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Class 2 Curriculum Framework Overview Year 2020 - 2021AutumnSpringSummerClass ThemeTraditional Tales Castles and dragons Under and Over the SeaQuality TextsThe Town Mouse and the Country Mouse 12179303175000Little Red Riding Hood 11218017224300Class Reader: Charlie and the Chocolate Factory by Roahl DahlTell me Dragon by Jackie MorrisAdditional texts for English lessons:Hassim and the Dragon How to Trap a Dragon Rainbow Dragon Class Reader: Enid Blyton – The Enchanted Tree10 Reasons to love Turtles by Catherine BarrThe Lighthouse Keeper’s Lunch by Ronda Armitage118745011443800Class Reader: James and the Giant Peach by Roahl DahlSpecial Days / Weeks / EventsRoahl Dahl Day 13th September28th September - World Poem Day4th October – World Space Week 16th October – World Food day5th November – Bonfire Night11th November Remembrance Day 21st November – Road Safety Week 4th March – Pancake Day5th March – Ash Wednesday 30th March – Mother’s Day20th April – Easter23rd April – Saint George’s Day Father’s DayTour De FranceInternational Friendship Day Curriculum Entitlement ActivitiesMake a picnicKnow about different cultures Eat in a restaurant Get muddy Paddle in the Sea Leave their home town Have a picnicTrips / Visits / CafesTravel by coach to Kings Lynn (town from the countryside). Follow map of Kings Lynn. Eat at a restaurant – pizza express – make pizzas Visit to Norwich castle.SPAG Curiosity Café Trip to the seaside STEM Curiosity CaféSizzling Starter (Hook)Have mouse door in classroom with cheese and crumbs outside. Discuss who could have left this here. Who do you think is living behind the door? Follow trail of crumbs to the story ‘The Town Mouse and the Country Mouse’. Crime scene of dragon’s footprints (foot prints, burnt books and paper) Receive warning letter from Mrs Bailey that a dragon had escaped from a castle, chn create warning posters, write to castle asking if they had seen the dragon, make nests for the dragon, what might it need to survive?, Convert classroom into underwater themed classroom and topic themed classroom door. Children receive a message in a bottle explaining their new topic and what they will be learning. Marvellous MiddleSchool trip to Kings Lynn to look at the human and physical features of a Town. Royal banquet in hall dressed as Royalty, Dragon egg hunt, Receive a letter from the lighthouse keeper who needs the children to help him. Children could explore making model lighthouses, using a variety of materials. They could also explore simple circuits to make a small light at the top of the lighthouse or use a small torch to create light.Fabulous FinishTraditional Tales dress up day Trip to Norwich castle, note and cuddly dragon toy found at castle saying thank you from the dragon, Trip to the Seaside English GenresNarrative: The Town Mouse and the Country Mouse, Little Red Riding Hood Instructions/recipe : Recipe for dormice dunkers Letter: Father Christmas Instructions: How to look after a dragonNon-chronological report: Rainbow DragonRecount: School trip to Norwich CastleNarrative: Hassim and the Dragon Non chronological report about turtlesPersuasive letter about plastic pollution Narrative: The Lighthouse Keeper’s Lunch Recount: Trip to the Seaside English WritingUse conjunctions and pronouns to extend and link sentences.Write from memory sentences dictated to them. Many common exception words are spelt correctly. Some accurate use of suffixes. Some accurate use of adding ‘es’ to nouns and verbs ending in y. Use coordination to write compound sentences. Some use of subordination. Use adjectives and adverbs. Some use of question marks. Usually accurate spelling of simple monosyllabic and polysyllabic words. Some words with contracted words are spelt correctly. Some accurate use of longer words formed by the addition of suffixes. Write statements, questions, exclamations and commands. Some use of exclamation marks. Some use of apostrophes for contracted form. Write meaningful narratives, selecting appropriate vocabulary and phrases that show an awareness of the reader. Some use of commas. Some use of conjunctions. Write statements, questions, exclamations and commands. Read work aloud with appropriate intonation. Plan, draft and orally rehearse writing using key words and new vocabulary. English Reading Autumn 1: 1A and 1CSome simple points from familiar texts recalled. Autumn 2: 1D and 1E Make inferences at a basic level. Spring 1: 1BIdentify some features of different text. Spring 2: 1BRelate texts to their social, cultural and historical traditions. Summer 1: 1AExplain and comment on writer’s use of language.MathsWHITE ROSENumber: Place value Number: Addition and Subtraction Measurement: Money Number: Multiplication and DivisionNumber: Multiplication and Division StatisticsGeometry: Properties of Shape Number: Fractions Measurement: length and heightPosition and direction Problem solving and efficient methods Measurement: Time Measurement: Mass, Capacity and Temperature InvestigationsScienceSc2/2.3c: To describe the importance for humans of exercise, eating the right amounts of food, and hygiene. (LRRH)Sc2/1.1 ? ?asking simple questions and recognising that they can be answered in different waysSc2/1.5?? ?using their observations and ideas to suggest answers to questionsSc2/1.6?? ?gathering and recording data to help in answering questions.explore and compare the differences between things that are living, dead, and things that have never been aliveSc2/2.1b?? ?identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each otherTo describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.Working scientifically – dragon egg experiments with colours, the foaming dragon, Sc2/1.1 ? ?asking simple questions and recognising that they can be answered in different waysSc2/1.2 ? ?observing closely, using simple equipmentSc2/1.3? ??performing simple testsSc2/1.4?? ?identifying and classifyingSc2/1.5?? ?using their observations and ideas to suggest answers to questionsSc2/1.6?? ?gathering and recording data to help in answering questions.Sc2/2.1c: To identify and name a variety of plants and animals in their habitats, including microhabitats. Sc2/2.1d: To describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. Sc2/1.4?? ?identifying and classifyingSc2/3.1c: To find out how the shapes of sold objects made from some materials can be changed by squashing, bending, twisting and putingYou’ve got Mail:DL1 - Recognise common uses of informationtechnology beyond the schoolIT 1 - Use technology purposefully to create,organise, store, manipulate and retrievedigital contentSuper Sci-Fi:? DL2 - Use technology safely and respectfully,keeping personal information private; identifywhere to go for help and support when theyhave concerns about content or contact onthe internet or other online technologies? IT1 - Use technology purposefully to create,organise, store, manipulate and retrievedigital contentWhatever the Weather IT1 - Use technology purposefully to create,organise, store, manipulate and retrievedigital contentCodetastic:CS1 - Understand what algorithms are; howthey are implemented as programs on digitaldevices; and that programs execute byfollowing precise and unambiguousinstructions? CS2 - Create and debug simple programs? CS3 - Use logical reasoning to predict the behaviour of simple programsYoung Authors:IT1 - Use technology purposefully to create,organise, store, manipulate and retrievedigital content? DL2 - Use technology safely and respectfully,keeping personal information private; identifywhere to go for help and support when theyhave concerns about content or contact onthe internet or other online technologiesLet’s Fix it:CS2 - Create and debug simple programsCS3 - Use logical reasoning to predict thebehaviour of simple programsVehicles:IT1 - Use technology purposefully to create,organise, store, manipulate and retrievedigital contentDL1 - Recognise common uses of informationtechnology beyond schoolDL2 - Use technology safely and respectfully,keeping personal information private; identifywhere to go for help and support when theyhave concerns about content or contact onthe internet or other online technologiesMythical Creatures:IT1 - Use technology purposefully to create,organise, store, manipulate and retrievedigital contentArt & DesignColour | 14.29%Acquiring Mastery | 50% (7.14%)CoreOver the year, understand from experience how colours are made through mixing & consider these in making, using a three-primary colour wheel as reference; have a colour focus in activities | 100% (7.14%) (KPI)Colour Specifics | 50% (7.14%)CoreConsolidation: Be confident with: primaries, secondaries, tones. | 50% (3.57%) (KPI)Familiarisation: Become familiar with: tertiaries (primary + secondary i.e. blue + green = turquoise; red + green = brown) and the effect of black and white have when added to other colours – darker (shade), lighter (tint) | 50% (3.57%) (KPI)Painting | 14.29%Generate Ideas | 33.33% (4.76%)CoreLook/discover/imagine/respond/express - generating ideas from stimuli (significant historical/contemporary creative practitioners’ work/other), preferably using sketch books to record/support work | 100% (4.76%) (KPI)Make | 33.33% (4.76%)CorePaint (wet) marks of different sizes/types/colours on various surfaces (thicker are best) with various tools including finer ones. Learn from mistakes, rework when necessary & finish the activity | 25% (1.19%) (KPI)Possible Types: Picture, illustration, decoration, portrait, self-portrait, landscape, skyscape, mural, stage backdrop | 25% (1.19%) (KPI)Possible Mediums: Water-based ready mix/watercolour/fabric paint (sometimes with additives e.g. pva/sawdust)/wax crayon resist/ink & occasionally acrylics | 25% (1.19%) (KPI)Practice holding painting tools correctly for purpose of marks desired. Respect brushes and stroke (not push against the bristles) across surfaces | 25% (1.19%) (KPI)Know, Understand & Evaluate | 33.33% (4.76%)CoreConsider simple composition more carefully. Experiment to create texture with mark styles or thicker paint | 25% (1.19%) (KPI)Think about why people paint. Become vocab aware: decoration, portrait, self-portrait, landscape, skyscape | 25% (1.19%) (KPI)Identify key visual elements of medium: line/dot, tone, colour, pattern, texture, shape | 25% (1.19%) (KPI)Look/ask questions to develop/improve work assisted by peer review. Compare key features of stimuli (practices/disciplines of creative practitioners), making links with ownDrawing | 14.29%Generate Ideas | 33.33% (4.76%)CoreLook/discover/imagine/respond/express - generating ideas from (significant historical/contemporary creative practitioners’ work/other), preferably using sketch books to record/support work | 100% (4.76%) (KPI)Make | 33.33% (4.76%)CoreDraw; learn from any mistakes, rework when necessary & finish the activity | 25% (1.19%) (KPI)Picture, illustration, portrait, self-portrait, plan, map. Use various marks on different surfaces with different tools, neatly fill in solid shapes when desired | 25% (1.19%) (KPI)Work with more speed, control & accuracy, representing intentions carefully, even if still symbolic | 25% (1.19%) (KPI)Sometimes use a viewfinder to select what to draw | 25% (1.19%) (KPI)Working deeperShow tenacity, risk taking and/or inventiveness when handling mistakes or the unexpected to find solutions | 100% (20%) (KPI)Know, Understand & Evaluate | 33.33% (4.76%)CoreExperiment with shading techniques (e.g. smudging, hatching/cross hatching, using dots). Know H=hard, B=black, F=fine in drawing pencils | 25% (1.19%) (KPI)Vocab awareness: 9H-9B drawing pencils, hard, fine, black, shade (dark/light), smudge, hatching, cross-hatching, portrait, self-portrait, illustration | 25% (1.19%) (KPI)Identify key visual elements of medium: line/dot, tone, pattern, shape | 25% (1.19%) (KPI)Look/ask questions to develop/improve work assisted by peer review. Compare key features of stimuli (practices/disciplines of creative practitioners), making links with own work | 25% (1.19%) (KPI)Sculpture | 14.29%Generate Ideas | 33.33% (4.76%)CoreLook/discover/imagine/respond/express - generating ideas from stimuli (significant historical/contemporary creative practitioners’ work/other), preferably using sketch books to record/support work | 100% (4.76%) (KPI)Make | 33.33% (4.76%)CoreAlone or in pairs/teams, construct, assemble or model (small or large) into 3D form using various materials; learn from any mistakes, rework when necessary & finish the activity | 25% (1.19%) (KPI)If doing ceramics, use clay to do free modelling or make thumb pots (for simple practical purpose); use suitable modelling/impressing tools if necessary | 25% (1.19%) (KPI)If sculpting use suitable materials e.g. natural/found objects, papier maché, junk, scrunched/rolled newspaper covered in skins (tapes, glued paper), art straws | 25% (1.19%) (KPI)Try ideas for fastening e.g. tape, glue, plait, staple, weave, hole punch & thread/treasury tag, use paper clip/fasteners, tie, twist, knot | 25% (1.19%) (KPI)Working deeperShow tenacity, risk taking and/or inventiveness when encountering mistakes or the unexpected to find solutions | 100% (20%) (KPI)Know, Understand & Evaluate | 33.33% (4.76%)CoreThink about what sculptures can be made of & compare/contrast sculptural forms e.g. texture, pattern, weight, size, shape | 25% (1.19%) (KPI)Become vocab aware: sculptor, sculptress, fasten, thumb pot, plait, thread, twist, tie, knot, texture, form | 25% (1.19%) (KPI)Identify key visual elements of medium: texture, shape, form, space | 25% (1.19%) (KPI)Look/ask questions to develop/improve work assisted by peer review. Compare key features of stimuli (practices/disciplines of creative practitioners), making links with own work | 25% (1.19%) (KPI)Digital Media | 14.29%Generate Ideas | 33.33% (4.76%)CoreLook/discover/imagine/respond/express - generating ideas from stimuli (significant historical/contemporary creative practitioners’ work/other), preferably using sketch books/electronic sketchbooks to record/support work | 100% (4.76%) (KPI)Make | 33.33% (4.76%)CoreCompulsory: Make for purpose (including exploration purpose); learn from any mistakes, refine/combine or modify ideas when necessary & finish the activity | 20% (0.95%) (KPI)Option 1 - IMAGING: Create/edit: images and/or patterns and/or photographs on iPad or digital camera using software such as Paint, Dazzle, Art Studio, 2Paint a Picture, PhotoBooth | 20% (0.95%) (KPI)Option 2 - VIDEO: Film short videos for simple purpose using a digital camera or an iPad using software such as Windows Movie Maker or iMovie | 20% (0.95%) (KPI)Option 3 - ANIMATION: Explore & develop the animation process to create very short sequences (under 45 seconds) using software such as 2Animate, I Can Animate, PowToon, ABCya Animation Studio | 20% (0.95%) (KPI)Option 4 - VIRTUAL SCULPTING: Sculpt virtually in an online game such as Minecraft (in Creative Mode) | 20% (0.95%) (KPI)Working deeperShow tenacity, risk taking and/or inventiveness when encountering mistakes or the unexpected to find solutions | 100% (20%) (KPI)Know, Understand & Evaluate | 33.33% (4.76%)CoreKnow/become vocab aware: software names & basic computing commands/file management | 25% (1.19%) (KPI)Digital art, craft and design is not physical – it exists inside computers. Become vocab aware: software names/basic programme commands | 25% (1.19%) (KPI)Identify key visual elements of their digital work from: line/dot, tone, colour, pattern, texture, shape, (virtual form, space – sculpture) | 25% (1.19%) (KPI)Look/ask questions to develop/improve work assisted by peer review. Compare key features of stimuli (practices/disciplines of creative practitioners), making links with own work | 25% (1.19%) (KPI)Printing | 14.29%Generate Ideas | 33.33% (4.76%)CoreLook/discover/imagine/respond/express - generating ideas from stimuli (significant historical/contemporary creative practitioners’ work/other), preferably using sketch books to record/support work | 100% (4.76%) (KPI)Make | 33.33% (4.76%)CorePrint; learn from any mistakes, rework when necessary & finish the activity | 33.33% (1.59%) (KPI)Create a simple collagraph printing plate (pattern/picture) from collage materials. Make sure materials protrude at equal heights so they all print | 33.33% (1.59%) (KPI)Print from collagraph plate using water-based printing ink, keeping still once pressed on printing surface. Take rubbings from it when dry | 33.33% (1.59%) (KPI)Working deeperShow tenacity, risk taking and/or inventiveness when encountering mistakes or the unexpected to find solutions | 100% (20%) (KPI)Know, Understand & Evaluate | 33.33% (4.76%)CoreUse digital print commands: choose printer, colour or monochrome, print | 20% (0.95%) (KPI)Remember that we print to make a copy of something. Notice where we use printing in everyday life | 20% (0.95%) (KPI)Become vocab aware: collagraph (made with collage materials), digital printing, original, master, printing ink/roller/tray/plate, rubbing | 20% (0.95%) (KPI)Identify key visual elements of medium: line/dot, tone, colour, pattern, shape | 20% (0.95%) (KPI)Look/ask questions to develop/improve work assisted by peer review. Compare key features of stimuli (practices/disciplines of creative practitioners), making links with own work | 20% (0.95%) (KPI)Texture Work | 14.29%Generate Ideas | 16.67% (2.38%)CoreLook/discover/imagine/respond/express - generating ideas from stimuli (significant historical/contemporary creative practitioners’ work/other), preferably using sketch books to record/support work | 100% (2.38%) (KPI)Make | 16.67% (2.38%)CoreMake for decorative/pictorial purpose considering scale; learn from any mistakes, rework when necessary & finish the activity | 100% (2.38%) (KPI)Working deeperShow tenacity, risk taking and/or inventiveness when encountering mistakes or the unexpected to find solutions | 100% (20%) (KPI)Know, Understand & Evaluate | 16.67% (2.38%)CoreIdentify and consider use of key visual elements of medium & consider these in making: colour, pattern, shape; describe the tactile properties of the textures they use | 50% (1.19%) (KPI)Look/ask questions to develop/improve work assisted by peer review. Compare key features of stimuli (practices/disciplines of creative practitioners), making links with own work | 50% (1.19%) (KPI)Textile Art | 16.67% (2.38%)CoreWeave using the ‘over/under–under/over’ method (warp is vertical, weft is horizontal) | 33.33% (0.79%) (KPI)Modify, connect & decorate materials to make a piece of art. Experiment with a small collection of given items: “What can you do with these?” | 33.33% (0.79%) (KPI)Know what textiles are/their uses. Feel & describe their textures & notice they can be flexible, stiff or stretchy. | 33.33% (0.79%) (KPI)Collage | 16.67% (2.38%)CoreUse a simple theme; select/manipulate various materials & consider their arrangement (rough-test layout on strong backing support/photograph) before permanently gluing in place | 50% (1.19%) (KPI)Know that a collage is a picture that is made by sticking lots of bits together on a strong backing; know that historic artists Braque/Picasso/Matisse used collage (many artists still do today) | 50% (1.19%) (KPI)Mosaic | 16.67% (2.38%)CoreCreate a design/image, cutting own paper/card ‘tile’ pieces & gluing onto a card base | 50% (1.19%) (KPI)Know that a mosaic is a pictures made up of little pieces of paper/card/tile | 50% (1.19%) (KPI)Design and technologyFood Preparing fruit and vegetables(including cooking and nutrition requirements for KS1)Prepare a healthy picnic food to go in Little Red Riding Hood’s basket. – Fruit saladDesigning? Design appealing products for a particular user based on simple design criteria.? Generate initial ideas and design criteria through investigating a variety of fruit and vegetables.? Communicate these ideas through talk and drawings.Making? Use simple utensils and equipment to e.g. peel, cut, slice, squeeze, grate and chop safely.? Select from a range of fruit and vegetables according to their characteristics e.g. colour, texture and taste to create a chosen product.Evaluating? Taste and evaluate a range of fruit and vegetables to determine the intended user’s preferences.? Evaluate ideas and finished products against design criteria, including intended user and purpose. Technical knowledge and understanding? Understand where a range of fruit and vegetables come from e.g. farmed or grown at home.? Understand and use basic principles of a healthy and varied diet to prepare dishes, including how fruit and vegetables are part of The eat-well plate.? Know and use technical and sensory vocabulary relevant to the project.Mechanisms Wheels and axlesUsing wheels and axes to making moving Trojan horse. Creating catapults Pulley mechanism to get people up Rapunzel’s towerDesigning? Generate initial ideas and simple design criteria through talking and using own experiences.? Develop and communicate ideas through drawings and mock-ups.Making? Select from and use a range of tools and equipment to perform practical tasks such as cutting and joining to allow movement and finishing.? Select from and use a range of materials and components such as paper, card, plastic and wood according to their characteristics. Evaluating? Explore and evaluate a range of products with wheels and axles.? Evaluate their ideas throughout and their products against original criteria.Technical knowledge and understanding?Explore and use wheels, axles and axle holders.? Distinguish between fixed and freely moving axles.? Know and use technical vocabulary relevant to the project.Textiles Templates andjoining techniquesMake a textile sea turtle, patchwork blanket for picnic (baker ross patchwork wall hanging)DesigningDesign a functional and appealing product for a chosen user and purpose based on simple design criteria.? Generate, develop, model and communicate their ideas as appropriate through talking, drawing, templates, mock-ups and information and communication technology.Making? Select from and use a range of tools and equipment to perform practical tasks such as marking out, cutting, joining and finishing.? Select from and use textiles according to their characteristics.Evaluating? Explore and evaluate a range of existing textile products relevant to the project being undertaken.? Evaluate their ideas throughout and their final products against original design criteria. Technical knowledge and understanding? Understand how simple 3-D textile products are made, using a template to create two identical shapes.? Understand how to join fabrics using different techniques e.g. running stitch, glue, over stitch, stapling.? Explore different finishing techniques e.g. using painting, fabric crayons, stitching, sequins, buttons and ribbons.? Know and use technical vocabulary relevant to the project.GeographyTo use simple compass directions (North, South, East and West) and?locational and directional language?to describe the location of features and routes on a map (little red riding hood). To use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key (little red riding hood). To use basic geographical vocabulary to refer to:key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weatherkey human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.To understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country. To use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries (locations of well-known castles in the United Kingdom). To name and locate the world’s 7 continents and 5 oceans. To use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. HistoryHi1/1.2 ? ?events beyond living memory that are significant nationally or globally?(the gunpowder plot). Hi1/1.3? ? the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods?e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell and Edith CavellHi1/1.3?? ?significant historical events, people and places in their own locality (Norwich Castle). Hi1/1.1? ??changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. Hi1/1.1? ??changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. MusicMu1/1.1?? ?use their voices expressively and creatively by singing songs and speaking chants and rhymesMu1/1.3?? ?listen with concentration and understanding to a range of high-quality live and recorded musicMu1/1.4?? ?experiment with, create, select and combine sounds using the interrelated dimensions of musicMu1/1.1?? ?use their voices expressively and creatively by singing songs and speaking chants and rhymesMu1/1.3?? ?listen with concentration and understanding to a range of high-quality live and recorded musicMu1/1.4?? ?experiment with, create, select and combine sounds using the interrelated dimensions of musicMu1/1.2?? ?play tuned and un-tuned instruments musicallyPEDance and yoga PE1/1.1c ? ?perform dances using simple movement patterns.GymnasticsPE1/1.1a? ??master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activitiesBall skills and team games PE1/1.1b ? ?participate in team games, developing simple tactics for attacking and defendingPATHSCore Theme 2 Unit 4 LESSON 3: Friendship - Hola! Bonjour!Core Theme 2 Unit 4 LESSON 4: Friendship - Share AlikeCore Theme 2 Unit 3 LESSON 1: Fair and Unfair - It's Not Fair!Core Theme 3 Unit 2 LESSON 1: Our School - Common GoalsCore Theme 3 Unit 2 LESSON 2: Belonging - I Belong …Core Theme 3 Unit 2 LESSON 3: Belonging - Join Our Club!Core Theme 2 Unit 5 LESSON 7: Staying Safe – I Don’t Know YouCore Theme 2 Unit 3 LESSON 4: Right and Wrong - In the RightCore Theme 1 Unit 4 LESSON 5: Consequences - Good v BadCore Theme 1 Unit 4 LESSON 6: Aspirations - It's a Goal!Core Theme 2 Unit 1 LESSON 4: Co-operation – NegotiationCore Theme 2 Unit 1 LESSON 5: Co-operation - Want to Play?Core Theme 2 Unit 1 LESSON 6: Co-operation - Let's Debate!Core Theme 1 Unit 2 LESSON 5: Keeping Clean - Bath-timeCore Theme 1 Unit 2 LESSON 6: Skin - Skinny TipsCore Theme 1 Unit 2 LESSON 1: Dental Hygiene - Brushing Up!Core Theme 1 Unit 2 LESSON 2: Dental Hygiene - Bright WhiteCore Theme 1 Unit 2 LESSON 3: Dental Hygiene - Top TeethCore Theme 1 Unit 5 LESSON 3: Drug Safety - Magic MedicineCore Theme 1 Unit 3 LESSON 1: Similarities and Differences - Boys v GirlsCore Theme 1 Unit 3 LESSON 2: The Human Body - Body BitsCore Theme 1 Unit 3 LESSON 3: Growing Up - All Grown UpCore Theme 1 Unit 3 LESSON 4: Changing Needs - I NeedCore Theme 1 Unit 1 LESSON 5: Physical Activity - Mighty MusclesCore Theme 1 Unit 1 LESSON 6: Exercise - Workout!Core Theme 2 Unit 2 LESSON 5: Behaviour - Help Me!Core Theme 2 Unit 3 LESSON 3: Behaviour - In My ShoesCore Theme 2 Unit 3 LESSON 5: Teasing - Cry Baby!Core Theme 3 Unit 2 LESSON 4: Local Citizenship - Our Local AreaCore Theme 3 Unit 2 LESSON 5: Local Citizenship - Community CareCore Theme 1 Unit 3 LESSON 5: Responsibility - Who's at Fault?Core Theme 1 Unit 3 LESSON 6: Emotions – Mood SwingsCore Theme 1 Unit 4 LESSON 3: Love - Three Little WordsCore Theme 1 Unit 4 LESSON 4: Sadness - How to CopeCore Theme 3 Unit 3 LESSON 4: Money - Shopping ListCore Theme 3 Unit 3 LESSON 5: Choices - This or That?Core Theme 3 Unit 3 LESSON 6: Enterprise - Dragons' DenR.E Christianity:Theology: Concepts: Creation, God, incarnation, and salvation.The life and teachings of Jesus.The Bible as a sacred text for Christians and its different genres.Philosophy: Key philosophical vocabulary.Ways of reasoning.Make links between belief and behaviourChristianity:Human and social sciences:Key vocabulary associated with the study of Christianity.The local church(es), symbolism and artefacts as expressions of Christianity.The importance of rites of passage, worship gathering and celebrations.Buddism:Theology: Varying beliefs about God.Concepts: The Buddha and Triple RefugeThe Jakata tales and TipitakaPhilosophy: Key philosophical vocabulary Ways of reasoningMake links between belief and behaviourHuman and social sciences:Key vocabulary associated with the study of Buddhism.Monasteries, temples, festivals, ceremonies, devotion and symbolism as expressions of Buddhism.The importance of not hurting living things and Buddhist stories on daily life.British ValuesBritish value of mutual respect and tolerance for diversityThe Rainbow FishBumbleBearThe Ugly DucklingThe CloudDemocracy and rule of lawIndividual liberty AssemblySee separate KS1 assemblies planner See separate KS1 assemblies plannerSee separate KS1 assemblies plannerWindmill Primary Federation Curriculum Framework Overview Year XXXXXXXX 2019 – 2020AutumnSpringSummerClass ThemeQuality TextsSpecial Days / Weeks / EventsCurriculum Entitlement ActivitiesTrips / Visits / CafesSizzling Starter (Hook)Marvellous MiddleFabulous FinishEnglish GenresMathsScienceComputingArt & DesignDesign and technologyGeographyHistoryLanguagesMusicPEPATHSBritish ValuesAssemblyWindmill Primary Federation Curriculum Framework Overview Year XXXXXXXX 2018 – 2019AutumnSpringSummerClass ThemeQuality TextsSpecial Days / Weeks / EventsCurriculum Entitlement ActivitiesTrips / Visits / CafesSizzling Starter (Hook)Marvellous MiddleFabulous FinishEnglish GenresMathsScienceComputingArt & DesignDesign and technologyGeographyHistoryLanguagesMusicPEPATHSBritish ValuesAssembly ................
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