Westdene Primary School & Nursery

AUTUMN World War 2: Drawing Artist study – L.S Lowry

SPRING

SUMMER Environments: Drawing, colour, painting Artist study – David Hockney

AUTUMN

Unit 1: Key Skills

In this unit, the children will revise how to perform key skills on the computer, including logging in, saving and retrieving work and using a keyboard and mouse proficiently. These skills will be developed using both the school computers and on our online learning platform. Pupils will revisit key aspects of the platform, including how to find their online classroom, saving, uploading and retrieving work, and sending messages.

Unit 2: Programming - Code Cracking

Linking to their WWII topic, this unit introduces pupils to the history of computing and, in particular, how computers were used as code-cracking devices in World War II. Pupils learn about Alan Turing and become code crackers themselves. They then create their own movie about code-cracking.

 

SPRING

Unit 3: Programming A – Variables in games

This unit explores the concept of variables in programming through games in Scratch. First, pupils will learn what variables are, and relate them to real-world examples of values that can be set and changed. Pupils will then use variables to create a simulation of a scoreboard. Pupils will experiment with variables in an existing project, then modify them, before creating their own project. 

Unit 4: Data and information – Spreadsheets

This unit introduces our pupils to spreadsheets. They will learn how to organise data into columns and rows to create their own data set, the importance of formatting data to support calculations, and how formulas can be used to carry out calculations. They will use spreadsheets to plan an event and answer questions. Finally, pupils will create graphs and charts, and evaluate their results in comparison to questions asked.

 

SUMMER

Unit 5: Creating media – Web page creation

This unit introduces our pupils to the creation of websites for a chosen purpose. They identify what makes a good web page and use this information to design and evaluate their own website using Google Sites. Throughout the process, pupils pay specific attention to copyright and fair use of media, the aesthetics of the site, and navigation paths.

Unit 6: Programming B – Sensing

This unit brings together elements of all the four programming constructs: sequence from year 3, repetition from year 4, selection from year 5 and variables, introduced in year 6. It offers learners the opportunity to use all of these constructs in a different, but still familiar, environment whilst also utilising a physical device - the micro:bit. The unit begins with a simple program which pupils build in and test in the programming environment before transferring it to their micro:bit. Learners then take on three new projects, with each lesson adding more depth.

AUTUMN

Transition Project

Anderson Shelter

 

SPRING

Heroes made from felt

 

SUMMER

Corn Breads

FIELDWORK River Cuckmere

Understand geographical similarities and differences through the study of a region in the United Kingdom.

Use the 8 points of a compass, 4 and 6 grid references, symbols and key (using OS maps) to build their knowledge of the UK.

Draw and label a field sketch of the river Cuckmere

Study the meanders (Ox Bow Lakes) and find evidence of erosion and deposition.

Describe and understand the key aspects of physical geography: river and water cycle.

• I can explain my own viewpoint clearly and appreciate there are different opinions on geographical matters.
• I can present my findings in a clear way and reach a conclusion
• I can understand the many links that make places dependant.
• I can describe ways in which physical and human processes create patterns and lead to change.

We’ll Meet Again

A local history study:

• Can successfully match simple iconic images to each of the periods studied;
• Can explain beliefs and attitudes in terms of why people might have had those ideas.
• Starts to express explanation in term of relative importance backed up by reasoned argument e.g. The main reason was... Also important... Some people think;
• Understand that all history is to some extent interpretations and see why some people might write different versions of the same event; Even when using the same evidence historians can put a different gloss on events.
• When appropriate sees the need to refer to dates and to see the importance of lengths of time e.g. when describing causes
• Shows awareness of the need to think about why a source was produced e.g. propaganda

 

Knowledge/ understanding of wider world history

Non-European society that contrasts with British history 

Early Islamic civilization, including a study of Baghdad c.AD 900; Mayan civilization c.ad 900; Benin (West Africa) c.AD 900-1300

• Can make links between three periods in history, comparing, spotting similarities differences. What were other civilisations achieving at the time of the Mayans (Mayans used hieroglyphs- as did the Egyptians)
• Can use dates and specific terms confidently to establish period detail e.g. when describing different phases of an era
• Show an understanding of the main ideas associated with that society. Children can make links between different features of a society to make sense of the world lived in by people in the past
• Begin to explain some quite complex events using a good range of causes, some of them linked in a simple way.
• Explain an event with reference to abstract ideas such as long and short-term or events building up; Children understand that some interpretations might be more accurate and reliable than others, by use of their own background knowledge
• Answers are relevant to the question set; Widespread use of period-specific detail to make the work more convincing and authentic;
• Can consider the worthiness of a source by reference to what is known about the topic. e.g. This does not fit in with the picture of the subject I knowtherefore … .

Autumn

Poetry:  The Christmas Truce by Carol Ann Duffy

Fiction:   narrative writing And The Soldiers San’ by J Patrick Lewis

Fiction: Flashbacks- visual literacy using film The Piano

Significant author study: Michael Morpurgo Shadow by Michael Morpurgo   Diary of a refugee

Non-Fiction: Explanations- How did the land girls help the war effort?

Non-Fiction :Biographies of Sussex WWII heroes

 

Spring

Poetry:  Humorous poetry Limericks

Fiction: Short stories (500 word stories)

Non-Fiction: Discussion- Was Philippe Petit a hero?

Non-Fiction: Persuasion- Speech to persuade class who the world’s greatest hero was/is.

Poetry: comparative poetry modern to classic

 

Summer

Fiction:  an independent narrative extract based on the visual text The Mysteries of Harris Burdick by Chris Van Allsburg

Non-Fiction: non-chronological report writing -produce a leaflet about Westdene Primary School

Non-Fiction: Letters of complaint

Playscripts: Macbeth by Shakespeare and  linked to the end of year production

Calculate estimate & compare volume of cubes & cuboids using cm cubed & cubic m.

Calculate the area of parallelograms and triangles.

Compare & classify geometric shapes based on their properties & size.

Convert between miles and kilometres.

Describe positions on the full co-ordinate grid (all 4 quadrants).

Draw and translate simple shapes & reflect them in the axes.

Find unknown angles in any triangles, quadrilaterals & regular polygons.

Find unknown angles where they meet at a point, are on a straight line & are vertically opposite.

Illustrate & name parts of circles, including radius, diameter and circumference.

Read, write & convert between standard units of measure.

Recognise that shapes with the same areas can have different perimeters and vice versa.

Recognise when it is necessary to use the formulae for area & volume of shapes.

Recognise, describe and build simple 3-D shapes, including making nets.

Solve problems involving the calculation & conversion of units of measure, using decimal notation to 3 decimal places when needed.

Calculate mentally, including with mixed operations and large numbers.

Divide numbers up to 4 digits by a 2-digit whole number using a written method.

Identify common factors, multiples and prime numbers.

Interpret remainders as whole number remainders, fractions or by rounding.

Multiply multi- digit numbers up to 4 digits by a 2-digit whole number using a written method.

Solve addition and subtraction multi-step problems.

Solve problems involving any operation.

To demonstrate mathematical workings in at least 2 lessons a week.

Use estimation to check answers to calculations.

Use knowledge of the order of operations to carry out calculations involving the 4 operations.

Read, write, order and compare numbers up to 10,000,000.

Round any whole number.

Calculate intervals across zero

Use negative numbers in context.

Solve number problems and practical problems involving the above.

Use common factors to simplify fractions & use common multiples to express fractions in the same denomination.

Compare and order fractions, including fractions larger than 1

Add & subtract fractions with different denominations & mixed numbers, by using equivalent fractions.

Multiply simple proper fractions, writing the answer in its simplest form (e.g. 1/4 x 1/2 = 1/8)

Divide proper fractions by whole numbers (e.g. 1/3 / 2 = 1/6)

Associate a fraction with division to calculate decimal fraction equivalents (0.375) for a simple fraction (3/8)

Identify the value of each digit to three decimal places.

Multiply and divide numbers by 10, 100 & 1000 where the answers are up to 3 decimal places.

Multiply 1- digit numbers with up to 2 decimal places by a whole number.

Use written division methods in cases where the answer has up to 2 decimal places.

Solve problems that require answers to be rounded to specified degrees of accuracy.

Recall and use equivalences between simple fractions, decimals and percentages.

Express missing number problems algabraically.

Find pairs of numbers that satisfy number sentences involving 2 unknowns.

Generate and describe linear number sequences.

Solve problems involving the calculation of percentages of whole numbers, such as 15% of 360.

Solve ratio & proportion problems involving the relative sizes of 2 quantities including similarity.

Solve ratio and proportion problems involving unequal sharing and grouping.

Use simple formulae expressed in words.

Calculate and interpret the mean as well as average.

Construct line graphs.

Construct pie charts.

Convert kilometres into miles using a graphical representation.

Draw graphs relating to two variables.

Interpret line graphs.

Interpret pie charts.

AUTUMN 

Exploring Rounds & Chords

• Sing and play music in two or more parts.
• Learn to perform, compose & notate a variety of chords.
• Compose a chordal accompaniment.

Exploring Sound Sources

• Create a sound vocabulary.
• Use ICT to record & manipulate sound.
• Learn to compose, layer & loop sounds.

 

SPRING 

Exploring Song Writing

• Compose a song using the blues chord sequence.
• Show understanding of the relationship between lyrics and melody.
• Improvise using the blues scale.

Exploring Rhythm & Pulse

• Perform rhythmic patterns confidently and with a strong sense of pulse.
• Confidently maintain an independent line within a group composition.
• Understand how cyclic patterns are used in music from different cultures.

 

SUMMER 

Exploring Musical Processes

• Learn to create, follow & perform a graphic score.
• Investigate the role of music within film from 1900 to present day.
• Compose a soundtrack to accompany a short film clip.

KS2 show

• Participate in a class performance showing total commitment to the project.
• Perform with confidence, expression and control.
• Perform within an ensemble & / or as a soloist with accuracy & fluency.

Autumn

Global citizenship: Refugees and finding out about the British values of democracy, rule of law, mutual respect, individual liberty and tolerance

Internet safety: Taught through computing

New beginnings: Understanding responsibilities in a school

Protective behaviours: Feeling safe and unsafe exploring how to tell and use a support network

Getting on and falling out: Understanding the link between feelings and behaviour

Say no to bullying: Taught during anti-bullying week

 

Spring

LGBT equality education: Celebrating differences and exploring homophobic language

Healthy eating: Taught through science, DT and PE

Going for goals: Working towards long time goals link to careers and aspirations

Emotional health and wellbeing: Ways to stay mentally healthy

Money management: Taught during Finance fortnight

Good to be me: Exploring ways to stand up for what you believe and think

 

Summer

Drugs and alcohol education: The dangers and effects of drugs

Relationships: Coping with different forms of loss

Relationships and sex education: Puberty, body image and positive relationships

Changes: Strategies for coping with changing schools​

AUTUMN

INDOOR

• Indoor Athletics – Indoor Pentathlon

OUTDOOR/GAMES

• Outdoor and adventurous activities.
• ​Invasion style games skill development.

 

SPRING

INDOOR

• Gymnastics – Floor work & low – high level apparatus

OUTDOOR/GAMES

• Invasion style games skill development.
• Net style games skill development.

 

SUMMER

INDOOR

• Dance skill development – topic based

OUTDOOR/GAMES

• Athletics activities skill development.
• Striking and fielding style games skill development.