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Curriculum Map (2 year cycle)SubjectPhaseValueEYFSProjectAutumn 2We believe inpractical, hands-onhard work andlearning from ourmistakes.What makes mespecial?We do not judgeothers.We buildrelationships basedon trust.KS1We are respectful ofthe dignity andwishes of theindividualHow do our mistakeshelp us to learn?Spring 2We do not judgeothers.Summer 2We build relationshipsbased on trust.Autumn 1We are compassionate,caring and loving.Spring 1We are respectful ofthe dignity andwishes of theindividual.Summer 1We are stewards ofour environment andone another.What makes asuperhero a hero?We arecompassionate,caring and loving.How long is ajourney?We believe inpractical, hands-onhard work andlearning from ourmistakes.What makes mespecial?We do not judge others.What makes asuperhero a hero?We arecompassionate,caring and loving.How long is ajourney?We believe inpractical, hands-onhard work andlearning from ourmistakes.We are stewards ofour environmentand one another.We buildrelationships basedon trust.Can you put yourselfin someone else’sshoes?We are stewards ofour environment andone another.We build relationshipsbased on trust.We are respectful of thedignity and wishes ofthe individualHow can I become atrustworthy person?Who can we turn to forhelp?What is the role of theUN and what is theimpact for childrenaround the world?Am I better than you?LKS2What do we need tohelp us grow?Can we judge a bookby its cover?How can we teachothers about stayingfit and healthy?UKS2How do we survive?What does it meanto give your heart tosomeone?How can you trust thetruth out there?We are stewards ofour environment andone another.We buildrelationships basedon trust.Can stories help us torespect the dignityand wishes of theindividual?We are stewards ofour environment andone another.How can we lookafter theenvironment andone another?How has technologychanged over theyears?What does it meanto be stewards of ourenvironment?How are children’srights affected bywar?How does yourenvironment affectyou?
Key TextsEYFSKS1LKS2What makes mespecial?What makes asuperhero a hero?How long is ajourney?What makes mespecial?What makes asuperhero a hero?How long is ajourney?Super duper meFunnybonesHair loveSupertatoSuperwormTraction manRosie’s WalkMr Grumpy’s outingSuper duper meFunnybonesHair loveSupertatoSuperwormTraction manRosie’s WalkMr Grumpy’s outingLittle Red Riding HoodThe boy who criedWolfThe Girl who nevermade Mistakes.ElmerStand In My ShoesThe Hare and theTortoise.Small KnightGeorge and theRoyal ChocolateCake.Jack and the BeanstalkPippety SkycapThe Jolly PostmanEveryday Superheroes.Non-Fiction TextsThe Easter StoryBeeguWonderNoah’s ArkThe extraordinarylife of Rosa Parks Sheila KananiGiant - Kate Scott‘James and The GiantPeach’ by Roald DahlMiss Marples SeedsWonder - RJ PalacioThe extraordinarylife of StephenHawking - Kate ScottUKS2The Explorer Katherine RundellOther readingmaterial:Shakelton’s JourneyWilliam GrillExplorers: AmazingTales of the World'sGreatest Adventurersby Nellie Huang andJessamy HawkePig Heart Boy Malorie BlackmanOther readingmaterial:The Bubble Boy Stewart Foster,The Fastest Boy inthe world - ElizabethLairdParables.The secret diary ofJane Pinny, Victorianhousemaid - PhilipArdaghStreet boy - BernieDohertyHidden Figures: TheTrue Story of FourBlack Women and theSpace Race Simon BartramOther readingmaterial:Stormbreaker seriesAnthony HorrowitzCosmicHoles - Louis SacharOther reading material:Freedom - CatherineJohnsonIllegal by Eoin Colfer,Andrew Donkin &Giovanni RiganoOliver Twist - DickensLetters from theLighthouse - EmmaCarrollOther readingmaterial:Boy in the StripedPajamas - John BoynePoems about theenvironmentPebble in my pocket Meredith HooperStone Age boy Satoshi KitamuraUg - Raymond BriggsKingdom of BeninShort Stories: Ehi ooks)Children of the BeninKingdom - Dinah OrjiOn the origin ofspecies - SabinaRadeva
Frank Cottrell Boyceand Steven LentonThe Jamie DrakeEquationChristopher EdgeThe Skies Above MyEyesCharlotte Guillain &Yuval ZommerSignificant PeopleKS1LKS2Dr Jesse ErnestWilkins(BlackMathematicianmonth)Rosa ParksMartin Luther KingStanding up forequality/ humanrights.Paralympianscelebrating andacceptingdifferences.MonarchsThe QueenHenry VIIIRoahl DahlEdward the ConfessorAlfred the GreatKing JohnMagna CartaRosa ParksStephen HawkingJesusHarriet TubmanSky BrownEmma RaducanuMarcus RashfordStanding up for whatthey believe in,others and theadvancement ofsociety.Trip to Mill HillLibrary to discoversignificant people.How have they shownwhat it means to behealthy and a goodrole model?Florence NightingaleMary SeacolePeople who have had animpact in societythrough helping others.Nelson MandelaGeorge Floyd, BreonnaTayler, Anthony Joshua,John Boyega, DavidLammy (PM)Queen Victoria 18191901Stephen Adams 1844– 1913 musicianMichael W. Balfe,1808-70, musicianJohn Barnet 1802-90,musicianCarrie Jacobs – Bond,musicianClaribel Barnard 183069, musicianCharles Darwin 18091882, naturalist &biologistHow have these peoplestood up for what isright and equality?Marcus RashfordRachel CarsonEnvironmentalistAlan Gardner-Autisicgardener.Were these peopletreated with dignityand respect?David AttenboroughGreta ThumbergHow have DavidAttenborough andGreta had a positiveimpact on the worldand our future?
UKS2EnglishWriting GenresPercy FawcettOptional otherexplorers throughpersonal research.Richard WorthingtonIsambard KingdomBrunelTim PeakeDorothy VaughanMary JacksonKatherine JohnsonChristine DardenWilliam WilberforceOladah EquianoCharles Dickens 181217870, authorIsambard KingdomBrunel 1806-1859,engineerAda Lovelace 1815-52– 1st computerprogrammerThomas EdisonAlan TuringAnne FrankNana Yaa Asantewaa(Ghana)The DahomeyMothers (Benin)KS1RecountsDescriptive writing.Letter writingDiary entry writingNewspaper reportwritingPoetryStory writingReport writingRecountsDescriptive writing.Letter writingDiary entry writingNewspaper reportwritingCharles DarwinPoetryStory writingReport writingLKS2Newspaper reportDiary EntryNon chron reportDiary EntryPoem:NarrativeStory writingBalanced argumentsDiary WritingLetter writingDiary EntryPoemNarrativeNewspaper writingNon-chronologicalreportPoetry on MayaAngelou and the 5senses.Argument writingRecountDiariesPoetry - love poemsBiographies /AutobiographiesMythsPoetry: OdesDiary nalDescriptive WritingExplanationArgument writingExplanationArgument onnectivesCapital lettersAdjectivesconnectivesDiary entry fromRosa Parks’perspective, howwas she treated,how did thingschange?UKS2English GrammarKS1Non onExplanationCapital letters
Sciencefull stopsquestion marksHFWnounsverbsadverbsHFWpluralscomplex punctuationHFWfull stopsquestion marksHFWnounsverbsadverbsHFWpluralscomplex punctuationHFWLKS2Capital LettersFull StopsParagraphsDirect sTime adverbialsPrepositionSynonymsEllipsisCapital LettersFull StopsParagraphsDirect sTime adverbialsPrepositionSynonymsEllipsisUKS2Proper NounsAdverbs of PossibilityConverting Nouns andAdjectives into Verbs Suffixes -ate, -ise, -ifyTenses: Past &Present Progressiveand Present PerfectPossessive PluralApostrophesExpanded NounPhrasesAdverbsDegrees of Possibility-ModalVerbsVerb Prefixes dis-,de, mis-, over-, reVerb Inflections &Standard EnglishUsing InvertedCommasPrepositionsMore PrefixesCoordinatingConjunctionsUsing InvertedCommas (Changingthe Position of theReporting Clause)Parenthesis BracketsCommas for Meaningand ClarityDeterminersMore SuffixesSubordinatingConjunctionsLinking Paragraphswith AdverbialsDirect & Indirect(Reported) SpeechPronouns & PossessivePronounsWord FamiliesSubordinate ClausesWriting CohesiveParagraphsParenthesis - nary WorkRelative ClausesEditing & EvaluatingParenthesis - DashesSemicolons, colonsand dashes to markclausesColons in listsSynonyms andantonymsHyphensHyphenatedcompound wordsSubject and objectAmbiguityBullet pointsActive and passiveFormal and informalspeechFormal and informalwritingLayout devicesKS1Animals, includingHumansHuman -body parts-senses-Healthy livingAnimals, includingHumans-identify and name avariety of commonanimals-Comparinganimals/differencesand individuality.-Life Cycles.-Food Chains.Materials- identify avariety of materials.Plan and investigatewhich material is bestto make a reliable setof clothing for PippetySkycap.Discuss, predict,investigate andLiving things and theirhabitats-Seasonal Changes-observe changesacross the fourseasons.-observe and describeweather associatedwith the seasons andhow day length varies.Plants:Identify and name avariety of commonwild and gardenplants.Observe and describehow seeds and bulbsgrow into matureplants.Zookeepers- what caredo animals need?How can we as humansprotect natural habitats?
LKS2Y4 All living things:Living things and theirhabitats.What living conditionsdo we need tosurvive?How can we groupliving things?Y3 Plants:How do plants growand survive?What conditions doplants need tosurvive?States of matter:What is the watercycle?Sc4/3.1c identify thepart played byevaporation andcondensation in theStates of Matter:Familiarisingthemselves withsolids, liquids andgases. Makingpredictions,comparing andgroup materialstogether. Exploreheating and cooling.What did the mayaninvent? (Chocolate)What happens whenwe heat and coolchocolate?*Create chocolateeaster eggs and linkto DTobserve that somematerials changestate when they areheated or cooled,and measure orevaluate whymaterials will not besuitable.Reliability/Validity.Endangered species-Animals includinghumansSoundLink into Wonder text,inspired by Auggie’sScience fair success inthe Wonder book.identify that animals,including humans,need the right typesand amount ofnutrition, and thatthey cannot maketheir own food; theyget nutrition fromwhat they eatIdentify that humansand some otheranimals haveskeletons and musclesfor support, protectionand movement.Balanced diets,nutrition, water,Forest learningmicrohabitats.Empathise with Auggieand his hearingdifficultiesidentify how sounds aremade, associating someof them with somethingvibrating recognise thatvibrations from soundstravel through a mediumto the ear find patternsbetween the pitch of asound and features ofthe object thatproduced it findpatterns between theLink with History andAztecs.Research howscientists nowunderstand seasonalchanges throughnatural observations.Find out and describehow plants needwater, light and asuitable temperatureto grow and stayhealthy.Plan and investigatePlan an investigation.‘What makes the bestgrowth conditions fora plant? Children toplant and look afterseeds and bulbs.Light - Y3Rocks and soilsChildren create acircuit with a bulbwhich links to theVictorian era ofmoving away fromcandles. Link toThomas EdisonStone AgeTalk about whatmaterials work withthis, and identifywhat makes a circuitwork.Compare and grouptogether differentkinds of rocks on thebasis of theirappearance andsimple physicalproperties describein simple terms howfossils are formedwhen things thathave lived aretrapped within rockrecognise that soilsare made from rocksand organic matter.Forces and magnets
UKS2water cycle andassociate the rate ofevaporation withtemperatureresearch thetemperature atwhich this happensin degrees Celsius( C)Living things andtheir habitats.Sexual and asexualreproduction inplants.Life cycles ofmammals,amphibians, reptiles,birds.Animals, includingHumans.Heart and thecirculatory systemImpact of diet,exercise, drugs andlifestyle on the waybody functionsClassification of livingthings.ComputingKS1LKS2InformationTechnology (usertechnologypurposefully to createand manipulate)basic skills i.e. loggingin, using seesaw,search engineComputer Science(create and debugprograms)Use scratch to createthe water cycle.Transportation ofwater and nutrientsin the body.Earth and Space.Movement of earthand planets.Movement of moon.Day and nightForces & MagnetsGravityAir, water resistanceFrictionMechanisms - levers,pulleys and gearsallow a smaller forceto have a greatereffect.volume of a sound andthe strength of thevibrations that producedit recognise that soundsget fainter as thedistance from the soundsource increasesMaterialsproperties - hardness,solubility, transparency,conductivity (electricaland thermal), andresponse to magnetsStates of matter - gas,solid, liquidElectricityEffect of voltage ofcells used in a circuit.Variations in howcomponents function,including thebrightness of bulbs,the loudness ofbuzzers and theon/off position ofswitchesLightHow light travels andhow the eye seesthingsRecognise commonuses of informationtechnology beyondschool (DigitalLiteracy) Create awelcominginformation leaflet forBeegu’s new planet.Evolution andinheritance.FossilsLiving things produceoffspring that aresimilar not identicalto parents.Adaptation can leadto evolution.Computer Sciencecreate and debugsimple programsOnline-Create aposter- How yourcomments can affectothers.Digital Literacy(recognise commonuses for IT, where togo for help, who tocontact, etc.)- Childrencreate a class videoabout trust and whatwe have learnt.InformationTechnology- Design andcreate a front cover forour People Who Help UsbookInformationTechnologyDigital LiteracyInformation TechnologyComputer ScienceDigital LiteracyInternet safetyMechanisms- Createan email or blog poston school websiteexplaining toUKS2/parents why it isCreate a powerpoint orJ2E or on microsoft - investigate TimBerniers-Lee (his ideasdescribed the Worldwide web)Scratch, children tocreate a workingmanual on how tocreate your ownelectrical lamp - CanCan talk about keyonline safety 'rules'and knows where togo / report if aproblem. (unplugged,Research andcreatingpresentationsCreate Powerpointpresentation- Howwe look after ourenvironment.
UKS2DTKS1Mayan presentationon J2E orpowerpoint, whothey were and whatthey did for theworld. Focus onwhat they lookedlike - children to prejudge them and seeif they can guesswhat they did for theworld based on theirappearance.important not to judgeothers.InformationTechnology, (collect,analyse, evaluate dataand can use softwareeffectively to createand design).Digital Literacy,(understand simplesteps to validateinformation,demonstrate websavvy awareness)Computer Science,(understand computernetworks, computingvocabulary)Computer aideddesign and analysesalesResearch andevaluate sources (ie.fake news)Structures - Create anhonesty box.Electricalcomponents- ToymechanismsCreate an ‘In myshoes’ box.LKS2StructureCreate our own‘peach’ to travel theworld in. What wouldFood technologyWorking safely andhygienically.Heating and coolingchocolate.-use programmingsoftware to design anobstacle course for agladiator character-could link to LocalHistory Study on sourcesof wonder, createquestionsproduce, debug andedit an accuratesequence ofinstructions, includeuse of repeat, tocontrol on-screenobjects. (j2 code,scratch, Kodu,Barefoot resources)InformationTechnology, Can usesoftware effectively tocreate, design andmanipulate forpurposeful outcomes,such as DT, art or musicprojects(animation softwareoptions, j2e5, j2webby)Computer Science,Debugging & CodingTextiles- following onfrom our Scienceinvestigation- Designand make an outfit forPippety Skycap.Axels- plan, design andmake an emergencyservices odel and communicatetheir ideas throughdiscussion,annotatedFood Technologymake a welcomingmeal for Beegu whenshe arrives on Earth.-Plan a design andmake a newwelcoming planet forBeegu.Axels, Pulleys andGearsMaking a ‘spacerocket’ goNetworksInclude backwardrunning stitch andDesign, make andevaluate 3D Models ofinternet scenariocards, PSHEpowerpoints, 3BMSoW, BBC video)Can create and sharesome informationonline (such as inschool MLE,email/blog),understanding needto be respectful andsafe. (LGfL cyberpass,j2e5, bbc bitesize)Digital Literacy,Online environment.Can discuss range ofeSafety and eSecurity(privacy) issues andknows range of waysto report concerns e,thinkuknow,kidsmart)Mechanisms Create arecycling centre foryour class.Electricalcomponents- circuits
be sustainable? Whatwould last?Look at where andhow chocolategrows, reared,caught andprocessed.Proportions ofchocolate andimpact of changingthis within a recipe.What happens?Create their ownrecipe withchocolate.Historyover sewing, addcolour, technique andpattern to fabric.Stitch a pair of romansandals that fit yourfeetsketches, cross-sectionaland exploded diagrams,prototypes,patternpieces and computeraided designa train and tracks (linkto Victorian Era).Design a tool that canassist in inclusion anddisabilities.Construct a simplepulley using rope overa horizontal bar toraise an object off theground.Use construction kitswith gears toconstruct a line ofgears that turn.Audio Loop?Design, make andevaluate 3D Models.UKS2Food Technology Creating fairtradechocolate products tosell for charity(including packaging).Structures - bridgebuilding from onehospital to anotherto make route moredirect.Textiles - design andmake a space suit for adoll. Sewing etc.Axels, Pulleys and Gears- make a well for newreformed coloniesElectricalcomponents- circuitsKS1Remembrance DayToys old and new.what isstereotypically agirl/boy toy? Why?Significant trustworthypeople- Create factfiles.Compare historicalMonarchs, identifyingtrustworthy and nonworthy characteristics.Florence NightingaleAztecs- were theAzrtecs respectful ofthe dignity and wishesof others?- Dr Jesse ErnestWilkins(BlackMathematicianmonth)The Great Fire ofHow toys havechanged over time-Mary Seacole-Researchand create fact files.How have these peoplehelped others in thepast?Research humansacrifices.Design and makemodels withdiagrams.Make simple papermodels, mock-upsand templates.Select an appropriateway to improve theappearance of aproductCreate their own 3Dmodel, involving anelectrical circuit orlightbulb of how theirStone age housecould be built today(highlight thedifferences of what itwould have beenbuilt like during Stoneage times).Links to ScienceMechanismsThumb pianos - leversPneumatic.Changes in vehiclesover time. A focus onenvironmentallyfriendly vehicles andchoices, bicycles etc.
LondonRosa ParksLook at famous toyfigures, Barbie etc.How have theybecome morediverse over theyears?Who was the mosttrustworthy leaderand why?Discuss how religion inEngland changedduring Henry VIII reignand why.Compare these historicalfigures to nurses today?Practises/ equipment.Martin Luther KingHuman rights-seeabove.Aztec seasonalchanges throughreligious beliefs- linkto science. Comparehow scientists nowunderstand seasonalchanges throughnatural observations.Nelson MandelaMarcus Rashford- howhave these peoplebeen treated withdignity and respect?Do they demonstraterespect for others?How?-link to RightsRespecting.Key Stage 2 Changes in the Stone Age to the Iron Age The Roman Empire and its impact on Britain Britain’s settlement by Anglo Saxons and Scots Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor A local history study A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one ofthe following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China Ancient Greece – a study of Greek life and achievements and their influence on the western world A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study ofBaghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.LKS2A local History StudyAn in depth studylinked to AngloA non-Europeansociety thatprovides contrastswith British historyANCIENT MAYAThe Roman Empireand its impact onBritainRoman Society, GodsA local History StudyAre there sources of‘Wonder’ in ourcommunity?A study of an aspector theme in Britishhistory that extendspupils’ chronologicalChanges in Britainfrom the Stone Ageto the Iron Age-pre history
Saxons - howsettlements grew.Study of an aspect ortheme in BritishHistory that extendspupils' knowledgebeyond 1066.For example: Changein an aspect of socialhistory - e.g. look atchanges over timesuch as howsettlements orcommunity grow;law and orderExplore the look of aMayan and howthey may be judged.Go on to discovermore about them.Mayan day at school(forest etc).Achievements of theMayan civilizationwhere did themayans liveexploremesoamericaspanish conquest ofthe Mayaidentify rulers andresponsibilitieslook at the MayalifestylesMaya ruinsMayan gods andreligiondaily life formaya/calendarsmayan writing(glyphs)Mayan artHow did the Romanarmy help expand theRoman empire?eg Investigate TimBerniers-Lee (his ideasdescribed the Worldwide web)?-roman invasion ofBritain-Boudicca’s rebellion-Battle of ColchesterGOSHLocal Hospices?Barnet HospitalRoman gladiatorsSaracens RFC outreachThe Roman Army wasdisciplined andeffective.-How was itorganized? Why did somany britons joinroman army?Disability Supportgroupsknowledge beyond1066(The Victorians)Who are theVictorians?where are they on atimeline?British empireworkhousesRoman buildings andengineering - studyroman roads, buildingsand aqueducts. Howdid Romans provideenough water for theirtowns and cities?Roman legacy - , studycities, rule of law,,numerals and thecalendar, how manyaspects of modern lifecan be traced back tothe romans.-how archaeologists-skara brae-palaeolithic,mesolithic & neolithicperiods-how did stone agepeople survive, whatdid they do-stonehenge-Amesbury Archer-Bronze Age-Iron Age-Celtsrole of childrenSimilarities/differences between victoriantimes and moderntimesentertainment /leisure timerailwaysinventionsGreat Exhibition of1851impact of theIndustrial Revolutionmedicaldevelopments - howdisease spread andhow it is preventedresearch victorianscientistBritish settlement byAnglo Saxons andScotsViking and AngloSaxon struggle forthe Kingdom ofEngland to the timeof Edward theConfessorLooking at the livingconditions of childrenand adults at thattime and how wehave developed.What did the AngloSaxons believe inafter 596 ad?What laws werethere at this time?What was life like forwomen in Anglosaxon england?
hospital / hygienedevelopmentsWhat was life like forchildren in ASengland?What can we learnfrom life in Asengland?A study of an aspector theme in Britishhistory that extendspupils’ chronologicalknowledge beyond1066A non-Europeansociety that providescontrasts with Britishhistory – one studychosen from: earlyIslamic civilization,including a study ofBaghdad c. AD 900;Mayan civilization c.AD 900; Benin (WestAfrica) c. AD 9001300.UKS2Studying differentancient civilisations.Focussing on Incas.Why were theysuccessful?Why weren’t theysuccessful? Compareand contrast.Organise on timeline.A Local Historystudy - (In depthstudy over a periodof time, post 1066)Finding out aboutthe past (Enquiry)Ancient GreeceFinding out about thepast (Enquiry)(Chronology) - widerrange of periodsstudied with greatercomplexity.ChronologyHistorical events compare & contrastLifestyles of Peoplein the Past (evaluateimpact/effect ofchange betweenperiods in the past,cause andconsequence,primary andsecondary sources)Medical researchBuildingMedicaldevelopments inLondonLifestyles of People inthe PastHow do we knowabout Ancient Greece?Can we thank theAncient Greeks foranything in our livestoday?Astronomy - how werethe ancient Greeksviews on Earth andSpace formed.A study of an aspect ortheme in British historythat extends pupils’chronological knowledgebeyond 1066British Empire &colonialismSlave tradeLocal history- Londontube itishempire/Why did children haveto be evacuated?Which countries makeup the British Empirethen and now?What caused WW2?How did the peopleand events atBletchley Park helpwin the war?Was the British Empirepositive or negative?What happened tochildren in countriesother than Britain?(Windrush)Enquiry: Using a rangeof sources & analysingEvidence (primary andHow was the t sort of placewas Benin 500-1000years ago?What can we tellabout Benin societyfrom images andartifacts?
Organ donation overtime - first ones etc?secondary sources) torespond to or supportarguments /conclusions.What are the key eventsof the slave trade?FairtradeCan we trust how ourproducts are sourcedand produced?Create maps to identifyand locate localhospitals, surgerydentists, post offices andfire service stations inour local area.Why did theVictorians getinvolved in Benin?History of transportdevelopmentGeographyKS1Our Local AreaTo identify keyphysical features ofwhere we live.Create maps of ourschool and local area.Identify locallandmarks.Identify the 7continents of theworld and locatethem on a mapwhere are themajority of toysmade?What is the workinglife for people inthese countries like?Fair treatment?Identify the 5 Oceansand locate them on amap.Look at deforestationand the impact it ishaving on therainforests.Look at Rainforests/maps/countries andcontinents.Indeigenous people ofthe Amazon-researchUse a compass to givedirections to our schoolgrounds, identify themedicalroom/office/headteacher’s office. (ICTlink)Geographical Enquiry:(Links to Aztecs)-Where is Mexico ?Countries/continents/oceans.-What is the capitalcity of Mexico?-compare the capitalcities of Mexico andthe UKResearch the effectsof pollution/litter onour localenvironment.Comparegeographicallocations and theimpact of humanbehaviour.-How do toys travelfrom country oforigin to receivingcountries.LKS2Map SkillsSustainabilityLocational and PlaceKnowledge:SettlementsChocolate andsustainability andwhere it travels inthe world.Look at where theMayans are in theworld (map workskills).Links to anglo-saxons,where and why theychose to live there.Map SkillsLocate regular use ofatlases and maps.atecountries /capitalsaround the world on amap.Locate countriesaround the world andcontinents.Geographical Enquiry, &FieldworkLink to local historystudy. What would StVincent’s need to bemore inclusive for awide range of peopleincluding those withdisabilities?British Empire:What was it, how bigwas it, why did itbecome so big?Where did theVictorians go?Map - countriesHuman & PhysicalGeographyphysical geography,including:- mountains howformed, differenttypes.-name and locatemountain in the UK- features of a river
What are the needs ofearly settlers?Why did they choosea site for settlement?Maps symbolshow are settlementsconnected:village settlementinfluencesGeographical Enquiry:explore some wellchosen locations orregions in depth.-Where is Rome?-make maps to showthe expansion of theroman empire-compare the capitalcities of Italy and theUK-map out whereromans built roads inthe uk-make a tourist guideto Hadrian’s wall oranother roman site-Map for blind or visualdifficulties person-audio/video to locateschool site or how to gether from nearesttube/bus stationLocational and PlaceKnowledge: reinforcetheir sense of place/locational knowledge:UK countries & capitalcities, build knowledgeof different places,names of the world’s 7continents and 5 oceans-where is wonder set?distance from uk tolocation- make a map to showwhere the UN islocated? includecountries signed up?- compare Where theUN work? Why do weneed them?Trade links- famous riversaround the world.- to learn aboutnatural disasters;- extremeweather/climates- what is a volcano,structure & differenttypes of volcanoes,- structure of theearth- place them on amap- effects of a volcaniceruption on theenvironment.- the water cycle.human geography,- types of settlementand land use,-trade links, of naturalresources includingenergy,food,minerals and waterimpact of technology,development andhumans on ourenvironment use ofrivers, river pollution,cause and effects,disaster relief,climate changecarbon footprintsustainability.
UKS2Map SkillsGeographical Skills &Fieldwork - regularuse of atlases,Ordnance Surveymaps; measure,record and presentfindings human/physicalfeatures in the localarea (i.e. sketches,plans, graphs).GeographicalEnquiry skills /Fieldwork - regularuse of atlases andmaps.Locational and PlaceKnowledge: humanand physicalprocesses, land use,trade links, naturalresources (energy,food, minerals) andtheir distributionSustainabilitySustainable living:How can we live moresustainably?study of a region inSouth America)CASE STUDY: BrazilMaps of LondonLocate hospitals etc.Transport heart fromx to y using costeffective and directroutes.What makes Brazildistinctive?(study of a region inSouth America)ArtKS1Ordnance surveymapsCollage Using newspaper andother coloured paperto create a collage ofself portraits.Carols in the GalleryCollage/painting/3D 3D dragonsLocational and PlaceKnowledge:geology, topography,in depth study ofchosen location orregion(s)in depth study of a fewchosen locations,geographicalsimilarities anddifferences inhuman/physicalgeography of a regionof UK, in a Europeancountry and a regionwithin 22)Geographical SkillsBritish Empire countriesaround the worldSlave Trade countriesHuman and PhysicalWhat was the impact ofcolonialism?Locational and placeknowledgeLocate countriesinvolved in WW2 onmapFocus on Britain in thewar - ports /evacuation / RAF /transport linksPhysical / humangeography of UKCompare to responsein other countries -Human and PhysicalDescribe key aspectsof Benin/ West AfricaCompare with UK.-Types of settlementand land use,- economic activityincluding trade links,- di
and Present Perfect Possessive Plural Apostrophes Expanded Noun Phrases Adverbs Degrees of Possibility -Modal Verbs Verb Prefixes dis-,de-, mis-, over-, re- Verb Inflections & Standard English Using Inverted Commas Prepositions More Prefixes Coordinating Conjunctions Using Inverted Commas (Changing the Position of the Reporting Clause)
