Spring 2019 - Bellfield Primary School
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Immersion SPARCS Experiences Presentation of Learning African day with parents Visit to Flamingo Land zoo African dance , show case artwork, do artwork with Pictogram of favourite ani- Adopt an animal parents. mal—decide which to adopt. Make packaging for fruit kebabs/smoothie Jewellery pasta painting Resources for the term: Art resources and extra for presentation of learning Clay Fruit Globes
National Curriculum Links Geography Geographers NC1: To name and locate the world’s seven continents and five oceans NC3: To understand geographical similarities and differences through studying the human and physical geogra- As Geographers we will compare and contrast our local area with one in Africa. We will name and locate the 7 phy of a small area of the United Kingdom, and of a small area in a contrasting non-European location continents and 5 oceans in the world. We will develop our use of geographical language by naming physical NC5a: To use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, features of the United Kingdom and African; using this information we will compare and contrast. Using maps, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather atlases and globes we will identify the United Kingdom and its countries, and the continent and oceans that we NC6: To use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the have learnt about. We will enjoy learning about children in Africa. Geography Final Outcome To create a class book to compare and contrast Africa and our local area. Skill Skill Skill I can locate Africa and England on a world map. I know which continent Africa and England are in and I can identify physical/human features of England and the 5 oceans. Africa. Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary Places are points on a map Sea, land, country, The world is split up into Continent, 5 oceans, To know the difference Beach, cliff, coast, which are part of the Africa, world, England sections and surrounded countries, sea/ocean between a physical/ forest, hill, mountain, sea, world. by water. human feature. ocean, river Skill Skill Skill I can monitor the weather in England. Africa and I can use a range of sources to locate Africa and I can name and locate the four countries and capital compare them. England. cities of the United Kingdom. Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary To know the meaning of Autumn, Summer, Spring, To know the position of Globe, world, map, atlas, To know where we live Edinburgh, Belfast, seasons and different Winter, degrees, England/Africa within aerial maps. and that it is part of a Dublin, London, Cardiff weather types. temperature, wind, sun, the world. country. thermometer
Humanities Assessment Objective Emerging Expected Exceeding (End of Year 2) To investigate I ask and answer questions about places and environments. I ask and answer geographical questions I can identify the key Ask and answer geographical questions about the physical and places features of a location in order to say whether it is a city, human characteristics of a location. I describe what sort of things I see in a place or town, village, coastal or rural area. environment. Explain own views about locations, giving reasons. I can use world maps, atlases and globes to identify the With support I can use world maps, atlases and globes to countries, continents and oceans studied. Use maps, atlases, globes and digital/computer mapping to locate identify continents and oceans countries and describe features. I use simple fieldwork and observational skills to study the I can use simple fieldwork and observational skills to study geography of the school and the key human and physical Use fieldwork to observe and record the human and physical the geography of the school and the key human and physical features of its surrounding environment. features in the local area using a range of methods including features of its surrounding environment. sketch maps, plans and graphs and digital technologies. I can name and locate the world’s continents and oceans. I can name the worlds continents. Use a range of resources to identify the key physical and human features of a location. I ask and answer questions about places and environments. Name and locate the countries of Europe and identify their main physical and human characteristics. To investigate I describe what sort of things I see in a place or I understand geographical similarities and differences through patterns environment. studying the human and physical geography of a small area of the United Kingdom and of a contrasting non-European country. With support I can use world maps, atlases and globes to To identify the United Kingdom I can use basic geographical vocabulary to refer to: communicate key physical features, including: beach, coast, forest, Describe key aspects of: geographically I can use simple fieldwork and observational skills to study hill, mountain, ocean, river, soil, valley, vegetation and • physical geography, including: rivers, mountains, volcanoes and the geography of the school and the key human and physical weather. earthquakes and the water cycle. features of its surrounding environment. key human features, including: city, town, village, facto- • human geography, including: settlements and land use ry, farm, house, office and shop I can name, locate and identify the four countries and capital cities of the United Kingdom and its surrounding seas.
National Curriculum Links Art and Design NC1: To use a range of materials creatively to design and make products As artist we will explore the work of Jimoh Buraimo and look at how he uses colour to create art that is NC2: To use drawing, painting and sculpture to share their ideas, experiences and imagination inspired by Africa. We will learn how to use different painting and drawing and mix colour to enhance our NC3: To develop techniques in using colour, pattern, texture, line, shape, form and space creations. We will also look at the artwork of Goncalo Mabunda and how he uses everyday objects to create NC4: To learn about the work of a range of artists, craftsmen and designers, describing the dif- sculptures to represent African traditions. We will look at other artists from Africa to explore texture, line, shape and form to create our own inspirational art. ferences and similarities between different practices and disciplines, and making links to their own Art and Design Final Outcome Make a 2d and 3d African Mask Skill Skill Skill I can research about different artists. I can develop colour, pattern, lie and shape techniques I can identify primary colours and mix to make secondary. Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary Art Style, technique, all artists interpretations Artist, sculpture, style, media Prior knowledge of colour mixing Printing, patterns, shapes, colours. Primary colours and what they make when mixed. Primary, secondary, colour names, shade, tone are different. Skill Skill Skill I can select and use a range of materials. I can create a sculpture that shows my ideas. I can compare my artwork to that of famous artists and my peers. Design Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary Properties of different Material, life size, 3d, To know that artists Imagination, happy, sad, Understanding of the Compare, similar, materials, knowledge of representation, work is an expression of vibrant, energetic, quiet, different forms of art difference, prefer, sculpture vs. art on paper properties emotions, ideas, experi- experience choice, idea, design, ences, interests and can
National Curriculum Links Design and Technology Design and Technologists Food and Cookery NC9: use the basic principles of a healthy and varied diet to prepare dishes As Designers we will research where our food comes from. We will look at the types NC10: understand where food comes from. of climates that different foods need to be able to grow. We will look at recipes Design that including exotic fruits. We will look at a healthy diet and use the principles of NC1:To design purposeful, functional, appealing products for themselves and other users based on design criteria this to make a variety of different menus, including fruit kebabs using fruits found in Africa. We will plant and grow some of our own healthy food. Make NC4: To select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Design Technology Final Outcome To produce a fruit kebab that looks appealing Skill Skill Skill I can cut, chop and peel fruit safely. I can identify the origin on fruit. I can research and evaluate favourite fruit. Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary Naming fruit, awareness Cut, peel, chop, knife, Weather, climate, got Climate, countries, Different fruit types, Fruits, tastes, senses, of which fruit needs chopping board, hygiene, and cold countries. Africa, England, hold, cot, flavours, colours maths links for which technique, sharp. England/ African grown fruits pictogram, popular, most, fruit least, Skill Skill Skill I can evaluate my produced product. I can identify healthy foods and different food groups. I can chose a design and assemble. Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary Why things have gone Like, dislike, improve, Knowledge of different Fruit, vegetables, Patterns, colours, safety Safety, colours, fruit, right/wrong. change, taste, appearance foods, language of sorting carbohydrates, fats, patter, style and identifying. sugars, dairy, meal, fish, healthy, unhealthy.
Art and Design Assessment Objective Emerging Expected Exceeding Objective Emerging Expected Exceeding I explore lots of different Develop ideas from starting points throughout the curriculum. To develop ideas I respond to ideas and starting materials as ideas develop points To master prac- I think of ideas for pur- I design products that have a Design with purpose by iden- Collect information, sketches and I explore ideas and collect resources. tical skills poseful designs. clear purpose and an intended tifying opportunities to de- I explore some materials and visual information I use tools and manipulate user. sign. methods Adapt and refine ideas as they materials with help when I make products, refining the Make products by working progress. needed design as work progresses efficiently (such as by care- Explore ideas in a variety of ways. fully selecting materials). Sculpture Sculpture Refine work and techniques I can join simple objects I use a combination of Comment on artworks using visual as work progresses, continu- language To master together shapes. To design, make, Food Food ally evaluating the product techniques Sculpture evaluate and im- I cut, peel or grate ingredi- design. I can use rolled up paper, straws, I can include lines and Create and combine shapes to create prove I have made a food product. ents safely and hygienically. Food paper, card as materials. texture. recognisable forms (e.g. shapes made I know that I have to wash I can measure or weigh using Prepare ingredients hygieni- from nets or solid materials). I use rolled up paper, straws, my hands and keep work sur- measuring cups or electronic cally using appropriate uten- I can use techniques such as paper, card and clay as Include texture that conveys faces clean when preparing scales. sils. rolling and cutting materials. feelings, food. I assemble or cook ingredi- Measure ingredients to the expression or movement. With support I measure or ents. nearest gram accurately. I can add colour, pattern and I can use techniques such as weigh ingredients Follow a recipe. Use clay and other mouldable texture to objects rolling, cutting, moulding and materials. I use models pictures and I explore objects and designs Assemble or cook ingredients carving showing control in the Add materials to provide interesting words to say what I want to to identify likes and dislikes (controlling the temperature Drawing methods and materials I use detail. do next of the designs. of the oven or hob, if cook- I can draw lines of different in my work I talk about my own and oth- I suggest improvements to ing). Drawing sizes and thickness. Use different hardnesses of pencils ers work and describe how a existing designs. Identify some of the great Drawing to show line, tone and texture. product works. I explore how products have designers in all of the areas I am starting to colour inside I can colour (own work) neatly Annotate sketches to explain and With help I suggest how been created. of study (including pioneers elaborate ideas. the lines following the lines. work could be improved in horticultural techniques) Sketch lightly (no need to use a rub- ber to correct mistakes). to generate ideas for de- I can show pattern and Use shading to show light and shad- signs. texture by adding dots and ow. Improve upon existing de- Use hatching and cross hatching to lines. signs, giving reasons for show tone and texture. choices. Replicate some of the techniques Disassemble products to un- I can show different tones by used by derstand how they work. notable artists, artisans and design- I can talk in a group about the using coloured pencils. ers. To take work of notable artists, artisans Create original pieces that are influ- inspiration from and designers. I can describe the work of enced by studies of others. the greats notable artists, artisans and I can use some of the ideas of designers. artists studied to create pieces I can use some of the ideas of artists studied to create pieces.
National Curriculum Links Music (Yr1) Unit Title: In the Groove/Round and Round NC1: To use their voices expressively by singing songs and speaking chants and (Yr2) Unit Title: I want to play in a band/Zootime rhymes NC2: To play tuned and un-tuned instruments musically As Musicians we will explore different music and musical styles/instruments. We will learn to listen to each NC3: To listen with concentration and understanding to a range of high-quality live other as we play as an ensemble and sing as a class. We will learn about different genres from Rock to and recorded music Reggae. We will listen to the way that composers create feelings within a piece. We will sing together and Music Final Outcome Perform song to partner class (using voices and instruments) Skill Skill Skill I can sing with others, following the melody. I can follow instructions of how and when to sing or I can make and control long and short sounds with plan and instrument. my voice and instruments. Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary What a song is. How to Tune, rhythm, timing, All words and Time, tune, verse, chorus, change voice to sign. melody instruments have a time beat, instrument names How to use long and short Long, short, control, in a song so it all fits sounds with voice. voice, instrument, together How instruments work. Skill Skill Skill I can create a sequence of long and short sounds. I can clap rhythms. I can use symbols to represent a composition and use them to help with a performance. Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary How to use short and long Song, tune, long, short, To understand songs have Clap, pause, rhythm, tune, Understanding of how Note, voice, instrument, sounds for effect. compose, listen, rhythm a rhythm which they timing, beat, repeat, music is written and read beat, tune, timing, follow chorus, verse with symbols. repeat, short, long, loud, Purpose of a song. soft
Art and Design Assessment Objective Emerging Expected Exceeding To perform Begin to build a repertoire of songs. Take part in singing, accurately following the melody. Sing from memory with accurate pitch Explore the different sounds of musical instruments. Follow instructions on how and when to sing or play an instrument. Maintain a simple part within a group Understand and respond to words, symbols and signs that Make and control long and short sounds, using voice and instruments. Pronounce words within a song clearly relate to tempo, dynamics and pitch, e.g. faster, slower, louder, higher and lower. Imitate changes in pitch. Show control of voice Play notes on an instrument with care so that they are clear Create own simple compositions, carefully selecting sounds. Create a sequence of long and short sounds. Perform with control and awareness of others To compose Compose and perform melodic songs Make and communicate choice when performing, playing, Clap rhythms. composing, listening and appraising. Create a mixture of different sounds (long and short, loud and quiet, high Use sound to create abstract effects Create simple graphic scores using pictures or symbols. and low). Create repeated patterns with a range of instruments Choose sounds to create an effect. Create accompaniments for tunes Sequence sounds to create an overall effect. Use drones as accompaniments Create short, musical patterns. Choose, order, combine and control sounds to create an effect Create short, rhythmic phrases. Use digital technologies to compose pieces of music To transcribe Use a growing musical vocabulary of words, signs or symbols Use symbols to represent a composition and use them to help with a performance. Devise non-standard symbols to indicate when to play and rest. to describe what is played and heard. Recognise the notes EGBDF and FACE on the musical stave. Recognise the symbols for a minim, crotchet and semibreve and say how many beats Identify the beat of a tune they represent. Listen carefully to music. To describe Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to Recognise changes in timbre, dynamics and pitch describe music. Evaluate music using musical vocabulary to identify areas of likes and dislikes. Understand layers of sounds and discuss their effect on mood and feelings.
National Curriculum Links PE We will develop different ways of moving through practising our dance and gymnastic skills. NC1: To master basic movements including running, jumping, throwing and catching, as well as de- We will put together a short performance to showcase to our parents or another class. veloping balance, agility and co-ordination, and begin to apply these in a range of activities I tennis we will learn to hit the ball accurately, catch and how to hold a tennis tournament. NC2: To participate in team games, developing simple tactics for attacking and defending NC3: To perform dances using simple movement patterns. Skill Skill Skill Final Outcome I can copy dance moves. I can make up a short dance. I can roll, curl, travel and balance in different ways. To showcase a final routine to partner Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary class/assembly. To understand that a Copy, stretch, move, A dance is a sequence of Stretch, move, push, curl, To know how to roll and Space, safely, slow, fast, dance is a collection of push, curl, roll, step, moves. roll, step, stamp, repeat balance and travel in a copy, stretch, move, push, moves performed in a stamp, repeat variety of ways safely. curl, roll, step, stamp, sequence. repeat Skill Skill Skill Final Outcome I can throw a ball underarm I can hit a ball with a racket I can throw and catch with both hands. To take part in a tennis match. Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary What is meant by Throw, underarm, The racket is intended to Racket, ball, target, aim, To know that you must Catch, hands, close, throwing a ball and that overarm, target, hold, aim hit the ball. The ball hit, pressure watch where the ball is watch, control it should be thrown with should move towards the travelling and forward a target in mind. other player. think.
PE Assessment Emerging Expected Exceeding Dance Dance I can move to music Take the lead part when working with a partner in a I can copy dance moves group. I can perform my own dance moves Use dance to communicate a idea I can make up a short dance I can move safely in a space. Gymnastics Work in a controlled way Gymnastics Include change of speed and direction I can make my body curled, tense, stretched and Include a range of shapes relaxed. Work with a partner to create, repeat and improve a I can control my body when travelling and balanc- sequence with at least three phases. ing. I can copy sequences and repeat them. Tennis I can roll, curl, travel and balance in different Catch with one hand. ways. Throw and catch accurately. Hit a hall accurately with control. Tennis Vary tactics and adapt skills depending on what is hap- I cam throw under arm pening in a match. I can hit a ball with a racket I can move and stop safely I can throw and catch with both hands Spring 1 Spring 2 Year 1 - Gymnastics/Dance Year 1 - Basic skills/ striking and fielding Year 2 - Gymnastics Year 2- Tennis and multi skills
KS1 Assessment National Curriculum Links Computing Computing - Puzzling Times NC3—Create and debug simple programs Overview: As digital creators we will develop skills, knowledge and strategies to design and create our own game. We will NC4 - Use technology purposefully to create, organise, store, manipulate and retrieve digital create a puzzle game that will appeal to a younger audience (4-6 year olds). We will make digital posters about our games content. and design a digital ‘Top Trumps’ card about one of the characters from the game. All of our ideas will be collated in a NC6 - Use technology safely and respectfully, keeping personal information private; identify where digital ‘Game Design Book’. Our games will fit with our ‘Let’s Go Wild’ theme with the characters created all linked to to go for help and support when they have concerns about content or contact on the internet or animals we have been learning about in. We will then create invitations for younger children in the school to play our other online technologies. games. Skill Skill Skill I can explain simple rules and give examples to keep us I can design and draw characters for a game using a safe and healthy when using technology. variety of digital painting tools. I can design and create a program for others to play. (Digital Literacy) (Information Technology) (Computer Science) Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary Spending too much Time limits Know how to navigate Background Know how to use the Puzzle Game We will design and create our own time on technology can Rest breaks the app ‘Sketch Eraser app ‘Sketch Nation’. Audience mean we do not get Healthy Nation’ Fill tool Know how to use basic Design ‘Candy Crush’ style puzzle game for the enough exercise. Technology Know how to navigate Size tool features of the app Develop youngest children in our school. The Using technology Tablet the app ‘Book Creator’ Character ‘Book Creator’. Book Creator game will have a ’wild before bed can make iPad Know how to select the Game Piece Know how to change Sketch Nation animal’ theme and will it difficult for us to Phones drawing tool in ‘Book Edit simple settings of a be colourful and sleep. Puzzle Games Creator’ game. How a ‘Candy Crush’ Know how to change To understand the engaging. Throughout style game works. the colour of the target audience and the project we will It is important to take drawing pen and the know their needs. create a digital book to regular breaks from thickness of lines in collect our ideas and using technology. the app ‘Book Creator’ Understand how to Know how to use the look after technology. drawing tools in the E.g. keep liquids away, app ‘Sketch do not drop hand-held Nation’ (fill, pen, tech. eraser and colour change)
Other Curriculum Elements Enterprise drivers RE E4 Effective Communication Year 1 - Jesus as a friend (Christianity) E11 Making Ethical Decisions E12 Financial Literacy Was it always easy for Jesus to show friend- E13 Product and Service ship? To organise and promote a Sculpture exhibition. To make Year 2 - Passover (Judaism) sculptures and invite parents to a ‘gallery’ event. During the event sell refreshments, including fruit salads with ingredients How important is it for Jewish people to do from around the world. Money raised to sponsor a Lion at the what God asks them to do? Yorkshire Wildlife Park British Values and SMSC Jigsaw PSHE We will fundraise to adopt an African animal Dreams and Goals and discuss the difficulties faced by the To talk about how it feels to succeed in a new animals in captivity. We will vote for the type challenge and how to celebrate this of animal we wish to adopt as a class. Healthy Me To talk about my amazing body and how I need to keep it healthy
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