This just looks at the knowledge we need to cover and matches it to National Curriculum 2014. The Learning Challenge relates to a question to last for approx. 3 weeks. Within this each session should begin with a mini learning challenge. Sept- Feb Learning Challenge KUW Creative Development D and T SMSC/ France What is so special about France? Place Knowledge to understand geographical similarities and differences through the study of human and physical geography [a region of a European Country] Human/Physical geography of France today. Key aspects of physical and human geography. Painting/Drawing Watercolour painting in the style of Monet. Issues affecting people, communities and diverse groups in the wider world Rights and responsibilities Can you light up Disneyland Paris? Electricity Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors. Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches Use recognised symbols when representing a simple circuit in a diagram. Can you create a Fairground ride [PlanBee]
Are you an explorer? This will need to link to various bits of science which are hard to link in. We may need to look at French explorers or just focus on the best. Why were the Norman castles certainly not bouncy? Rocks {Y3} Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Describe in simple terms how fossils are formed when things that have lived are trapped within rock Recognise that soils are made from rocks and organic matter. Earth and Space {Y5} Describe the movement of the Earth, and other planets, relative to the Sun in the solar system Describe the movement of the Moon relative to the Earth Describe the Sun, Earth and Moon as approximately spherical bodies Use the idea of the Earth s rotation to explain day and night and the apparent movement of the sun across the sky. Evolution Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. A study of an aspect in British history that extends pupils chronological knowledge beyond 1066. The Norman invasion and its impact on British society.?? Collage To create a collage of life today based on the style of the Bayeux tapestry. I recognise choices I can make and consider fair and unfair situations. I can discuss what is fair and unfair and consider how justice is applied in situations.
Motte and Bailey Castle. I can explore situations where rights compete. Scandanavia Something which links the need for William to keep power and link to Law making across the ages. Use the unit Who were the Early Lawmakers? Were the Vikings always vicious and victorious? [6 weeks] A study of an aspect in British history that extends pupils chronological knowledge beyond 1066. Changes in crime and punishment from the Anglo-Saxons to the present. The Viking and Anglo Saxon struggle for the Kingdom of England to the time of Edward the Confessor. Painting/Drawing Ink and pen drawings of the Houses of Parliament. Cooking and Nutrition Create and eat a Viking style meal. Create a longboat PHSE I recognise that in a democracy people have a say in what happens nationally and locally. I can explain ways that people can take part in a democracy and change things. PHSE Focus on rights and responsibilities. Healthy Eating What are the Scandinavians like today and would they want to escape to new shores? Place Knowledge to understand geographical similarities and differences through the study of human and physical geography [a region of a European Country] Human/Physical geography of aspect of Scandinavia today. Perhaps a place where there is very limited light. Key aspects of physical and human geography. Drawing/Painting Creating images inspired by pictures of the Northern Lights Issues affecting people, communities and diverse groups in the wider world Rights and responsibilities Fire and Ice! Would you like to live in an ice castle or steam yourself by a geyser? States of Matter Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius ( C) Identify the part played by evaporation and condensation in the water cycle and
associate the rate of evaporation with temperature. Properties and Changes of Materials {Y5} Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius ( C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. What are the Northern Lights? Or would I like to live in Iceland in Winter? Light Recognise that they need light in order to see things and that dark is the absence of light Notice that light is reflected from surfaces Recognise that light from the sun can be dangerous and that there are ways to protect their eyes Recognise that shadows are formed when the light from a light source is blocked by a solid object Find patterns in the way that the size of shadows change. Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Digital /Drawing and Painting/Printing Use digital art to alter images of Iceland in winter. Use watercolours to recreate the scene. Printing of snowflakes. To create a light up scene of the Northern Lights