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Suggest extensions by asking  What if& ? Learning & Teaching Using ICTCatalogue of Video ClipsTo solve a problem by collecting quickly, organising, representing and interpreting data in tables, charts, graphs and diagrams.^To begin to use ideas of simple proportion: for example,  one in every &  ,  three out of five To solve mathematical problems, recognise and explain patterns and relationships, generalise and predict. Suggest extensions by asking  Whatif& ? To recognise and extend number sequences formed by counting from any number in steps of constant size, extending beyond zero when counting back!To find remainders after division_To recognise multiples of 4, 6 and 9; To know and apply tests of divisibility by 2, 4, 5 and 10To make and investigate a general statement about familiar numbers by finding examples that satisfy it; To extend written methods of multiplication to TU by TUTo complete and construct symmetrical patterns with up to two lines of symmetry at right angles and identify the properties of the resulting shapes; To make and investigate a general statement about shapesTo understand and use the formula in words  length breadth for the area of a rectangle; To understand, measure and calculate perimeters of rectangles3To calculate angles in a triangle or around a pointTo identify and use appropriate operations (including combinations of operations) to solve word problems involving numbers and quantities based on  real life , money or measures (including time), using one or more stepsSolve a problem by representing, extracting and interpreting data in tables, graphs, charts and diagrams, including those generated by a computer.To solve mathematical problems or puzzles, recognise and explain patterns and relationships, generalise and predict; To recognise and extend number sequences, such as the sequence of square numbers or the sequence of triangular numbersNNSNumber facts ITPAbacus teaching softwareInteractive whiteboard softwareTwenty cards ITPEasiteach mathsExcelArea ITPMeasuring cylinder ITP Grouping ITPNumber grid ITP Fractions ITPTexteaseMultiplication grid ITPThermometer ITPNumber line ITP CalcAngle ITPWhat s my Angle?Line graph ITP Division ITPTo understand and use the vocabulary of estimation; To give a sensible estimate of a number of objects that can be checked by counting (e.g. up to about 30 objects)To solve mathematical problems or puzzles; To recognise simple patterns and relationships, generalise and predict; To suggest extensions by asking  What if & ? or  What could I try next? To know by heart all addition and subtraction facts for each number to at least 10 and all pairs of numbers with a total of 20 (e.g. 13 + 7, 6 + 14); To state the subtraction corresponding to a given addition, and vice versaEditing poetry on screenGuided reading: ICT textShared reading: ICT textNLSCTo use rhymes and patterned stories as models for their own writingLiteracy Clicker 4To read non-fiction books and understand that the reader doesn t need to go from start to finish but selects according to what is required First Reference Book - AnimalsdTo discuss reasons for or causes of incidents in stories, To become aware of character and dialogue The Silent Worm Storytelling7To re-tell stories, giving the main points in sequence Digital CameraWriting CaptionsTo write captions for their own work , To write captions and simple sentences, and to re-read, recognising whether or not they make sense, e.g. missing words, wrong word order Book ReviewA poet in the classroom Explanations8To write simple evaluations of books read and discussed 2Review+aTo identify and discuss patterns of rhythm, rhyme and other features of sound in different poems Boogy Woogy BuggyTo use the contents page and index to find way about text, To scan a text to find specific sections, e.g. key words and phrases and subheadings My First Amazing World ExplorerTo read flow charts and cyclical diagrams that explain a process, to produce simple flow charts and diagrams that explain a process Author PreferencesSounds and images CalligramsFinding synonymsWhat's in the news?GTo be aware of authors and to discuss preferences and reasons for them To collect suitable words and phrases in order to write poems and short descriptions, design simple patterns with words, use repetitive phrases; write imaginative comparisons To invent calligrams and a range of shape poems, selecting appropriate words and careful presentation; to build up class collections To understand the purpose and organisation of the thesaurus, and to make use of it to find synonyms, To understand the function of verbs in sentences yTo compare the way information is presented, e.g. by comparing a variety of information texts including IT-based sources Writing about charctersPersuasive writingSpelling InvestigationWebsiteTo identify the main characteristics of the key characters, drawing on< the text to justify views, and using the information to predict actions, To revise work on verbs from Year 1 Term 3 and to investigate verb tenses (past, present, future) TTo write character sketches, focusing on small details to evoke sympathy or dislike HTo investigate how style and vocabulary are used to convince the reader GTo spell words with common letter strings but different pronunciations WordReading websitesReading and TalkingOral StorytellingNarrative WritingTo identify the point of view from which a story is told and how this affects the reader s response, To record predictions, questions, reflections while reading, e.g. through the use of a reading journal To investigate a range of texts from different cultures considering patterns of relationships, social customs, attitudes and beliefs; To relate relationships, attitudes and beliefs found in books to own experienceTo investigate the features of different fiction genres, in this case an ICT adventure; To make notes of story outlines as a preparation for oral storytelling; To convert personal notes into notes for others to read To make notes of story outlines as a preparation for oral storytelling; To investigate the features of different fiction genres, in this case an ICT adventure; To convert personal notes into notes for others to read To convert personal notes into notes for others to read; To investigate the features of different fiction genres, in this case an ICT adventure; To make notes of story outlines as a preparation for oral storytelling Non-linear Text 1Non-linear Text 2Writing NarrativeJournalistic WritingNon-chronological ReportsTo take account of viewpoint in a novel through, for example, identifying the narrator; explaining how this influences the reader s view of events; explaining how events might look from a different point of view; To understand aspects of narrative structure, e.g. how chapters in a book (or paragraphs in a story or chapter) are linked together; how authors handle time; how the passing of time is conveyed to the reader To take account of viewpoint in a novel through, for example, identifying the narrator, explaining how the narrator s identity influences the reader s view of events, and explaining how events might look from a different point of view TTo manipulate narrative perspective by writing a story with two different narrators To use the styles and conventions of journalism to report on real or imagined events; To use IT to plan, revise and edit writing to improve accuracy and conciseness and to bring it to publication standard aTo secure understanding of the features of non-chronological reports  structure and organisation ACTIVPrimarySciencePushes and PullsGrowing PlantsSorting Materials1ETo understand that there are many sorts of movement which can be described in many ways; To understand that pushing or pulling things can make objects start or stop 1BTo understand that plants have leaves, stems, flowers and roots; To understand that there are different plants in the immediate environment PowerPoint1C>To make and record observations about materials and ask questions; To know that objects are made from materials, and different objects can be made from the same materials; To identify criteria which can divide a set of objects and to group materials using appropriate vocabulary; To use a word bank to create sentences Write Away!Health and Growth Variation2ATo make and record observations, including simple comparisons about the effect of exercise on the body; To know how different kinds of exercise affect the body2CTo be able to recognise, classify and explain what is different about a range of mini-beasts through an evaluation of data; To understand that a database can be used to help to find informationInformation WorkshopLight and ShadowsTeethTeeth and eating3FwTo know that light comes from a source and that objects can block light, causing shadows; To know that materials can be transparent, translucent or opaque; To know that the amount of light falling on a sensor can be measured, and that this can be used to investigate how opaque objects cause shadows; To consider that  ambient light explains why we do not get a zero readingLogIT Datameter 10003A%To be able to use a secondary source to research information about the functions of teeth; To know that humans have teeth  molars for chewing, canines for tearing, incisors for cutting  and that teeth help us to eat; To know the functions of teeth in processing food and how to care for themHuman Body ExplorerTo record the effect which some liquids have on our teeth and begin to use scientific knowledge and understanding to make explanations Keeping WarmSolids and liquidsCircuits and conductors4CTo collect, store and retrieve temperatures; To explain temperature and temperature changes using scientific knowledge and understandingLogIT Explorer4DTo identify solids and liquids and know that there are liquids other than water; To correctly classify materials as liquid or solid (e.g. wood, iron, syrup, shampoo, cooking oil), explaining the reasons for their choices; To describe similarities between solids (e.g. they don t change shape when you move them) and between liquids (e.g. they move when you tilt the bottle), and differences between solids and liquids (e.g. you can pour the liquids but not the solids)4F To know how to change the brightness of bulbs in a circuit; To make suggestions about what can be investigated and predictions about what will happen when trying to change the brightness of bulbs; To make comparisons indicating whether results support predictions made Seed dispersalMuffling soundChanging State5BTo know that seeds can be dispersed in a variety of ways; To make careful observations of fruits and seeds, to compare them and use results to draw conclusions; To know that many fruits and seeds provide food for animals including humans 5FNTo plan a test< to measure or observe how well different materials muffle sound EasySense QJunior InsightChanging CircuitsInterdependence and adaptationDecay6GBTo understand that the speed of motors in a circuit can be changed6A2To use keys to identify animals in a local habitatSoftease Branch6BTo know that micro-organisms can be harmful, they bring about decay and they feed and grow; To know how to reduce the risks of these micro-organisms in rotting food; To understand how ICT can help to capture and record these microscopic organisms effects and help to communicate findings of events that take place over longer time spans; To develop the skills in using the computer-linked microscope accurately and informativelyTo run a simple program on the computer and perform simple functions using the tools and icons; To explore colour, shape, form and space in two dimensions; To respond to comments and questions, entering into dialogue about their creations.To find out about and identify the uses of everyday technology; To have a snese of belonging; To handle tools with increasing control.To instruct a programmable toy; To use a programmable toy to support learning; To use everyday words to describe position; To work as part of a group, taking turns and sharing fairly.To know that technology is part of the world around them; To know that technology can support and enrich their learning; To know that technology can help them learn independently; To know that learning through technology can be an enjoyable interactive experience; To handle tools safely and with increasing control; To explore a text and enter into the pleasure of a story; To learn that print carries meaning and, in English, is read from left to right and top to bottom; To use their imagination in art and design; To express and communicate their ideas, thoughts and feelings by using suitable tools; To continue to be interested, excited and motivated to learn; To select and use activities and resources; To negotiate actions and take turns.WTo use their imagination in role-play; To express and communicate their ideas, thoughts and feelings in role-play; To recognise numberals 1-9; To use language such as 'more' or 'less'; To find out about and identify the uses of everyday technology; To use language to imagine and recreate roles and experiences; To use talk to organise, sequence and clarify thinking, ideas, feelings and events; To enjoy using and listening to spoken and wirtten language, and readily turn to it in their play and learning; To interact with others, negotiating plans and activities and taking turns in conversation.To enjoy an increasing range of books; To follow a narrative in the correct sequence, paying attention to the main elements of the story such as the characters and events; To find out about a use of an everyday technology, a tape recorder and story tape; To insert a tape independently and to press the Play button; To use a rnage of small equipment; To handle tools with increasing control.)To say and use number names in order; To count reliably; To use mathematical and everyday language to describe position and direction; To use developing mathematical ideas and methods to solve practical problems; To instruct a programmable toy; To use a programmable toy to support their learning.To construct with a purpose in mind; To use simple tools and techniques competently and appropriately; To form good relationships with peers; To work as part of a group, taking turns and sharing fairly.To begin to move rhythmically; To recongise and explore how sounds can be changed, recognise sound patterns and match movements to music; To count reliably up to 12; To count in 2s; To say number names in order.To instruct a programmable toy; To begin to estimate distance using the size of the robot as a guide; To say and use number names in order; To count reliably up to 10; To use language such as 'more' and 'less'.To find out about and identify the use of an everyday technology; To have a sense of belonging; To continue to be interested, excited and motivated to learn; To sustain attentive listening, responding to what they have heard with relevant comments, questions or actions.To understand that temperature can affect the state of a substance and change it from solid to liquid, or vice versa; To use a temperature sensor and datalogger to record changes in temperature over time; To obtain evidence by making careful observations5DHistoryNew and old toysDescribing a toyVictorian objectsMTo distinguish between old and new objects and describe their characteristicsTo describe an artefactTo answer questions about household objects used a long time ago; To make inferences about aspects of home life a long time agoFlorence NightingaleRemembrance Day Grace DarlingTo use pictures to help ask and answer questions about Florence Nightingale; To recount the main events in the life of a famous personuTo use historical sources in the locality to find out information; To ask and answer relevant questions from the pastTo learn about the life of a famous person from the past and why she acted as she did; To infer information from a written or visual account of a person s life The VikingsEvacuees6CTo be aware of the effects of air raids; To empathise with the experiences and feelings of evacuees; To communicate learning in an organised and structured wayTo find out about Viking longboats; To make inferences about the Viking way of life; To combine text and graphics to communicate information Ancient EgyptOur Area - then and nowTudor InventoriesqTo classify information in various ways, To learn about the range of objects that has survived from Ancient EgyptTo use inventories to identify characteristic features of different types of people in Tudor times; To draw conclusions about life in Tudor times from different sources of informationAncient Greek InfluencewTo understand that Greek architectural and mathematical ideas directly and indirectly influence the buildings around usVictorian working childrenLTo understand how attitudes to children and childhood have changed over timeFamous Person - John Lennon Car OwnershipBritain since 1948To carry out personal research; To compare differences between images from different periods; To extract information from the Internet and acknowledge its sourcefTo identify changes that have occurred in Britain since 1968 and some of the reasons for these changesInformation Workshop 2000gTo identify changes that have occurred in Britain since 1948 and some of the reasons for these changes. Geography Our Streets Robot routesTo recognise some of the physical and human features in their locality; To see that information is all around us in a variety of forms ResourcesTo estimate distances; To use north, south, east and west directions; To use a simple map to identify features and possible routes (e.g. longest and shortest); To develop a set of instructions to control a programmable floor robotPixie Global EyeAn island homeSeasideTo understand how the quality of the environment can be sustained and improved; To understand the slogan  think global, act local ; To collect and analyse evidence2Play Music Toolkit 2Sequencemini CD recorder MusicBox2Beat BoxSound recorder< 2ComposeTune Box PictogramDigital Video CameraTo locate a place on a map of the British Isles; To identify some of the physical and human features of a place; To identify how an island is different from the mainlandTo understand what the seaside is like and why people like to go there; To use maps and atlases; To use a variety of resources to find out information; To develop geographical vocabularyWeatherIndian Village lifeTo be able to identify hot and cold places on a world map; To ask and respond to geographical questions; To recognise patterns; To use geographical vocabulary; To use ICT to access information about weather conditions around the world}To use secondary sources; To identify physical and human features; To learn about similarities and differences between placesImproving ther environmentWorld weather reports A village mapoTo collect and record evidence in answer to a question; To use ICT to present findings; To use fieldwork skillsRTo investigate places; To use secondary sources; To use ICT to present informationTo recognise that villages have specific features; To recognise that features are located in response to physical features and human choice; To draw a map of the layout of a settlement EasiteachTemperature and locationWater conservationTo appreciate the need for great care in collecting weather data; To understand that temperature is affected by location, and that different places, even within a short distance, can have large differences of temperature due to environmental conditionsRM Colour Magic 2.5YTo be aware of the uses of water in the home; To know that water may need to be conservedRivers MountainseTo know about a river they have studied and its effect on the landscape; To know the parts of a riverTo understand that different mountain environments show both similarities and differences in their physical and human features; To use sources to locate informationPhysical EducationGymnastic balances Penguin DanceCatchingTo improve quality of movement when performing balances; To develop good control and body tension; To evaluate own balances and the work of others using appropriate languageTo choose appropriate movements for different dance ideas; To remember and repeat short dance sequences; To create and improve short sequences of dance.To improve catching skills; To demonstrate control and accuracy, with a basic underarm throwing action; To be able to retrieve and catch a ball with some consistency; To be able to work effectively alone, with a partner and within a group; To learn that computers& provide information and instructions Dance: electric stormJumpingTheme music to a planetFanfaresKS1 & 2To understand that fanfares are used to create an atmosphere for a specific special occasion; To listen to and recognise the use of musical elements in a fanfare; To use these elements to create a fanfare; To evaluate how effective these pieces are and make improvementsTo improvise, developing melodic material to create an effect; To organise musical ideas in binary form; To combine musical elements of timbre and pitch to communicate different moods and effects; To evaluate how time and place can influence the way music is created, performed and heard Art & Design Painted FacesSurface Pattern1ATo discuss the ways in which artists and photographers portray themselves and others; To create a self-portrait that:  uses painting and drawing tools in art software and a digital image of themselves  communicates ideas about themselves; To develop appropriate vocabularyRevelation Natural ArtTo investigate the qualities of natural and manufactured materials; To create a collage that combines different surface textures, including some generated with ICT; To introduce specific vocabulary to describe textures and materials QX3 "! PlusMother Nature - T ShirtsCan buildings speak?2B{To recognise and use the pentatonic scale to create a short melody; To improvise simple tunes based on the pentatonic scalebTo identify the commonest features of money containers; To use these features in their own designsTo explore and develop skills in using and applying colour; To communicate ideas about line, shape and colour; To represent ideas and feelings about nature To use a digital camera to record a variety of architectural details; To use edit and paint tools to juxtapose and modify their photographs, creating a digital collage; To create a theme board, combining digital prints with mixed media and languageInvestigation pattern Poster advert3BSMART notebookData Handling ITP Vandalism jpg River WaveneyPresentation SoftwareTo develop visual ideas through exploration of African adire cloth; To design a repeat pattern using digital images of leaves, flowers and other natural forms; To develop a digital sketchbookTo learn how to use a digital camera to capture an image; To learn how to transfer a digital photograph to a computer; To review, modify and evaluate work as it progresses Viewpoints Take a seat4A4BGTo recognise key concepts underlying cubism, particularly the innovative shift away from the use of a single viewpoint in art; To use software to create, modify and combine images using layers; To use digital photography and ICT to collect and record information, to explore and develop ideas, and to modify and improve designsPaint Shop ProTo use an artist s website as a visual resource; To make a virtual visit to an art gallery using a gallery website; To create a digital collage presenting visual research; To begin to consider the theme of  musical chairs Objects and meanings Containers5ATo translate a piece of  junk into a  precious object responding to the work of William Harper and Joseph Cornell; To manipulate digital images:  by altering colour saturation and translucency  by transforming the imageAdobe Photoshop ElementsTo explore visual elements relating to containers; To use the Internet to research different types of containers; To record findings in a sketchbookFSPainting with a tablet PCUsing a digital cameraControlling cars outdoorsIndependent computer useICT and role playUsing a tape recorderFloor robot and pirate map Making modelsUsing a musical play matFloor robot and distanceUsing a photocopierCreative developmentK&U of the worldPSE developmentPhysical developmentMathematical development$Communication, language and literacy Tablet PCPainting softwareRemote control carsComputer Creativity and Literacy software Scanner tillPhoneKitchen appliances Floor robot#Remote control vehicle creation kitMusical playmat PhotocopierPeople in actionA sense of placeWhat a performanceTo use digital photography and ICT to capture and record images of figures in action; To use ICT to analyse, select and develop ideas for use in their own workAnimation ShopTo use graphics software to layer images to create a new image; To combine and organise shape,< form and texture; To use appropriate subject vocabulary To learn how to layer images over one another using graphics software; To print images onto transparencies for further layering; To recognise that differences in buildings relate partly to their purpose and also to the period when they were builtDesign & TechnologyFruit & VegetablesMoving PictureseTo determine children s preferences in relation to fruit; To record information and interpret resultsPTo evaluate a product by discussing how well it works in relation to its purposeControlling a vehicleVehicleUsing digital videoTo estimate distances; To develop a set of instructions to control a simple robot; To undertake simple design-and-make activitiesRoamerTo learn that different types of vehicles have different purposes; To use a digital camera; To use the basic facilities of a word processor (to import, crop, resize and move pictures); To use presentation softwareSMART Notebook\To appreciate how a camcorder can be used to record a puppet show; To evaluate a puppet showPackaging: drawing a netPackaging: making labelsMaking a monsterTo construct 3-D shapes from nets; To know that that the final 3-D shape depends on the shape of the net; To visualise 3-D shapes from 2-D drawings; Note: This work is part of the yearly teaching programme for Years 5/6 in the primary mathematics Framework. Granada DrawXTo evaluate design ideas as they develop and to indicate how the ideas could be improved3CqTo use digital photographs to record the sequence of their work; To evaluate the product and suggest improvementsMoney containers 1Money containers 2Illustrating storiesTo learn that products are designed for different purposes for different users; To identify the commonest features of money containers; To use these features in their own designsRM Information MagicATo use simple graphical communications to create pages for a book Textease 2000Talking StoriesMusical InstrumentsPhotographing bakingProperties of breadTo use information from an investigation into the function and form of musical instruments to plan how to make sound effects to include in a puppet playMTo evaluate a product against a design specification; To use a digital camerabTo learn that there is a wide variety of bread/biscuit products from different cultural traditionsMaking a presentation FairgroundscTo research shelters in the local area and on the Internet; To understand that there are many different types of shelters built for a variety of purposes; To identify how simple structures are supported and strengthened; To design pages and links for an electronic presentation that incorporates features of good page design and provides clear informationpTo identify the position of a mechanism driven by a motor, and the direction of movement, using fairground examples; To suggest the types of mechanisms that could be used to drive the ride; To identify control systems in real life and name the key elements of a system; To search the Internet for information, checking its validity and presenting it in a chosen format My World 3Web log template fileOutlooke-mail Word file 1,2,3QX3 Plus MicroscopeCircuit Cards Word fileThree Toys Word FileNew and Old Toys Word fileObjects Word File Word 1,2,3 FlexiTREETo synthesise what has been found out about the local area; To organise information and communicate it appropriately to an audienceLuxuries IM fileTo perform body actions with control and coordination; To choose movements with different dynamic qualities to choreograph a short dance; To improve dances by analysing digital photographs of positionsqTo analyse the elements of vertical and horizontal jumps; To practise jumps safely; To evaluate their performanceBalanceAthletics: Jumping Sweet DanceTo perform balances with control and body tension; To practise and refine quality of movement when performing balances; To use appropriate language to assess quality of movement; To link a range of movements into a sequenceTo improve jumping techniquesZTo create a short dance linking strong body shapes together using a simple dance structureOutdoor activities4To develop balances on the floor and large apparatusNTo create and follow a trail using identifiable features of the school groundsDance researchInvasion gamesTo respond to a stimulus (the haka video); To create sequences of movements resembling those demonstrated in the haka; To improve their own ideas and performances, particularly focusing on the quality of movementsTo use invasion skills to play own games; To evaluate strengths and weaknesses in their own and others performances and suggest improvements Cats danceRunningTo respond to a stimulus (Cats video); To create sequences of movements resembling those demonstrated by the dancers in the musical Cats; To improve their own ideas and performances, particularly focusing on the quality of movementsaTo develop an effective running technique; To know the short-term effects of exercise on the bodyTo use the relationship between and to derive new facts; To extend written methods to division of HTU by TU (long division, whole-number answers with remainders)3To calculate a temperature rise or fall across 0C0 1Curriculum subjectMusicExploring PitchComposing for a storyTaping sounds around usTo understand that notes can be high or low; To use a range of resources to create pieces that use scales; To discriminate between a high and a low-pitched note; To create simple melodic phrases using high and low notesTo identify everyday sounds in the environment; To create a simple musical phrase using sound effects; To use sounds expressively to illustrate a story; To be aware of silences in musicTo identify individual sounds; To identify different sound sources; To explore and describe different sound sources using musical vocabulary, e.g. long/short; To use a mini-CD or tape recorder to record sounds and sort them by typeFeel the pulseListening skillsExploring musical elementsnTo begin to internalise and create rhythmic patterns; To recall and perform rhythmic patterns to a steady beatTo listen carefully and respond to sounds using movement;To begin to create their own soundscape, using their ability to listen carefully and discriminate between similar soundsTo explore a range of sounds and compare with similar sounds; To describe sounds using appropriate vocabulary; To create a descriptive composition (e.g. bell music) that explores sounds and manipulates and refines them using effects Tape recorder Dragon ScalesComposing for a purpose To explore, choose, combine and organise musical ideas within a musical structure; To compose music for a specific purpose; To consider atmosphere and mood suggested by visual stimulusMusical structureMusical recordings MinimalismTo know that dance music is a contemporary style of music which is heavily dependent on the electronic layering of sounds; To know that sounds are often repeated and ordered into a clear structure to make a piece of dance music, with separate sounds laid down on separate tracks; To understand that silences in compositions are as much a part of the overall piece as the sounds themselves; To compose a piece of music that makes effective use of the features of contemporary dance musicSuper Duper Music Looper To know what timbre, voice percussion, loops and sound effects are; To explore the timbre of their voice, including vocal rhythms; To compose and record their own sounds onto a digital device; To know how to transfer these recordings for use in composition softwareeJayTo understand the use of words, pulse and repeating patterns in the opening of Einstein on the Beach by Philip Glass; 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