Wicklewood Primary School Curriculum Map: KS1

Transcription

1 Wicklewood Primary School Curriculum Map: KS1 Literacy and maths based on Renewed Frameworks and Read Write Inc units chosen in order to support theme where relevant. Titles refer to QCA; teaching to be based on objectives for each unit, but content may be changed to fit theme. Order of teaching can be changed to fit theme integration, as long as National Curriculum objectives are covered during the KS. All plans on themes and objective coverage to be handed on to receiving teacher; record coverage on objectives sheets. SUBJECT CLASS AUTUMN Order can be changed in any subject SCIENCE All aspects covered yearly, to fit with themes. Apple builds on Cherry SPRING Order can be changed in any subject SUMMER Order can be changed in any subject Grouping materials Humans and other animals Electricity, light & sound (ref 1c, 2d) (ref 1a, 2a, 2b, 2c) (ref 1d, 1f, 2f) Materials changing Plants Forces (ref 1c, 2d) (ref 1b, 2b) (ref 1e, 2e) Teeth + ref to Y3 objectives where appropriate ART Cycle 1 ( ) Cycle 2 (2008-9) Materials Colour, pattern, texture Artists ICT cameras ICT - Dazzle Materials Colour, pattern, texture Artists ICT cameras ICT - Dazzle

2 DT Cycle 1 & 2 HISTORY Cycle 1 ( ) Cycle 2 (2008-9) GEOG Cycle 1 ( ) Cycle 2 (2008-9) Materials Food Mechanisms History local and distant Past Events Significant people Past Events Changes in own lives Past events and wider world Environmental study & Field work How places are linked Overseas locality Village study at local level Maps and places A locality in the UK Link to graphs/spread sheets ICT

3 ICT Breadth of Study working with a range of information to investigate the different ways it can be presented b) exploring a variety of ICT tools [for example, floor turtle, word processing software, adventure game] c) talking about the uses of ICT inside and outside school. Robin 1) Finding things out a) Gathering information from a variety of sources specific websites, books, asking people, DVDs and online videos e.g. Espresso. Can be linked to all subjects. b) Enter and store information in a variety of forms. Saving work. Can be linked to Numeracy e.g. creating and reading tables and graphs. c) Retrieve information that has been stored work. Can you find a piece of work/website you created/looked at yesterday? 2) Developing ideas and making things happen a) To use text, tables, images and sound to develop their ideas Can be linked to all subjects. Can be taught through imovie, Keynote, Showme, Brushes still images can be imported into all of these apps Garage Band and Numbers. b) How to select from and add to information they have retrieved for particular purposes. Can be covered in all subjects; sustaining pieces of work over a period if time. Is very appropriate for a block of work or enquiry based learning. c) How to plan and give instructions (in the right order) to make things happen. Bee-Bots and Bee- Bots app. Increase in difficulty to allow for progression. Using the PCs mouse control technology WEBSITE TO FOLLOW. This can also be a speaking and listening activity and linked to Numeracy objectives. d) To try things out and explore what happens in real and imaginary situations. Making children aware that computers are a simulation of real life. Can be taught through Data Handling in Numeracy. Can also be covered through Science e.g. what happens when you change the angle of the ramp, Brushes simulates using a paintbrush and creating different paint effects. Espresso & BBC Science and class clips show simulations of real life events. 3) Exchanging and sharing information a) How to share their ideas by presenting information in a variety of forms Can be linked to all subjects. Can be taught through imovie, Keynote, Showme, Brushes still images can be imported into all of these apps Garage Band and Numbers. This can also be achieved through Show and Tell. b) To present their completed work effectively. How can work be presented so that the audience

4 can see/hear what is being said? Use video technology to record children and play back so they can comment and improve (peer and self assessment). 4) Reviewing, modifying and evaluating work as it progresses a) Review what they have done to help them develop their ideas. See 3b and record PE for children to peer and self assess. Use as a start point for following lessons. Can be used similarly in other lessons. This technique can be used to develop teaching points. b) Describe the effects of their actions. E.g. what happens if I look down during Show and Tell; what effect does this have on the audience? What happens if I point with my non-throwing arm when I throw a ball? c) Talk about what they might change in future work. Using peer and self assessment, be able to say what might be different next time. Can be used in all subjects and linked to future enquiries to promote progress and development in learning.

5 Pages - Numbers - Keynote - imovie - Showme - Works in a similar way to Microsoft Word. Documents can be saved to personal folders on your server (similar to Public). This means you do not have to use the same ipad each time. Works in a similar way to Microsoft Excel. Documents can be saved to personal folders on your server (similar to Public). This means you do not have to use the same ipad each time. Works in a similar way to Microsoft Powerpoint but a much higher quality application. Documents can be saved to personal folders on your server (similar to Public). This means you do not have to use the same ipad each time. An app for editing video and photos, you can add effects and captions etc. Works in a similar way to Windows Movie Maker. Works in a similar way to an interactive white board. You can record instructions or information using voice, drawings and handwritten words. You can also import a photo, which can be drawn or written over, to support your explanation. Brushes & Drawing Free Work in a similar way to Paint. Files from these apps can be imported into other apps e.g. Showme. Garage Band - Works in a similar (although simpler) way to Audacity. Children can build tracks by adding different instruments and effects. Children who can play an instrument can also play and record live to add to the track. I Can Animate Simple stop frame animation app. At the moment can only be used without the cover on the ipad, which is not ideal as this type of animation requires the ipad being still throughout filming. Puppet Pals Basic animation software. Children can choose preloaded characters and backgrounds and record their voices to create an animation. Children can also upload photos to use as characters as well. BeeBot - Replicates the use of a real BeeBot. Provides different tracks for them to follow. Each level increases in difficulty to very challenging sequences of instructions.

6 PSHE & Citizenship Cycle 1 ( ) Also include issues arising during year, plus regular class councils/circle time/golden time; order can be changed and spread over appropriate amount of time. Keep SEAL in same order. Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 SEAL New beginnings SEAL Going for goals SEAL Good to be me SEAL Changes Cycle 2 ( ) SEAL New beginnings SEAL Getting on and falling out SEAL - Relationships SEAL Changes Teachers also need to refer to the yellow sheet (saved as SEAL mapping objectives in Public >Teacher only >Curriculum info>pshe) which outlines the PSHE objectives not covered by the SEAL resources. QCA units are available in the staff room and electronically on Public > Curriculum info > PSHE >Units of work. SEAL resources can be found electronically at (now archived) and also at which you may find easier to navig (Reviewed by CJ )

7 KS1 Religions/Worldviews. At least half of KS1 RE has to be Christianity ie. 3 terms. 1 term on Judaism and rest your choice. Statutory requirement of 36 hours per year. Robin Autumn Spring Summer Theme: Belonging Question: How do Christians belong to their faith family? Concept: baptism (sacrament) Christian focus. Question: What can we learn about Jesus from the nativity story? Concept: Incarnation Christian focus Question: What do Jews remember on Shabbat? Concept: Covenant (promise) Jewish focus Question: what does the cross mean to a Christian? Concept: Salvation (saving). Christian focus Questions: How do Christians talk to God? How do Jews talk to God? Concept: prayer, God. Christian and Jewish focus. Question: Why is meeting together important for Christians? Concept: Church, worship. Christian focus. Can include other religions eg. langar in Sikhism. Autumn Spring Summer Theme: Believing Question: Why are the stories Jesus told important to Christians? Concept: Kingdom of God. Jesus as a teacher, Jesus had authority. Christian focus. Question: What happens at Pesach (Passover) and why is it important for Jews? Concept: Covenant, chosen people. Jewish focus. Question: How and why are sacred texts used in worship? Concept: authority, Word of God, Torah Christian and Jewish focus. Could also talk about Qu ran.

8 Foundation In line with EYFS requirements. Question: Why is light a symbol for different religions? Concept: Symbolism, light. Good v. Evil. Christian, Jewish, Hindu Focus: Diwali, Question: What can we learn from the story of Easter about being saved? Concept: salvation Word of God/Bible Christian focus Question: Why do some Christians share bread and drink wine together in a special way? Concept: Eucharist. Christian focus Hannukah, Advent. Learning about religion and belief: Pupils should take part in enquiries which enable them to: a. Talk about aspects of some stories which raise puzzling and interesting questions. b. Recognise simple religious beliefs or teachings. c. Identify simple features of religious life and practice in a family context. d. Recognise a number of religious words. e. Name the cross as a Christian symbol and recognise some other religious symbols or symbolic clothing. f. Recognise some religious artefacts, including those in cultural as well as religious use. Learning from religion and belief: Pupils should take part in enquiries which enable them to: a. Recognise aspects of their own experiences and feelings in religious stories and celebrations. b. Recognise there are both similarities and differences between their own lives and those of other children, including from religious backgrounds. c. Identify what they find interesting or puzzling about religious events. d. Ask questions about puzzling things in religious stories or in the natural world. e. Say what matters, or is of value, to them and talk about how to care for and respect things people value. f. Talk about what concerns them about different ways of behaving eg. being kind and helpful, being unfair.