overview: Overview: This unit is designed to give Pupils using block
continue to highlight E- This unit focuses on This unit is designed to Through a given pupils an introduction into programming in SCRATCH will
Safety. This unit is DTP and developing introduce the pupils to scenario pupil will be algorithms, what they are perform a number of tasks
designed to give pupils an and extending skills data. What it is and how using different software and why we use them. Pupils that build upon each other.
introduction into E-Safety. already learnt. we collect it. The how do to produce digital will be doing some unplugged These cover how to use
Their learning will be Different digital we sort it to make more artefacts. Pupils will activities to understand how simple variables, basic logic,
supported by a number of artefacts will be sense of it and make it learn why and when to and why we make and use and iteration.
different activities to created to learn how useful and easy to use different pieces of algorithms. They will then be
reinforce the messages we can create digital understand? How can software. The unit will creating their own algorithms
given out in the cartoon. artefacts with text, technology help us with consolidate their to tell others how and
The pupils will be images and pictures. data collection and learning of word hardware to perform a task.
exploring some of these We will also investigate sorting and how does processing,
and the messages will be WYSIWYG (“WHAT YOU data work with presentation, DTP
constantly reiterated. SEE IS WHAT YOU GET”) computers. Pupils will be software and using the
and page orientation. introduced to using internet from previous
This will tie in with the spreadsheet software. units and further
school’s online safety and develop upon skills
acceptable use policy. All already learnt.
pupils will be introduced
to a child speak version of
this policy and the content
of this will be referred to
within lessons.
History St Lucia Aztecs Study Chembakoli Ancient Greeks Local Community study Tudors
Geography To learn about the people To learn about a To learn about the lives Study of an ancient Children will interpret and Rich/poor comparison
who live there and what civilization from of people living in civilization and make observations through Focus study on Henry VIII,
they do. another country, Chembakoli (India). comparing to own time. analysing the ‘Window’ by wives, church etc.
To learn about what it is to compare to own time To learn about places To learn about Aztec Jeanie Baker (focus on
live on the island. and direct comparisons and natural and human life, traditions, culture, industrialisation).
To learn about why people e.g. education, environments. education, home life To learn about Maps and
like to visit the island. children, art, gods. Interpret a range of etc. Plans.
To compare it to life in our sources.
own country. Understand
Geographical similarities
and differences through
the study of human and
physical geography.
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxInspire a curiosity and
fascination about the
world and its people.
Art 'Wildlife' ‘South America’ Seasonal food ‘South America’ Frame Structures Tudor Art
DT To learn about the animals How to make clay Linking to the ‘Indian’ How to make clay Linking to ‘All About Me’ Clay and weaving.
from St Lucia and use clay monkeys, make picture theme children will learn monkeys, make picture topic, children will design and
to make an animal from puzzles using symbols, about seasonal Indian puzzles using symbols, make a small scale photo
that country. make dream catchers, food. make dream catchers, frame.
Children to make draw an important Understand what draw an important
Caribbean cocktails. person, create a collage seasonality means. person, create a collage
and make traditional Name some foods which and make traditional
drums. are grown, reared, drums.
caught and processed.
Design simple seasonal
Indian recipes.
Prepare a range of
ingredients hygienically.
Prepare, assemble/cook
ingredients,
PSHE To recognise themselves Understanding the To understand the To understand their To understand the To prepare for the transition
as individuals and the skills school and where safe different types of rights and communities around them to the next year.
they already have. and unsafe places are relationship, including responsibilities and how e.g. the range of jobs carried
and being prepared for marriage, those between they change through out by people they know, and To celebrate the
Learn about the world situations that may friends and family, and life. to understand how they can achievements throughout the
around them, considering arise. the skills involved to be develop skills to make their year.
spiritual, moral, social and effective in those To understand that own contribution in the
cultural issues. Understanding what relationships. objects and resources future.
you can do and can be shared in a
celebrating your own To realise consequences variety of ways and the To appreciate the range of
achievements. of behaviour both results of these national, regional, religious
positive and negative, to allocations. and ethnic identities in the
understand that their United Kingdom.
behaviour affects
themselves and others.
RE Islam Parables and Stories Judaism Islam Parables and Stories from Judaism
The Hajj from One Bible Beliefs and aspects of Compare and contrast One Bible Links to old and new
The five pillars of Islam faith testament.
T:\Staff Manual\Curriculum\School Curriculum Plan\School Curriculum Plan 2019-20 complete.docxPE Gymnastics: Creative Games: Tri Golf: Pupils learn the Theme based learning: Athletics: Striking Games:
Travel, jump and sequence Problem solving and basics of tri golf, such as, The Odyssey – Unit of Track events Batting/bowling and running
of at least four creating rules to grip, stance, and swing work linking English and World games: between bases
movements. improve the quality of Skills are developed to PE Pupils are introduced to and Skills development –
Games: games. apply appropriate power Tag Rugby: learn the fundamental skills throwing for distance and
Invasion games Outdoor Adventurous and accuracy to basic Pupils to learn basic of a variety of games from accuracy
Attacking and defending Activities: shots (putting and skills related to Tag around the world. Athletics:
skills and techniques. Thinking through a chipping). Rugby (passing, Field events
problem strategically Theme based learning catching)
and improving Dance: Pupils learn and Links to physical fitness
communication skills perform dance routines (Agility, speed, stamina)
Swimming: Developing to the ‘Haka’ theme. Essential aspects of
competency in the safety are repeated
water and stroke weekly.
technique
Distance badges
Swimming is an
individualised
programme and is
differentiated to cater
for all pupils current
needs/ability
Music The National Anthems Don’t Stop Believin’ Dragons Old School Hip Hop by Stop! Reflect, Rewind, Replay
Contains a range of songs An integrated approach Unit of work focussing Will Smith Builds on previous learning. . To revisit all the modules
and related resources. to music where games, around dragons. One song: The Fresh All the learning is focused taught during the year and
In conjunction with the interrelated Individual lessons Prince Of Bel Air. An around one song: Stop! – a discuss preferences.
“where would you like to dimensions of music concentrating on songs integrated approach to rap/song about bullying.
live?” topic. (pulse, rhythm, pitch from around the world music where games, the
This will be a study of the etc.), singing and telling stories about interrelated dimensions
national anthems of the playing instruments are dragons. of music (pulse, rhythm,
countries focused on in all linked. pitch etc.), singing and
Literacy. playing instruments are
all linked
Enrichment Visit to a Mosque. Linked Cobtree Country Park Visit to Maidstone Visit to Wildwood to Visit from Kent Fire Visit to Shorne Country Park
Opportunities to the study of Islam. to see forces in motion Museum to see the rocks learn about how they Service/Police/Dentist/Parent to learn about the habitat
on the play equipment. and soils collection. provide nutrition for the with different jobs linked to needed for the plants to
mammals they have PSHE. thrive.
there.
French Bonjour! Bonjour! Coucou! C’est moi! Coucou! C’est moi! Coucou! C’est moi! On s’amuse!
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