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New curriculum scheme v1.3 all subjects 2014-15

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This document outlines the art and design curriculum for Years 3 through 6 at Colmore Junior School. It provides the theme, skills/techniques/media, and artist inspiration for each term across the four year groups. Themes include sea life, portraits, robots, treasure maps, still life, inventions, symbolism, self portraits, surrealism, patterns in nature, aboriginal art, tessellation, and pop art. A variety of artistic skills and media are covered, such as drawing, painting, collage, printmaking, and paper engineering. Artists that provide inspiration range from Picasso, Van Gogh, and Escher to traditional aboriginal and Japanese artists.

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Colmore Junior School Art & Design – YEAR 3 Theme Skills/Techniques/Media Inspiration/Artists Sea Life Observation drawing – oil pastel & pencil Sketching – pencil Silhouettes – marbling & paint Jan Pienkowski Theme Skills/Techniques/Media Inspiration/Artists Portraits Pencil sketches & composition Collage Charcoal & chalk drawings Picasso – cubist portraits David Hockney – photo montages Theme Skills/Techniques/Media Inspiration/Artists Robots Observation drawing – pencil Print making – press prints Collage – junkyard robots Paper engineering – ‘talking robots’ 1950’s tin toys Junk sculpture Theme Skills/Techniques/Media Inspiration/Artists Treasure Maps Pencil sketches Pen & ink drawing Watercolour washes Legend of Atlantis Jurassic Park The Land that Time Forgot Theme Skills/Techniques/Media Inspiration/Artists Still Life Observation drawing – biscuits Pencil & watercolour studies
Colmore Junior School Art & Design – YEAR 4 Theme Skills/Techniques/Media Inspiration/Artists Amazing Inventions & Bizarre Machines Observation drawing – watch movements Pen & ink sketches from imagination Collage & mixed media William Heath-Robinson Japanese animation – ‘Howl’s Moving Castle’ Rowland Emett Theme Skills/Techniques/Media Inspiration/Artists Symbolism Research – sketching & annotation Colour theory & painting techniques Mixed media – paint, pastel, ink, collage Hans Holbein Caravaggio Marc Chagall Theme Skills/Techniques/Media Inspiration/Artists Self Portraits Observation drawing – pencil Watercolour & watercolour pencils Paper weaving Various artists including Van Gogh, Rembrandt and female portraits in Western Art Theme Skills/Techniques/Media Inspiration/Artists Still Life Observation drawing – metal artefacts Oil pastel & pencil studies Ink washes Dutch still life painters Theme Skills/Techniques/Media Inspiration/Artists Surrealism Cutting & collage Painting techniques Mixed media Joan Miro
Colmore Junior School Art & Design – YEAR 5 Theme Skills/Techniques/Media Inspiration/Artists Patterns in Nature Research – sketching & annotation Creating simple designs & motifs Mixed media – marbling, paint & inks Patterns found in nature Andy Goldsworthy Georgia O’Keeffe Theme Skills/Techniques/Media Inspiration/Artists People in Action Using stencils – positive & negative images Painting through & over stencils Mixed media & collage techniques Eadweard Muybridge Theme Skills/Techniques/Media Inspiration/Artists Aboriginal Art Research – sketching & annotation Map making & creating aboriginal symbols Colour theory – complementary colours Mark making & painting techniques Traditional aboriginal artwork Theme Skills/Techniques/Media Inspiration/Artists Tessellation Using simple templates Designing complex tessellating shapes Watercolour blending & washes Escher Theme Skills/Techniques/Media Inspiration/Artists Still Life Observation drawing – keys Pencil & painted studies
Colmore Junior School Art & Design – YEAR 6 Theme Skills/Techniques/Media Inspiration/Artists Pop Art Portraits Line drawing self portraits Collage using multiple images Painting techniques Julian Opie Andy Warhol Theme Skills/Techniques/Media Inspiration/Artists Perspective Ink washes Using layered silhouettes Composition & perspective Various photographers Theme Skills/Techniques/Media Inspiration/Artists Japanese Prints Research – sketching & annotation Composition & sketchbook work Painting techniques – gouache & inks Hokusai Traditional Japanese prints Theme Skills/Techniques/Media Inspiration/Artists 3-D Paper Cities Paper engineering techniques Pen & ink drawing Sue Blackwell Ingrid Siliakus Theme Skills/Techniques/Media Inspiration/Artists Still Life Observation drawing – knotted ropes Pencil & painted studies Pen & ink drawings
Colmore Junior PE Curriculum: Year 3 AUTUMN 1 INDOOR PE OUTDOOR PE Gymnastics – Unit 1 Children focus on improving the quality of their movement to help them produce tension and extension. They plan and perform sequences of contrasting actions and varying speeds, and develop flow by linking actions smoothly. Invasion Games – Unit 1 – ‘Netball’ Children learn how to outwit their opponents and score. They develop skills in finding and using space to keep the ball. They play with a basic court set-up and rules, using a range of skills, including throwing, catching, kicking and striking. AUTUMN 2 INDOOR PE OUTDOOR PE Net/Wall Games – ‘Tennis’ Children focus on developing the skills they need for net/wall games and how to use these skills to make the game difficult for their opponent. They learn to direct the ball towards the target area and away from their opponent. Invasion Games – Unit 2 – ‘Hockey’ Children learn how to outwit their opponents and score. They develop skills in finding and using space to keep the ball. They play with a basic court set-up and rules, using a range of skills, including throwing, catching, kicking and striking. SPRING 1 INDOOR PE OUTDOOR PE Dance – ‘Theseus and the Minotaur’ Children perform dances, focusing on creating, adapting and linking a range of dance actions, inspired by a variety of subjects. They think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts. Striking & Fielding – Unit 1 – ‘Rounders’ Children learn how to hit or strike the ball into spaces, so that they can score runs in different ways. When fielding, they learn how to work together to keep the batters’ scores down. Children have to think about how they use skills, strategies and tactics to outwit the opposition. SPRING 2 INDOOR PE OUTDOOR PE Net/Wall Games – ‘Sitting Volleyball Children focus on developing the skills they need for net/wall games and how to use these skills to make the game difficult for their opponent. They learn to direct the ball towards the target area and away from their opponent. Outdoor & Adventurous Activities Children learn how to read and follow different maps and symbol trails. They also take part in a range of trust and communication activities, and in some adventure games. SUMMER 1 INDOOR PE OUTDOOR PE Gymnastics – Unit 2 Children focus on improving the quality of their movement to help them produce tension and extension. They plan and perform sequences of contrasting actions and varying speeds, and develop flow by linking actions smoothly. Striking & Fielding – Unit 2 – ‘Edgbaston Cricket Coaching’ Children learn how to hit or strike the ball into spaces, so that they can score runs in different ways. When fielding, they learn how to work together to keep the batters’ scores down. Children have to think about how they use skills, strategies and tactics to outwit the opposition. SUMMER 2 INDOOR PE OUTDOOR PE Health Related Fitness Children learn about the health benefits of exercise and the effects it has on the body in the short and long term. They work on improving their stamina and fitness levels. Athletics – ‘Quad Kids’ Interschool Competition Children concentrate on developing good basic running, jumping and throwing techniques. Children think about how to achieve the greatest possible speed, height, distance or accuracy.
Colmore Junior PE Curriculum: Year 4 AUTUMN 1 INDOOR PE OUTDOOR PE Gymnastics – Unit 1 Children create sequences that include changes of level and speed, and focus on using different body shapes clearly. Children use skills and abilities individually, in combination and in sequence, with the aim of showing as much control and precision as possible. Invasion Games – Unit 1 – ‘Football’ Children learn simple attacking tactics using a range of equipment and skills, and start to think about how to organise themselves to defend their goals. They play mini games, thinking about how to use skills, strategies and tactics to outwit the opposition. AUTUMN 2 INDOOR PE OUTDOOR PE Net/Wall Games – Unit 1 – ‘Sitting Volleyball’ Children develop the skills needed for net/wall games and how to use these skills, strategies and tactics to make the game difficult for their opponent. They learn to direct the ball towards the target area and away from their opponent. Invasion Games – Unit 2 – ‘Hockey’ Children learn simple attacking tactics using a range of equipment and skills, and start to think about how to organise themselves to defend their goals. They play mini games, thinking about how to use skills, strategies and tactics to outwit the opposition. SPRING 1 INDOOR PE OUTDOOR PE Swimming/Tennis Children learn to enjoy being in water and become more confident. They learn how to keep afloat, move in the water, meet challenges and breathe when swimming. Swimming Children focus on swimming more fluently, improving their swimming strokes, and learning personal survival techniques. SPRING 2 INDOOR PE OUTDOOR PE Gymnastics – Unit 2 Children create sequences that include changes of level and speed, and focus on using different body shapes clearly. They will use skills and agilities individually, in combination and in sequence, with the aim of showing as much control and precision as possible. Striking & Fielding – Unit 1 – ‘Edgbaston Cricket Coaching’ Interschool Competition Children learn how to hit or strike the ball into spaces, so that they can score runs in different ways. When fielding, they learn how to work together to keep the batters’ scores down. Children think about how they use skills, strategies and tactics to outwit the opposition. SUMMER 1 INDOOR PE OUTDOOR PE Net/Wall Games – Unit 2 – ‘Tennis’ Interschool Competition Children develop the skills needed for net/wall games and how to use these skills, strategies and tactics to make the game difficult for their opponent. They learn to direct the ball towards the target area and away from their opponent. Outdoor & Adventurous Activities Children learn how to read and follow different maps and symbol trails. They also take part in a range of trust and communication activities, and in some adventure games. SUMMER 2 INDOOR PE OUTDOOR PE Dance Children create characters and narrative through movement and gesture, gaining inspiration from a range of subjects. They think about how to use movement to explore and communicate ideas and issues, their own feelings and thoughts. Athletics – ‘Quad Kids’ Interschool Competition Children develop good basic running, jumping and throwing techniques. They think about how to achieve the greatest possible speed, height, distance or accuracy.
Colmore Junior PE Curriculum: Year 5 AUTUMN 1 INDOOR PE OUTDOOR PE Gymnastics – Unit 1 Interschool Competition Children create longer sequences to perform for an audience, learning a wider range of actions and explore more difficult ways to perform. They use skills and abilities individually, in combination and in sequence, aiming to show as much control and precision as possible. Invasion Games – Unit 1 – ‘Hockey’ Interschool Competition Children develop skillful attacking and team play, and explore a range of ways to defend. They think about how to use skills, strategies and tactics to outwit the opposition. AUTUMN 2 INDOOR PE OUTDOOR PE Athletics – Unit 1 – ‘Sports Hall Athletics’ Interschool Competition Children develop their technical understanding of athletic activity, learning how to set targets and improve their performance in a range of activities. Net & Wall games – Unit 1 – ‘Tennis’ Children develop the range and quality of their skills when playing games using rackets. They also learn specific tactics and skills for games such as short tennis. Children have to think about how they use skills, strategies and tactics to outwit the opposition. SPRING 1 INDOOR PE OUTDOOR PE Dance Children learn different styles of dance and focus on dancing with other people. They create, perform and watch dances in a range of styles. Children think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts. Outdoor & Adventurous Activities Children develop their orienteering and problem-solving skills in familiar and unfamiliar situations and environments. Throughout, there is an emphasis on building trust and working as a team. SPRING 2 INDOOR PE OUTDOOR PE Gymnastics – Unit 2 Children create longer sequences to perform for an audience. They learn a wider range of actions and explore more difficult ways to perform. They use skills and abilities individually, in combination and in sequence, aiming to show as much control and precision as possible. Striking & Fielding Games – Unit 1 – ‘Cricket’ Interschool Competition Children develop the range and quality of their skills and understanding, learning how to play the different roles of bowler, wicket-keeper, backstop, fielder and batter. They think about how they use skills, strategies and tactics to outwit the opposition. SUMMER 1 INDOOR PE OUTDOOR PE Net & Wall games – Unit 2 – ‘Handball’ Interschool Competition Children develop the range and quality of their skills, learning tactics and skills specific to net and wall games. Children have to think about how they use skills, strategies and tactics to outwit the opposition. Invasion Games – Unit 2 – ‘Tag Rugby’ Interschool Competition Children develop skilful attacking and team play, and explore a range of ways to defend. They think about how to use skills, strategies and tactics to outwit the opposition. SUMMER 2 INDOOR PE OUTDOOR PE Athletics – Unit 2 Children develop their technical understanding of athletic activity, learning how to set targets and improve their performance in a range of activities. Striking & Fielding Games – Unit 2 – ‘Rounders’ Interschool Competition Children develop the range and quality of their skills and understanding, learning how to play different roles. They think about how they use skills, strategies and tactics to outwit the opposition.
Colmore Junior PE Curriculum: Year 6 AUTUMN 1 INDOOR PE OUTDOOR PE Gymnastics – Unit 1 Interschool Competition Children use their knowledge of compositional principles to develop sequences that show an awareness of their audience. They use skills and agilities individually, in combination and in sequence, demonstrating control and precision. Invasion Games – Unit 1 – ‘Tag Rugby’ Children improve their defending and attacking play. They start to play even-sided mini-versions of invasion games. They think about how to use skills, strategies and tactics to outwit the opposition. AUTUMN 2 INDOOR PE OUTDOOR PE Athletics – Unit 1 – ‘Sports Hall Athletics’ Interschool Competition Children develop their technical understanding of athletic activity, learning how to set targets and improve their performance in a range of activities. Outdoor & Adventurous Activities Children develop their orienteering and problem-solving skills in familiar and unfamiliar situations and environments. Throughout, there is an emphasis on building trust and working as a team. SPRING 1 INDOOR PE OUTDOOR PE Dance Children use different visual images as the starting point for composing, performing and watching dance. They think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts. Striking & Fielding Games – Unit 1 – ‘Cricket’ Interschool Competition Children develop the range and quality of their skills and understanding, learning how to play the different roles of bowler, wicket-keeper, backstop, fielder and batter. They think about how they use skills, strategies and tactics to outwit the opposition. SPRING 2 INDOOR PE OUTDOOR PE Net & Wall games – Unit 1 – ‘Handball’ Interschool Competition Children develop the range and quality of their skills, learning tactics and skills specific to net and wall games. They think about how they use skills, strategies and tactics to outwit the opposition. Invasion Games – Unit 2 – ‘Netball’ Interschool Competition Children improve their defending and attacking play. They start to play even- sided mini-versions of invasion games. They think about how to use skills, strategies and tactics to outwit the opposition. SUMMER 1 INDOOR PE OUTDOOR PE Net & Wall games – Unit 2 – ‘Badminton/Sitting Volleyball’ Children develop the range and quality of their skills, learning tactics and skills specific to net and wall games. They think about how they use skills, strategies and tactics to outwit the opposition. Striking & Fielding Games – Unit 2 – ‘Tri-Golf’ Interschool Competition Children develop the range and quality of their skills and understanding. Children have to think about how they use skills, strategies and tactics to outwit the opposition. SUMMER 2 INDOOR PE OUTDOOR PE Gymnastics – Unit 2 – ‘Trampolining’ Children use their knowledge of compositional principles to develop sequences that show an awareness of their audience. They use skills and abilities individually, in combination and in sequence, demonstrating control and precision. Athletics Children develop their technical understanding of athletic activity, learning how to set targets and improve their performance in a range of activities.
Colmore Junior Science Curriculum: Year 3 AUTUMN 1 AUTUMN 2 Topic Content Science Skills CHEMISTRY Materials Properties and uses Rocks and soils Identifying & classifying Pattern seeking Fair testing SPRING 1 Topic Content Science Skills PHYSICS Magnets and Electricity Magnetic forces Simple circuits Identifying & classifying Pattern seeking SPRING 2 & SUMMER 1 Topic Content Science Skills BIOLOGY Plants and Habitats Plant structure Conditions for growth Invertebrates Habitats Adaptation Fair testing Observing over time Outdoor learning SUMMER 1 & SUMMER 2 Topic Content Science Skills PHYSICS Light Light sources Shadows Light and materials Identifying & classifying Pattern seeking Fair testing Outdoor learning Topic Content Science Skills BIOLOGY Animals including Human Body Skeletons Teeth Lifecycles Food chains Identifying & classifying Pattern seeking Fair testing Research Outdoor learning
Colmore Junior Science Curriculum: Year 4 AUTUMN 1 & AUTUMN 2 Topic Content Science Skills CHEMISTRY Materials Properties and uses States of matter Conductors and insulators Evaporation Water cycle Separation techniques Identifying & classifying Pattern seeking Observing over time Research Outdoor learning SPRING 1 Topic Content Science Skills PHYSICS Sound Pitch Volume Sound vibration The Ear Identifying & classifying Pattern seeking Fair testing SPRING 2 Topic Content Science Skills PHYSICS Earth & Beyond Earth in Space Moon Planets Day & Night Seasons Gravity Observing over time Fair testing Research SUMMER 1 & SUMMER 2 Topic Content Science Skills PHYSICS Forces Gravity Isaac Newton Air resistance Water resistance Friction Pattern seeking Fair testing Outdoor learning
Colmore Junior Science Curriculum: Year 5 AUTUMN 1 Topic Content Science Skills PHYSICS Electricity Circuit diagrams Varying current Electrical conductors Electrical insulators Identifying & classifying Pattern seeking Fair testing AUTUMN 2 Topic Content Science Skills CHEMISTRY Materials Chemical reactions Irreversible and reversible changes Separation techniques Identifying & classifying Fair testing Research SPRING 1 & SPRING 2 Topic Content Science Skills BIOLOGY Animals including Human Body Digestion Circulatory System Diet, exercise and healthy living Micro-organisms Identifying & classifying Pattern seeking Observing over time Fair testing Research Outdoor learning SUMMER 1 Topic Content Science Skills BIOLOGY Living Things and Classification Classification: plants & animals Animal/plant characteristics Keys Identifying & classifying Pattern seeking Research Outdoor learning SUMMER 2 Topic Content Science Skills BIOLOGY Plants Plant life cycle Transpiration Role of flowers Plant variety Observing over time Pattern seeking Fair testing Research Outdoor learning
Colmore Junior Science Curriculum: Year 6 AUTUMN 1 Topic Content Science Skills PHYSICS Forces Friction and air resistance – Galileo and Aristotle Up-thrust and water displacement Transfer of force and motion through gears, springs, levers and cams Pattern seeking Fair testing Research AUTUMN 2 Topic Content Science Skills PHYSICS Light Reflection and refraction Light direction The Eye Pattern seeking Fair testing Observing over time Outdoor learning SPRING 1 Topic Content Science Skills CHEMISTRY Materials Irreversible changes Dissolving Solutions Identifying & classifying Outdoor learning Pattern seeking Fair testing Research SPRING 2 Topic Content Science Skills BIOLOGY CHEMISTRY PHYSICS Science Carousel Review of KS2 Science topics Identifying & classifying Pattern seeking Observing over time Fair testing Research Outdoor learning SUMMER 1 & SUMMER 2 Topic Content Science Skills BIOLOGY Evolution and Adaptation Fossils and Mary Anning Dinosaurs Charles Darwin and the Galapagos Islands Adaptation Inheritance Identifying & classifying Pattern seeking Fair testing Research Outdoor learning
Colmore Junior School: History Curriculum The content of each History Topic ensures that the following key skills and themes are covered by children in all year groups:  Enquiry  Interpretation  Change and continuity  Cultural diversity  Significance (of historical figures and events)  Causes and consequences  Expressing opinions using evidence  Using historical vocabulary YEAR 3 – SPRING TERM 1 Topic Content Changes in Britain from the Stone Age to the Iron Age What do we think we know about Stone Age people? How long ago was the Stone Age, and why do we give it that name? How did life change when people started to farm? Why is it so difficult to work out how Stonehenge was built? How much did life really change during the Iron Age? YEAR 3 – SPRING TERM 2 Topic Content The Ancient Romans What was life like in Celtic Britain, before the Romans? When and why did the Romans invade Britain? What was life like for a Roman Soldier? How did Boudicca resist the Romans? Did Roman Britons follow a religion? How did Roman Britain end, and what was its legacy?
Colmore Junior School: History Curriculum YEAR 4 – SPRING TERM 1 & 2 Topic Content Ancient Egypt Why did people settle near the river Nile? Who were the Pharaohs? How and why were the pyramids built? What were the Ancient Egyptian’s beliefs about religion and death? What jobs did Ancient Egyptians have? How can we decipher hieroglyphics? YEAR 4 – ENGLISH UNIT Topic Content The Anglo-Saxons This Year 4 English unit will contain work based on: Beowulf- the epic poem in which a Saxon king battles monsters and a dragon. Anglo-Saxon ‘Beots’- a grand boast, threat or promise, performed in the great hall the night before a battle. YEAR 5 – AUTUMN TERM 1 Topic Content The Tudors The start of the Tudor period- what were the wars of the Roses? Field visit- Selly Manor: what was life like for a Tudor child? How should we interpret Tudor portraits? What connects Henry VIII and the reformation? What does the wreck of the Mary Rose tell us about Tudor jobs? How was Elizabeth I ‘married’ to her country?
Colmore Junior School: History Curriculum YEAR 5 – AUTUMN TERM 2 Topic Content The Mayans Where and when was the Mayan civilisation, and how did it start? How was it different from European civilisations of the time? Why did the Mayans worship the god of Maize? How and why were the Mayan pyramids built? Why did the Mayan civilisation decline? YEAR 5 – SUMMER TERM 1 & 2 Topic Content Ancient Greece Who were the Ancient Greeks? How do the Greek and Roman periods relate to each other? What can we learn about the Greeks from their Myths, Gods and Monsters? How was life in Sparta different from life in Athens? Did the Trojan war really happen? What happened in Greek theatre? What were the first Olympic games like? YEAR 6 – AUTUMN TERM 1 Topic Content The Anglo-Saxons Was Anglo-Saxon Britain a better or worse place to live than Roman Britain? Why did the Saxons invade Britain? How can we identify the places in which the Saxons settled? How effective was Saxon justice? Who was buried at Sutton Hoo? How Great was Alfred the Great?
Colmore Junior School: History Curriculum YEAR 6 – AUTUMN TERM 2 Topic Content The Vikings How should we remember the Vikings? Why have they gained such a bad reputation? How did the Vikings change from raiders to conquerors to settlers? How have recent excavations changed what we know about Viking life? How important was Norse Mythology to the Vikings? YEAR 6 – SUMMER TERM 1 Topic Content The Victorians What do you think were the most important Victorian inventions? What was life really like for working children? If life was so hard in factory towns, why did so many people move there? What can we work out about Victorian life from novels and films? Was the coming of the railways a mixed blessing? Should we remember the Victorian Period as a golden age of achievement or a dark age of suffering? YEAR 6 – SUMMER TERM 2 Topic Content A Local Study Which industries caused Birmingham to grow rapidly in size? Why is Birmingham said to have ‘more canals than Venice’? What changed with the coming of the railways to Birmingham? How important was Cadbury’s to the development of South Birmingham? How has Kings Heath changed over time? What role have the Colmore Schools played in the Kings Heath community?
Colmore Junior Religious Education Curriculum: Year 3 Autumn Term Cluster Dispositions Content Compassion Sharing and being generous Caring for others, animals and the environment Ramadan – Islam Harvest – Christianity Responsibility for the environment / stewardship - Christianity Community Creating unity and harmony Participating and willing to lead Unity expressed at Hajj (Ihram) – Islam The Christmas Story through words of carols - Christianity Spring Term Cluster Dispositions Content Choice Being Fair and Just Being accountable and living with integrity Jacob and Esau – Christianity / Judaism The Black Stone - Islam Prophet’s Promise –Islam Omniscience of God through story of Adam and Eve - Christianity Commitment Remembering roots Being loyal and steadfast The feast of Passover – Judaism Easter, communion - Christianity Summer Term Cluster Dispositions Content Contemplation Being open, honest and truthful Being silent and attentive to, and cultivating a sense for the sacred and transcendence Naboth’s Vineyard – Christianity King with three children - Islam Still small voice of God and modern day use of quietness - Christianity Commitment Being courageous and visionary Being hopeful and visionary Baisakhi – Sikhism Gideon – Christianity Martin Luther King - Christianity
Colmore Junior Religious Education Curriculum: Year 4 Autumn Term Cluster Dispositions Content Creativity Expressing joy Being thankful Diwali – Hinduism Thanking God for parents – Islam Harvest - Christianity Contemplation Being reflective and self- critical Being curious and valuing knowledge Four Noble Truths - Buddhism Questions about God are answered in Holy books. Religious texts from a range of faiths. Christmas – the birth of Jesus Spring Term Cluster Dispositions Content Community Valuing others opinions Cultivating inclusion, identity and belonging Wise and foolish builders – Christianity Amrit ceremony – Sikhism Prayer (Salah) and dress code - Islam Compassion Being merciful and forgiving Being regardful of suffering Joseph- Christianity / Judaism God’s response to human suffering through Easter story – Christianity Muslim empathy - Islam Summer Term Cluster Dispositions Content Choice Living by rules Being temperate, exercising self-discipline and cultivating serene contentment Torah – Judaism Love – Christianity People of faith influencing society- Guru Arjun Dev – Sikhism Doing good works - Christianity Creativity Being imaginative and explorative Appreciating beauty ‘Unique Me’ project Creation stories – variety of faiths
Colmore Junior Religious Education Curriculum: Year 5 Autumn Term Cluster Dispositions Content Compassion Caring for others, animals and the environment Sharing and being generous Principles of not harming living things – Buddhism and Jainism Hospitality through the story of Mary and Martha – Christianity Sikh Langar - Sikhism Commitment Being loyal and steadfast Being hopeful and visionary Love and commitment (Good Samaritan) – Christianity Christmas (The hope of heaven) - Christianity Spring Term Cluster Dispositions Content Contemplation Being open, honest and truthful Being temperate, exercising self-discipline and cultivating serene contentment Bible as a source of Christian truth -Christianity Value of meditating on words of scripture – Christianity Listening with attention -Islam Community Participating and willing to lead Being modest and listening to others People whose beliefs cause them to change the world – Gandhi - Hinduism Easter – Jesus washing disciples’ feet and last supper (eucharist) Summer Term Cluster Dispositions Content Choice Being temperate, exercising self-discipline and cultivating serene contentment Being accountable and living with integrity Turning the other cheek – Christianity Meditation- Buddhism Jesus anointed by a sinful woman- Christianity Sanctity of the cow - Hinduism Creativity Being thankful Being imaginative and explorative Ways in which believers give thanks –Christianity and Islam Attitudes towards creativity – various faiths Artistic representations of Jesus - Christianity
Colmore Junior Religious Education Curriculum: Year 6 Autumn Term Cluster Dispositions Content Choice Living by rules Being fair and just Christian morality – love superceding rules - Christianity Religious persecution – Jesus and the Samaritan woman - Christianity Community Creating unity and harmony Cultivating inclusion, identity and belonging Unity in diversity – Baha’i Significance of names – Sikhism The names of Jesus (Christmas) - Christianity Spring Term Cluster Dispositions Content Commitment Remembering roots Being courageous and confident Noah – Christianity Baisakhi – Sikhism Angulimalo and the Buddah - Buddhism Compassion Being regardful of suffering Being merciful and forgiving Easter (suffering of Jesus) – Christianity Easter (forgiveness and mercy) - Christianity Summer Term Cluster Dispositions Content Creativity Expressing joy Appreciating beauty Eid and Muslim worship- Islam The Lord’s Prayer and worship - Christianity Contemplation Being curious and valuing knowledge Being reflective and self- critical Moses (Musa) – Islam The Buddha and the swan – Buddhism Journey to spiritual perfection – Christianity, Hinduism
Colmore Junior Mathematics Curriculum: Year 3 In brief Number: pupils continue to practise counting in units, tens and hundreds, so that they become fluent in the order and place value of numbers to 1000. Addition and subtraction: of numbers with up to three digits, on paper. Mental adding and subtraction including pairs of one and two-digit numbers, 3-digit numbers and ones, tens or hundreds. Pupils solve word problems. Recall and use multiplication and division facts for the 2, 3, 4, 5, 8 and 10 multiplication tables. They write and calculate mathematical statements for multiplication and division within the multiplication tables; and for 2-digit numbers x 1-digit numbers, using mental and written methods Multiplication and Division: pupils recall and use multiplication and division facts for the 2, 3, 4, 5, 8 and 10 multiplication tables; write and calculate mathematical statements for multiplication and division within the multiplication tables; and for 2-digit numbers x 1-digit numbers, using mental and written methods. Fractions: pupils identify, name and write unit fractions up to 1/12, compare and order unit fractions and fractions with the same denominators, add and subtract fractions with the same denominator within one whole, and count up and down in tenths. Geometry and measures Pupils will: Make 2-D and 3-D shapes; recognise in different orientations; and describe with increasing accuracy; recognise angles as a property of shape and associate angle as an amount of turning identify right angles, recognise that two right-angles make a half-turn and four a complete turn; identify whether angles are greater or less than a right angle; Identify horizontal, vertical, perpendicular, parallel and curved lines; Use a compass to draw circles and arcs with a given radius. Pupils will also be able to tell and write the time from an analogue clock, one with Roman numerals, and digital clocks, and do this to the nearest minute, know the number of seconds in a minute, and measure compare and add and subtract lengths, mass, volume and time. Data: pupils use both horizontal and vertical representations as well as scales for pictograms, for example, where each picture represents 10 bags.
Colmore Junior Mathematics Curriculum: Year 4 In brief Number: pupils read, write, order and compare numbers to at least 10,000; recognise place value in a 4-digit number; read and write negative numbers; read Roman numerals to 100 and understand that Hindu-Arabic numerals introduced the concept of zero and place value. Addition and subtraction: pupils add and subtract numbers using formal written methods with up to 4 digits; accurately add and subtract numbers mentally including two 2-digit numbers; estimate, within a range, the answer to a calculation and use inverse operations to check answers. Multiplication and Division: pupils learn times tables up to 12x12; multiply and divide 2 and 3 digit numbers by a one-digit number, interpret remainders as integers; mentally multiply and divide up to three digit numbers; recognise and use factor pairs to 144. Fractions: pupils find equivalent fractions of one with a denominator not more than 12; reduce them to their simplest form; add and subtract two fractions with common denominators and one whole. Decimals: "Ensure pupils are taught decimal notation and vocabulary, including in the context of measurements. Ensure pupils are taught to make comparisons and order decimal amounts and quantities that are expressed to the same number of decimal places. "Ensure pupils’ understanding of decimal place value is extended to tenths and then hundredths. This will prepare them for Year 5 when they are taught how to relate the decimal notation to division of 2-digit numbers by 10 and later 100, and to the groups of fractions for 1/10 and later 1/100." Geometry and measures: work on shapes continues, including identifying acute and obtuse angles. "Ensure pupils draw a pair of labelled axes in one quadrant and regularly read, write and use pairs of coordinates, e.g. (2, 5). "Ensure pupils regularly practise recognising line symmetry in a variety of diagrams. Exclude rotational symmetry." Pupils are introduced to area, initially by counting squares (e.g. cm2 squares) and later using perimeter measurements to calculate areas. Data: pupils to continue reading, interpreting and solving problems using information in bar graphs.
Colmore Junior Mathematics Curriculum: Year 5 In brief Number: pupils read, write, order and compare numbers to a million, counting up and down in steps of 100, 1000, or 10,000, estimate answers and read Roman numbers to 1000. Addition and subtraction: numbers should now have up to five digits, and practise mental maths with increasingly large numbers. Multiplication and Division: "Ensure pupils extend their use of written methods for multiplication to practise long multiplication. Also, ensure pupils continue to practise and apply all the multiplication tables and related division facts as often as possible to ensure they are committed to memory and can be used confidently to make larger calculations. "Ensure pupils record answers for non-integer division in different ways, including: with remainders, fractions, decimals or with rounding, for example: 98 ÷ 4 = 24 r 2 = 24½ = 24.5 = 25." Fractions: pupils now compare and order fractions with different denominators; recognise mixed numbers and improper fractions and convert from one to the other, write mathematical statements that exceed one as a mixed number; multiply proper fractions and mixed numbers by whole numbers. Decimals: pupils read and write decimal numbers as fractions (e.g. 0.71 = 71/100) and recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents. They also work with decimals of up to three decimal places. Percentages: Pupils recognise the per cent symbol and what it means, and write simple fractions and decimals as percentages. Geometry and measures: pupils continue to practise regularly drawing lines with a ruler and measuring with a protractor and become confident with using conventional markings for parallel lines and right angles. The term diagonal and its properties is introduced. Position, direction, motion: pupils recognise and use reflection and translation in a variety of diagrams, including continuing to use a 2-D grid and co-ordinates in the first quadrant. Data: pupils to complete tables and bar graphs from information and solve problems using bar graphs, tables and simple pie charts.
Colmore Junior Mathematics Curriculum: Year 6 In brief Number: pupils are now working with numbers of up to 10 million, can round any number to a required degree of accuracy, and recognise binary numerals to 15, converting these to decimals. Addition and subtraction, multiplication and division: problem-solving now includes adding and subtracting negative numbers, multiplying numbers with at least 4-digits by 2-digits of whole number using long multiplication; divide numbers up to 4-digits by a 2-digit whole number using long division, and interpret remainders as whole number remainders, fractions, decimals or by rounding, using brackets. Fractions: pupils will now be adding and subtracting mixed numbers and fractions with different denominators, dividing proper fractions by whole numbers, calculate decimal fraction equivalents. Calculators can be used for a division calculation to convert a simple fraction to a decimal fraction. Decimals: pupils learn to identify the value of each digit to three decimal places and multiply and divide numbers up to three decimal place by 10, 100 and 1000, and multiply and divide numbers with up to two decimal places by 1-digit and 2-digit whole numbers. Ratio and proportion: pupils start using the correct notation and symbol in the context of comparing quantities, sizes and scale drawings. Algebra: "Ensure pupils write some known arithmetical rules algebraically, such as a + b = b + a, and known relations such as p = 4s for the perimeter of a square. They should also interpret word problems as statements about number and record as a mathematical statement. Pupils should also write missing number problems algebraically; for example, 2x – 4 = 8 therefore 2x = 12 therefore x = 6 or finding missing lengths in perimeters and missing angles at a point. Pupils should also find possible solutions for equations with two unknown variables, for example x + y = 5 includes solutions x = 1 and y = 4, x = 2 and y = 3." Geometry: The curriculum includes finding unknown angles, and illustrating and naming parts of circles, including radius, diameter and circumference. Pupils recognise, describe and build simple 3D shapes including making nets. Position, direction and motion Pupils should be taught to: describe positions on the full coordinate grid (all four quadrants) construct, translate and reflect simple shapes on the coordinate plane. Measures: pupils use, add and subtract positive and negative integers for measures such as temperature and money. They use the formula to calculate area of a triangle and a parallelogram. This includes identifying the base and its corresponding height, but excludes finding the base or height of a triangle given its area. Pupils can be introduced to other compound units for speed such as miles per hour and apply their knowledge in science as appropriate.
Colmore Junior English Curriculum: Spelling At Colmore, all pupils are taught to:  Develop a range of personal strategies for learning new and irregular words  Develop a range of personal strategies for spelling at the point of composition  Develop a range of strategies for checking and proof reading spellings after writing  use further prefixes and suffixes and understand how to add them  spell further homophones  spell words that are often misspelt  place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]  use the first two or three letters of a word to check its spelling in a dictionary  write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far  proof-read for spelling errors SPELLING: YEAR 3 – AUTUMN TERM Revisit and Review: Common exception words from Year 2. Prefixes and Suffixes: Revise prefix un-. New prefixes: pre-, dis-, mis-, re-. Revise suffixes from Year 2: -s, -es, -ed, -ing, -er. Teaching rarer GPCs: Words with the /eɪ/ sound spelt ei, eigh, or ey (ey - they, ei - vein, eigh - eight, aigh - straight i - in, y - gym (o - women, u - busy, ui - build, e - pretty) u - up, o - son, (ou - young, oe - does, oo - blood) Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) Homophones: brake/break, grate/great, eight/ate, weight/wait, son/sun Apostrophe: Revise contractions from Year 2 eg can’t, didn’t. Proof reading: Focus: checking after writing spelling of KS1 common exception/ tricky words. SPELLING: YEAR 3 – SPRING TERM Revisit and Review: Suffixes from Year 2:-ment, -ness, -ful, -less, -ly (with a consonant before it) Prefixes and Suffixes: Prefixes: sub-, tele-, super-, auto-. Teaching rarer GPCs: Words with the /ʃ/ sound spelt ch (mostly French in origin) eg chef. eg sh – shop, s – sure, ss – mission (t before ion – mention, ci – special, t before ial – partial, ch – chef, ce – ocean) Words with the /k/ sound spelt ch (Greek in origin) eg scheme, chorus, chemist, echo, character Homophones: here/hear, knot/not, meat/meet, missed/mist. Apostrophe: Revise contractions from Year 2 eg hasn’t, couldn’t. Proof reading: Using a dictionary to check spellings. First two letters. SPELLING: YEAR 3 – SUMMER TERM Revisit and Review: Revise strategies for spelling at the point of writing. Prefixes and Suffixes:.Suffix –ly straight on to root word eg sadly, unusually. Teaching rarer GPCs: The /ʌ/ sound spelt ou eg young, touch. The /ɪ/ sound spelt y elsewhere than at the end of words eg gym, myth. Homophones: heel/heal/he’ll, plain/plane, berry/bury, groan/grown, rain/rein/reign. Also homophones from Year 3/4 word list. heard/herd, through/threw, Apostrophe: Revise contractions from Year 2 eg it’s, I’ll. Proof reading: Proof read own writing for mis -spellings of personal spelling list words.
SPELLING: YEAR 4 – AUTUMN TERM Revisit and Review: Revise strategies at the point of writing. Teaching rarer GPCs: Revise /eɪ/ sound spelt ei, eigh, or ey, words with the /ʃ/ sound spelt ch, The /ʌ/ sound spelt ou (all from Y3) Word endings: Words with endings sounding like /ʒə/ or /tʃə/ eg measure Prefixes and Suffixes: Prefixes in-, il-, im-. Suffixes: Adding suffixes beginning with vowel letters to words of more than one syllable –ing, -en, -er, -ed. Homophones:,peace/piece, main/mane, affect/effect. Apostrophe: Possessive apostrophe with plural words eg girls’, boys’, babies’. Proof reading: Teach proof reading strategies eg Spuddy work; spelling buddies SPELLING: YEAR 4 – SPRING TERM Revisit and Review: Y3 Rarer GPCs. Teaching rarer GPCs: From Y3/4 word list – guard, guide. Word endings: Words with endings sounding like /ʒə/ or /tʃə/ eg creature,furniture. Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian eg invention, comprehension, expression, magician. Prefixes and Suffixes: Prefixes: ir-, inter-, anti-. Suffixes: The suffix –ation eg sensation, preparation. Homophones: scene/seen, male/mail,bawl/ball. Apostrophe: Possessive apostrophe with singular proper nouns eg Cyprus’s population. Proof reading: Using a dictionary to check spellings after writing –first two or three letters. SPELLING: YEAR 4 – SUMMER TERM Revisit and Review: Revise prefixes from Y3: un-dis-, mis-, re-, pre-, sub-, tele-, super-, auto. Focus where needed. Teaching rarer GPCs: Words with the /s/ sound spelt sc (Latin in origin) eg science Word endings: Endings which sound like /ʒən/ -sion eg division, confusion. Prefixes and Suffixes: Suffixes: The suffix –ly. Teach the exceptions eg y changed to i, le ending changed to ly, ic ending changed to –ally. The suffix –ous eg poisonous, outrageous. Homophones: whether/weather, fair/fare, medal/meddle. Apostrophe:, Revise contractions from Y2 and plural apostrophe rules. Proof reading: Check writing for mis-spelt words which are on the Y3/4 word list.
SPELLING: YEAR 5 – AUTUMN TERM Revisit and Review: Revise plurals eg adding -s, -es and –ies) Revise apostrophe for contraction. Teaching rarer GPCs: Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) Words with the /i:/ sound spelt ei after c.eg receive, ceiling. Morphology/ Etymology: Teach extension of base words using word matrices. Use knowledge taught so far. Word endings: Words containing the letter-string -ough. Word endings: Words ending in –able and –ably. Homophones: eg isle/aisle, aloud/allowed, affect/effect, herd/heard, past/passed. Hyphen: Use of the hyphen eg co-ordinate, co-operate Dictionary: Use dictionary to support teaching of word roots, derivations and spelling patterns eg sign, signature, significant. Proof reading: Focus on checking words from personal list. SPELLING: YEAR 5 – SPRING TERM Revisit and Review: Strategies at the point of writing.) Revise apostrophe for possession. Teaching rarer GPCs: Teach words with rare GPCs from Y5/6 word list eg bruise, guarantee, queue, immediately, vehicle, yacht. Word endings: Words ending in –ible and –ibly. Homophones:eg altar/alter, ascent/assent, bridle/bridal, led/lead, steal/steel. Morphology/ Etymology: Use spelling logs to record helpful etymological notes on curious/difficult words Dictionary: Use a dictionary to create collections of words with common roots Proof reading: Checking from another source after writing eg spell check if on screen, spelling log, environmental print, spuddy. SPELLING: YEAR 5 – SUMMER TERM Revisit and Review: A range of strategies for learning words. Homophones:eg cereal/serial, father/farther, guessed/guest, morning/mourning, who’s/whose. Dictionary: Teach use of dictionary to check words referring to first three or four letters. Proof reading: Check writing for mis – spelled words which are on the Y5/6 word list. Morphology/ Etymology: Teach morphemic and etymological strategies to be used when learning specific words eg from Y5/6 word list.
SPELLING: YEAR 6 – AUTUMN TERM Revisit and Review: -able, -ible. Revise use of hyphen from Y5. Teaching rarer GPCs: Revise words with the /i:/ sound spelt ei after c. Prefixes and Suffixes: Suffixes: Adding suffixes beginning with vowel letters to words ending in –fer. Word endings: Endings which sound like /ʃəs/ spelt –cious or –tious eg precious, ambitious. Homophones: advice/advise device/devise licence/license practice/practise prophecy/prophesy Proof reading: Proof reading in smaller chunks. Sentences, paragraphs. SPELLING: YEAR 6 – SPRING TERM Revisit and Review: Words containing the letter-string -ough. Revise apostrophe for contraction and possession. Teaching rarer GPCs: Revise words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) Prefixes and Suffixes: Word endings: Endings which sound like /ʃəl eg official, special, artificial, partial, confidential, essential. Homophones: compliment/complement, desert/dessert, principal/principle, profit/prophet, stationery/stationary. Proof reading: Proof reading someone else’s writing. Note strategies which help in spelling journal/log.. SPELLING: YEAR 6 – SUMMER TERM Revisit and Review: Spelling strategies at the point of writing. Teaching rarer GPCs: Revise words with rare GPCs from Y5/6 word list eg bruise, guarantee, queue, immediately, vehicle, yacht. Prefixes and Suffixes: Word endings: Words ending in –ant, –ance/–ancy, –ent, –ence/–ency Homophones: draft/draught, dissent/descent, precede/proceed. Proof reading: Embedding proof reading strategies when reviewing own writing independently.
Colmore Junior English Curriculum: Reading Years 3 and 4 Reading Breakdown (Comprehension) Through direct individual teaching sessions in guided reading groups, whole class writing lessons, independent reading sessions and reading comprehension lessons, pupils will be taught to: Develop positive attitudes to reading, and an understanding of what they read, by:  listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks  reading books that are structured in different ways and reading for a range of purposes  using dictionaries to check the meaning of words that they have read  increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally  identifying themes and conventions in a wide range of books  preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action  discussing words and phrases that capture the reader’s interest and imagination  recognising some different forms of poetry [for example, free verse, narrative poetry] Understand what they read, in books they can read independently, by:  checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context  asking questions to improve their understanding of a text  drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence  predicting what might happen from details stated and implied  identifying main ideas drawn from more than 1 paragraph and summarising these  identifying how language, structure, and presentation contribute to meaning  retrieve and record information from non-fiction  participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say In addition to the above, pupils will also:  be taught to recognise themes across genres  be encouraged to read for pleasure  have the opportunity to listen to a variety of texts  make links with quality drama productions (Language Alive) in order to understand the link between reading and presentation  make use of the organisational features of non-fiction writing in order to access specific information  use the skills associated with effective questioning  make use of the school library, local library and library services in order to access a wide variety of associated skills
Colmore Junior English Curriculum: Reading Years 5 and 6 Reading Breakdown (Comprehension) Through direct individual teaching sessions in guided reading groups, whole class writing lessons, independent reading sessions and reading comprehension lessons, pupils will be taught to: Maintain positive attitudes to reading and an understanding of what they read by:  continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks  reading books that are structured in different ways and reading for a range of purposes  increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions  recommending books that they have read to their peers, giving reasons for their choices  identifying and discussing themes and conventions in and across a wide range of writing  making comparisons within and across books  learning a wider range of poetry by heart  preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience Understand what they read by:  checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context  asking questions to improve their understanding  drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence  predicting what might happen from details stated and implied  summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas  identifying how language, structure and presentation contribute to meaning  discuss and evaluate how authors use language, including figurative language, considering the impact on the reader  distinguish between statements of fact and opinion  retrieve, record and present information from non-fiction  participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously  explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary  provide reasoned justifications for their views In addition to the above, pupils will also:  be exposed to books and authors that they may not automatically choose  be taught to recognise themes across genres and apply them to their writing  consider different accounts of the same event and differing viewpoints  be taught to use the technical terms for what they read and hear  be encouraged to read for pleasure  have the opportunity to listen to a variety of texts, comparing characters, settings and themes  make links with quality drama productions (Language Alive) in order to understand the link between reading and presentation.  make use of the organisational features of non-fiction writing in order to access specific information  use the skills associated with effective questioning of texts and of each other’s contributions  make use of the school library, local library and library services in order to access a wide variety of associated skills
Colmore Junior English Curriculum: Year 3 Writing Overview Term wk Unit Key focus Reading Comprehension Focus Autumn 1 1 Speaking and listening. All About Me Transition from Year 2. 2 3 Descriptive Setting (baseline assessment) Description of a scene. Baseline assessment. 4 5 Plays and dialogue Rumplestiltskin Goldilocks Focus on Rumplestiltskin 6 7 8 Language Poetry Animal Poetry Range of poetry writing. Assessment Autumn 2 1 Authors and Letters The Jolly Postman Comprehension relating to the letter style. 2 3 4 Instructions Making Pom- Poms and Girl - pie Girl Pie comprehension. 5 6 Poetry - Calligrams and Shape poems – What shape’s an Ape. Gina Douthwaite Collections of poems- focus on the style and structure. 7 Assessment Spring 1 1 Non- Chronological Reports Geography Animals A police report. 2 3 Fairy Tales The Elves and the Shoemaker. The story of the Gingerbread Man. 4
5 6 Language Poetry – Kennings and Haikus. The Fin Flapper and Ten Tiny Tales. Ten Tiny Tales Spring 2 1 2 Myths Hercules – what makes a hero. Apollo – focus on the quest element. 3 4 5 Non-Chronological Reports Reports on Colmore Schools. Report writing comprehension. Assessment Summer 1 1 Non-Chronological Reports Reports on Colmore Schools. Report writing comprehension. 2 Personal Recounts Links with Hams Hall visit. Recount text comprehension. 3 4 Impersonal Historical Recounts Links with Roman topic- Boudicca and Julius Caesar. Newspaper reports. 5 6 Adventure and mystery stories Anthony Browne The Tunnel Questions relating to Anthony Browne texts. Summer 2 1 2 3 Assessment QCA week 4 Performance Poetry Rhyming Syllables – Benjamin Zephania Questioning related to the rhythm and pattern of poetry style. 5 6 7
Colmore Junior English Curriculum: Year 3 GaPS Overview Sentence Construction Introduce: Vary long and short sentences: Long sentences to add description or information. Short sentences for emphasis and making key points e.g. Sam was really unhappy. Visit the farm now. Embellished simple sentences: Adverb starters to add detail e.g. Carefully, she crawled along the floor of the cave…. Amazingly, small insects can…. Adverbial phrases used as a ‘where’, ‘when’ or ‘how’ starter (fronted adverbials) A few days ago, we discovered a hidden box. At the back of the eye, is the retina. In a strange way, he looked at me. Compound sentences using connectives: and/ or / but / so / for /nor / yet (coordinating conjunctions) Develop complex sentences (Subordination) with range of subordinating conjunctions (See Connectives and Sentence Signposts doc.). -‘ing’ clauses as starters e.g. Sighing, the boy finished his homework. Grunting, the pig lay down to sleep Drop in a relative clause using: who/whom/which/whose/ that e.g. The girl, whom I remember, had long black hair. The boy, whose name is George, thinks he is very brave. The Clifton Suspension bridge, which was finished in 1864,is a popular tourist attraction. Sentence of 3 for description e.g. The cottage was almost invisible, hiding under a thick layer of snow and glistening in the sunlight. Rainbow dragons are covered with many different coloured scales, have enormous, red eyes and swim on the surface of the water. Pattern of 3 for persuasion e.g. Visit, Swim, Enjoy! Topic sentences to introduce non-fiction paragraphs e.g. Dragons are found across the world. Dialogue –powerful speech verb e.g. “Hello,” she whispered. Word / Language Introduce: Prepositions Next to by the side of In front of during through throughout because of Powerful verbs e.g. stare, tremble, slither Boastful Language e.g. magnificent, unbelievable, exciting! More specific / technical vocabulary to add detail e.g. A few dragons of this variety can breathe on any creature and turn it to stone immediately. Drops of rain pounded on the corrugated, tin roof. Use of determiners a or an according to whether next word begins with a vowel e.g. a rock, an open box Punctuation Introduce: Secure use of inverted commas for direct speech
Colon before a list e.g. What you need: Ellipses to keep the reader hanging on Use of commas after fronted adverbials (e.g. Later that day, I heard the bad news.) Terminology Punctuation  Finger spaces  Letter & Word  Sentence & Full stops  Capital letter  Question mark  Exclamation mark  Speech bubble  ‘Speech marks’  Bullet points  Apostrophe (contractions only)  Commas for sentence of 3 - description Singular/ plural Suffix Adjective / noun Verb / adverb Bossy verbs Tense (past, present, future) Connective Generalisers
Colmore Junior English Curriculum: Year 4 Writing overview Term wk Unit Key focus Reading Comprehension Focus Autumn 1 1 Getting to know you tasks. 2 Fables The Lion and the Mouse Aesop’s fables. Identifying the common themes and characteristics. 3 4 Poetry to create dramatic effect Worst School in the World Alan Ahlberg poetry – ‘Please Mrs. Butler. 5 6 Playscripts Harry Potter Extracts from the Harry Potter books. 7 8 Explanation Wallace and Gromit Assessment Autumn 2 1 Explanation Chitty-Chitty- Bang-Bang Explanation texts. How it works. 2 Legends Robin Hood Extracts from the text. 3 4 Comparative Reports England and the Caribbean Examples of reports – comparing differing locations. 5 6 Information Texts The Victorians Accident at Mr. Hall’s Ropery. 7 Assessment
Spring 1 1 Information Texts The Victorians 2 Stories with Historical setting World War 2 Accounts from the trenches. 3 4 5 Performance Poetry The Dragon Who Ate School Collections of poetry. 6 Assessment Spring 2 1 Biography Important People 2 3 Information Texts Egypt Information retrieval from Howard Carter’s account. 4 5 Playscripts Space- cross curricular links with science. Comprehension from first- hand information. Assessment Summer 1 1 Playscripts Space 2 Recounts (personal and newspapers) Link with Egypt day. Newspaper reports of the discovery of Tutankhamun’s discovery. 3 4 5 Film Narrative Cloudy with a Chance of Meatballs. 6 Summer 2 1 2 Assessment QCA week 3 Stories from imaginary settings ‘Shine’ by Jill Paton Walsh Comprehension from the text. 4 5 Persuasion (advertising)– transition unit to Year 5. V.I.P adaptation from FLS. Questions relating to the text structure. 6 7
Colmore Junior English Curriculum: Year 4 GaPS Overview Sentence Construction Consolidate Year 3 list Introduce: Long and short sentences: Long sentences to enhance description or information Short sentences to move events on quickly e.g. It was midnight. It’s great fun. Start with a simile e.g. As curved as a ball, the moon shone brightly in the night sky. Like a wailing cat, the ambulance screamed down the road. Secure use of simple / embellished simple sentences Secure use of compound sentences (Coordination) using coordinating conjunction and / or / but / so / for / nor / yet (coordinating conjunctions) Develop complex sentences: (Subordination) Main and subordinate clauses with range of subordinating conjunctions. (See Connectives and Sentence Signposts doc.) -‘ed’ clauses as starters e.g. Frightened, Tom ran straight home to avoid being caught. Exhausted, the Roman soldier collapsed at his post. Expanded -‘ing’ clauses as starters e.g. Grinning menacingly, he slipped the treasure into his rucksack. Hopping speedily towards the pool, the frog dived underneath the leaves. Drop in –‘ing’ clause e.g. Jane, laughing at the teacher, fell off her chair. The tornedo, sweeping across the city, destroyed the houses. Sentence of 3 for action e.g. Sam rushed down the road, jumped on the bus and sank into his seat. The Romans enjoyed food, loved marching but hated the weather. Repetition to persuade e.g. Find us to find the fun Dialogue - verb + adverb - “Hello,” she whispered, shyly. Appropriate choice of pronoun or noun within a sentence to avoid ambiguity and repetition Word / Language Consolidate Year 3 list Introduce: Prepositions at underneath since towards beneath beyond Proper nouns-refers to a particular person or thing e.g. Monday, John, October, England The grammatical difference between plural and possessive –s Standard English forms for verb inflections instead of local
Conditionals - could, should, would Comparative and superlative adjectives e.g. small…smaller…smallest good…better…best spoken forms (e.g. we were instead of we was, or I did instead of I done) Punctuation Introduce: Commas to mark clauses Apostrophes to mark singular and plural possession (e.g. the girl’s name, the boys’ boots) Full punctuation for direct speech: Each new speaker on a new line Comma between direct speech and reporting clause e.g. “It’s late,” gasped Cinderella! Colmore Junior English Curriculum: Year 4 GaPS Overview Terminology Consolidate: Punctuation  Finger spaces  Letter  Word  Sentence  Full stops  Capital letter  Question mark  Exclamation mark  Speech bubble  ‘Speech marks’  Direct speech  Inverted commas  Bullet points  Apostrophe (contractions only)  Commas for sentence of 3 – description, action  Colon – instructions Singular/ plural Suffix/ Prefix Word family Consonant/Vowel Adjective / noun Verb / Adverb Bossy verbs - imperative Tense (past, present, future) Connective Conjunction Preposition Determiner/ generaliser Clause Subordinate clause Relative clause Relative pronoun Alliteration Simile – ‘as’/ ‘like’ Synonyms Introduce:  Pronoun  Possessive pronoun  Adverbial  Fronted adverbial Apostrophe - possession
Colmore Junior English Curriculum: Year 5 Writing Overview Term wk Unit Key focus Reading Comprehension Focus Autumn 1 1 Getting to know you tasks and baseline assessments. 2 Modern Fiction – Stories by famous authors Michael Morpurgo – Born to Run Character based questioning – Mr. Boots 3 4 Persuasion Exotic Animals Should exotic animals be kept as pets? 5 6 Poetry link with art Marc Chagall paintings Miraslov Holub Imagery in poetry. 7 8 Stories from Other Cultures A range of stories from Africa, Mexico and How Music Came to Earth- Aztec story. Assessment Autumn 2 1 Stories from Other Cultures Native America. The Anansi stories. 2 3 Instructions Variety of instructional texts How to make a cup cake and bowl. 4 5 Older Literature – Charles Dickens A Christmas Carol A Christmas Carol focus on story structure. 6 7 Assessment
Colmore Junior English Curriculum: Year 5 Writing Overview Spring 1 1 Recount Writing Deadly 60 in South Africa. Recounting an adventure. 2 3 Traditional Folk Stories Little Red Riding Hood. Writing an alternative ‘grown up’ version. Baba Yaga and the Three Little Wolves and the Big Bad Pig. 4 5 Discussion Homes being built in flood risk areas. ‘Is it a good idea?’ discussion on Yangste Dam project. 6 Assessment Spring 2 1 Choral and Performance Poetry Range of texts McCavity the Cat. 2 3 Legends St. George and the Dragon and Bedd Gelert Bedd Gelert – focus on features of legendry. 4 5 Dramatic Conventions Broadcasting based on animal documentaries Assessment Summer 1 1 Famous Authors – Anthony Horowitz Stormbreaker Stormbreaker extract. 2 3 Explanations – link with Anthony Horowitz Explanation of gadgets for Alex Rider The Bad boy Canondale Bike. 4 5 Myths Greek myths Odysseus and the Cyclops. 6 Summer 2 1 Myths 2 Persuasive Writing revision 3 Assessment QCA week 4 Narrative Poetry The Highwayman by Alfred Noyes. The Highwayman- understanding from different viewpoints.
Colmore Junior English Curriculum: Year 5 GaPS Overview Sentence Construction Consolidate Year 4 list Introduce: Secure use of simple / embellished simple sentences Secure use of compound sentences Develop complex sentences: (Subordination) Main and subordinate clauses with full range of conjunctions: Expanded –ed clauses as starters e.g. Encouraged by the bright weather, Jane set out for a long walk. Terrified by the dragon, George fell to his knees. Elaboration of starters using adverbial phrases e.g. Beyond the dark gloom of the cave, Zach saw the wizard move. Throughout the night, the wind howled like an injured creature. Drop in –‘ed’ clause e.g. Poor Tim, exhausted by so much effort, ran home. The lesser known Bristol dragon, recognised by purple spots, is rarely seen. Sentence reshaping techniques e.g. lengthening or shortening sentence for meaning and /or effect Moving sentence chunks (how, when, where) around for different effects e.g. The siren echoed loudly ….through the lonely streets ….at midnight Use of rhetorical questions Stage directions in speech (speech + verb + action) e.g. “Stop!” he shouted, picking up the stick and running after the thief. Indicating degrees of possibility using modal verbs (e.g. might, should, will, must) or adverbs (perhaps, surely) Word Structure and Language Consolidate Year 4 list Introduce: Metaphor Personification Onomatopoeia Empty words e.g. someone, somewhere was out to get him Developed use of technical language Converting nouns or adjectives into verbs using suffixes (e.g. –ate; –ise; – ify) Verb prefixes (e.g. dis–, de–, mis–, over– and re–) Punctuation Consolidate Year 4 list Introduce: Rhetorical question Dashes Brackets Colons Use of commas to clarify meaning or avoid ambiguity Terminology Consolidate: Punctuation  Letter/ Word  Sentence  Full stops/ Capitals  Question mark  Exclamation mark  ‘Speech marks’  Direct speech Pronoun – relative/ possessive Clause Subordinate/ relative clause Adverbial Fronted adverbial Alliteration
 Inverted commas  Bullet points  Apostrophe contractions/ possession  Commas for sentence of 3 – description, action  Colon - instructions Singular/ plural Suffix/ Prefix Word family Consonant/Vowel Adjective / noun Verb / Adverb Bossy vbs - imperative Tense (past, present, future) Conjunction / Connective Preposition Determiner/ generalise Simile – ‘as’/ ‘like’ Synonyms Introduce:  Relative clause/ pronoun  Modal verb  Parenthesis  Bracket- dash  Determiner  Cohesion  Ambiguity  Metaphor  Personification  Onomatopoeia Rhetorical question
Colmore Junior English Curriculum: Year 6 Writing overview Year 6 will be set across the year group. Teachers will deliver and revisit topics and units of work as necessary for the needs of the group. This outline is intended as a sketch plan to ensure coverage of genres. Term wk Unit Key focus Reading Comprehension Focus Autumn 1 1 Baseline Activities 2 Suspense/mystery stories - Michael Morpurgo & other short story authors Story structures and development, character development – show not tell etc. flashbacks Comprehension from short stories genre. 3 4 5 Letter (informal) Holes - a letter home to family – telling parents that the camp is actually wonderful – so that they aren’t upset Letter focus- retrieval of information. 6 Persuasion - Holes (a letter of complaint – calling for the closure Camp Green Lake) Language of complaints, formal and persuasive language. Letters of complaint. 7 8 Biography Black History week - Events from Nelson Mandela’s life etc Extracts from diary entries. Assessment - taken from independent writing from across the half term Autumn 2 1 Figurative Language Poetry Bonfire night/ diwali How the moon feels, how the firework feels etc Inference from poetry – the mood of the poem. 2 3 Diary/journals Wallace and Gromit – Matter of Loaf and Death from the viewpoint of Gromit Extracts from journals – focus on the structure. 4 5 Explanation A Fairy Tale Machine – ‘Until I met Dudley’ Comprehension from explanation writing 6
(fairy tale freezer) genre. 7 Journalistic writing The Nativity Assessment - taken from independent writing from across the half term Spring 1 1 Report Writing Charlie and the chocolate Factory. A report to the company director about a new sweet invention Direct extracts from the text. 2 3 Persuasion – Poster advert Advert for a new sweet - continuing from Charlie and the Chocolate Factory Inference and deduction from persuasive writing. 4 Instructions how to make… 5 6 Instructions 2 How to ‘annoy your teacher’ ‘charm your mum’ etc Specific language structure. Assessment - taken from independent writing from across the half term Spring 2 1 World Book Activities (Book day = 5th March) – including book reviews A blurb to sell a favourite book A critical review for a newspaper A recommendation for a younger reader Comprehension from across the range. 2 3 Discussion Duma (Is Rip a fundamentally bad character) ‘Is it fair’ discussion text. 4 5 Reading and Spag Revision sessions Assessment - taken from independent writing from across the half term Summer 1 1 Science Fiction A new world (Dr Who or The Croods) Comprehension from science fiction texts- understanding of unknown words and phrases. 2 3 Poetry Links with the previous unit of work on science fiction As above.
4 Reading and Spag Revision sessions 5 SATS Week (12th May) 6 Summer 2 1 Revision of text types : Fantastic Flying Machine – revision of text types – invent a machine, 1) explain how it works, 2) Descriptive writing about launch day.3) Newspaper report about launch day, 4) Letter writing – letter home to mum Revision from across the range of texts. 2 3 4 5 6 7
Colmore Junior English Curriculum: Year 6 GaPS Overview Sentence Construction Consolidate Year 5 list Secure use of simple / embellished simple sentences Secure use of compound sentences Secure use of complex sentences: (Subordination) Main and subordinate clauses with full range of conjunctions: (See Connectives and Sentence Signposts doc.) Active and passive verbs to create effect e.g. Active: Tom accidently dropped the glass. Passive: The glass was accidently dropped by Tom. Developed use of rhetorical questions for persuasion Expanded noun phrases to convey complicated information concisely (e.g. the boy that jumped over the fence is over there, or the fact that it was raining meant the end of sports day) The difference between structures typical of informal speech and structures appropriate for formal speech and writing (such as the use of question tags, e.g. He’s your friend, isn’t he?, or the use of the subjunctive in some very formal writing and speech) Word Structure and Language Consolidate Year 5 list Build in literary feature to create effects e.g. alliteration, onomatopoeia, similes, metaphors The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing (e.g. said versus reported, alleged, or claimed in formal speech or writing) Punctuation Consolidate Year 5 list Use of the semi-colon, colon and dash to indicate a stronger subdivision of a sentence than a comma How hyphens can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark, or recover versus re-cover)
Colmore Junior English Curriculum: Year 6 GaPS Overview Terminology Consolidate: Punctuation  Letter/ Word  Sentence  Full stops/ Capitals  Question mark  Exclamation mark  ‘Speech marks’  Direct speech  Inverted commas  Bullet points  Apostrophe contractions/ possession  Commas for sentence of 3 – description, action  Colon – instructions  Parenthesis  Bracket- dash Singular/ plural Suffix/ Prefix Word family Consonant/Vowel Adjective / noun Verb / Adverb Bossy verbs - imperative Tense (past, present, future) modal verb Conjunction / Connective Preposition Determiner/ generaliser Pronoun – relative/ possessive Clause Subordinate / relative clause Adverbial Fronted adverbial Rhetorical question Cohesion Ambiguity Alliteration Simile – ‘as’/ ‘like’ Synonyms Metaphor Personification Onomatopoeia Introduce:  Active and passive voice  Subject and object  Hyphen  Synonym  Colon/ semi-colon Bullet points
Colmore Junior Geography Curriculum Year 3 The content of each Geography Topic ensures that the following key skills are covered by children in all year groups:  Enquiry  Using maps, atlases and globes  Using digital maps  Problem Solving  Comparing and Contrasting  Recognising & describing physical & human features of place Analysing evidence  Expressing opinions using evidence  Using geographical vocabulary YEAR 3 – AUTUMN TERM Topic Content Where In The World? Structure of the earth Location of continents, oceans, countries Natural and man-made landmarks Time Zones Climate Population Fair trade The Environment Extreme Weather Endangered species YEAR 3 – SUMMER TERM Topic Content Contrasting Locations Locating countries, counties, cities in the UK Key UK landmarks Comparing and contrasting rural and urban environments Field visit to rural environment Using different types of maps Reading co-ordinates and symbols Caring for the environment
Colmore Junior Geography Curriculum Year 4 YEAR 4 – AUTUMN TERM Topic Content The Caribbean Using maps and atlases to locate countries, seas and oceans in the Caribbean Climate and extreme weather Volcanoes Comparing housing with the UK Food, exports and fair trade Ethical tourism Slave trade YEAR 4 – SUMMER TERM Topic Content South America with a focus on Brazil Using different types of maps and atlases to locate countries, seas and oceans in South America Climate Landmarks across South America Brazil – an overview Biomes and ecosystems Social issues The Amazon Rainforest
Colmore Junior Geography Curriculum Year 5 YEAR 5 – SPRING TERM Topic Content Water with a focus on Rivers Water around the world The effects of too much or too little water on people and places Climate change Features of a river Field visit – planning, completing and evaluating an investigation of river features Waterways in Birmingham
Colmore Junior Geography Curriculum Year 6 YEAR 6 – SPRING TERM Topic Content Europe The European Union The countries and capital cities Physical features of the European landscape Mountains – physical features Travelling in Europe Tourism in mountain and coastal regions Ecotourism
Colmore Junior Curriculum: Design and Technology In Design and Technology at Colmore we aim to:  develop the creative, technical and practical expertise of pupils needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world  build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users  critique, evaluate and test ideas and products and the work of others  understand and apply the principles of nutrition and learn how to cook Year 3 Autumn Term Spring Term Summer Term Moving Monsters Using pneumatic systems Children will identify the use of pneumatic systems in everyday objects and how these are used and applied to various tasks. They will then design and make a pneumatic system for a toy. User: A child Purpose: To create entertainment as a toy for a young child. Puppets Children will explore the use of puppets in different societies and cultures, investigate their mechanisms and the range of techniques used e.g. shadow puppets, finger puppets etc. Ensuring the puppets are ‘fit for purpose’. User: A puppeteer Purpose: To create a group performance using the puppets. Healthy Sandwiches Children will gain a better understanding of what constitutes a healthy sandwich. They will explore a range of sandwich fillings and how these are suited to different occasions and events. This will be delivered through an inspire workshop. User: A child Purpose: A child’s party.
Colmore Junior Curriculum: Design and Technology Year 4 Autumn Term Spring Term Summer Term Healthy Fruit Juices Children will design and make a healthy fruit juice. As part of the unit children will explore a range of fruits and identify appropriate textures and tastes. They will discuss the impact of advertising and how this influences choice. User: A family Purpose: Create a fruit juice suitable for a family. Picture Frames Free standing structures Children will identify different features of picture frames and gain a better understanding of materials and their functional properties. Including stability, sustainability and durability. User: An adult Purpose: Create a picture frame suitable for a family member. Pop-up Books Mechanical systems Children will explore, through first hand observation and through work with a published pop-up artist, what is required in order to create a child’s pop- up book. They will select appropriate materials in order to create a suitable product. User: Children and adults Purpose: Create a pop-up book from appropriate materials.
Colmore Junior Curriculum: Design and Technology Year 5 Autumn Term Spring Term Summer Term Pasta sauces Healthy choices Children will explore and investigate a range of sauces available in supermarkets and disassemble the various ingredients. They will then use this knowledge to design their own sauces. User: A family Purpose: To design and make a healthy pasta sauce. Money Containers Sewing techniques Children will investigate, disassemble and evaluate a variety of money containers. They will then create cross sectional designs and use the skills associated with joining and sewing techniques to create their money containers. User: A family member Purpose: To create a secure container for money with appropriate aesthetic qualities. Shelters Stiffening & strengthening techniques Children will identify different structures and how these are used in order to create a shelter. As part of this unit they will investigate structures used in a variety of buildings at the Avoncroft Museum of Buildings. They will then use this knowledge to create their own shelters. User: Someone who wants to take shelter from the sun. Purpose: To keep cool and away from direct sunlight.
Colmore Junior Curriculum: Design and Technology Year 6 Autumn Term Spring Term Summer Term Coming soon... A unit of work incorporating coding and electrical systems! Bread Making Including trip a to Sarehole Mill Children will explore a variety of breads from a range of cultures. They will gain a greater understanding of the ingredients required in order to allow bread to rise and how this impacts on the final product. User: A family Purpose: To design and make bread appropriate to the specific needs of a family. Cams Mechanical systems Children will have the opportunity to create, design and make a cam box toy for younger children. They will explore the use of cams and cam mechanisms in toys and how these allow movement in both linear and cyclical directions. User: Children Purpose: To create a moving child’s toy.
Colmore Junior Music Curriculum Each term, a different year group are taught music by our specialist music teacher, Mrs Baker. Using a mainly vocal approach, the children learn through games and playing instruments - working towards a performance in a special themed assembly. Whenever possible, musical themes are linked to specific curriculum areas and topics. In 2014-15, the musical themes are as follows: Year 3 Ancient Egypt Year 4 The Caribbean Year 5 Musical Theatre & Show Tunes Year 6 African Songs  During the Spring Term, all children get the opportunity to create and compose in small groups on the themes of oriental music, African drumming, rap and Indian music.  Children have the opportunity to use a range of different instruments at this time and a focus is also put on teaching the children to notate their compositions using a range of formal and informal methods.  Each class are represented in a special 'Battle of the Bands' performance where their musical compositions are showcased to the rest of the school.
Colmore Junior Music Curriculum All pupils have the opportunity to join the school choir and orchestra - who perform to a range of different audiences across the city, from school based concerts to performances at the Symphony Hall.  Throughout their time at Colmore, children are offered weekly peripatetic music lessons in a wide range of musical instruments including brass, double bass, 'cello, violin, viola, clarinet, flute, oboe and bassoon.  Lessons are usually given in groups and are taught by highly trained instrumental specialists from the Birmingham Music Services.  The children work towards small informal concerts given frequently to the rest of the school, as well as the ARBSM grade exams.  We currently have approximately 120 children having music lessons throughout school and have had a 100% pass rate in all exams taken in 2013-14.  Many of our older children have also secured places in the Junior sections of the Birmingham music ensembles.
FRENCH CURRICULUM – YEAR 3 Themes and Content – AUTUMN TERM  Names and how to introduce yourself  Saying how you feel  Homes and where you live  Counting and numbers FRENCH CURRICULUM – YEAR 4 Themes and Content – AUTUMN TERM  Revision of basics  Names and how to introduce yourself  Homes and where you live  Counting, numbers and ages  The weather FRENCH CURRICULUM – YEAR 5 Themes and Content – AUTUMN TERM  Revision of basics  Animals  Endangered and threatened species FRENCH CURRICULUM – YEAR 6 Themes and Content – AUTUMN TERM  Revision of basics  European countries  Saying which countries we would like to visit and why

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New curriculum scheme v1.3 all subjects 2014-15

  • 1. Colmore Junior School Art & Design – YEAR 3 Theme Skills/Techniques/Media Inspiration/Artists Sea Life Observation drawing – oil pastel & pencil Sketching – pencil Silhouettes – marbling & paint Jan Pienkowski Theme Skills/Techniques/Media Inspiration/Artists Portraits Pencil sketches & composition Collage Charcoal & chalk drawings Picasso – cubist portraits David Hockney – photo montages Theme Skills/Techniques/Media Inspiration/Artists Robots Observation drawing – pencil Print making – press prints Collage – junkyard robots Paper engineering – ‘talking robots’ 1950’s tin toys Junk sculpture Theme Skills/Techniques/Media Inspiration/Artists Treasure Maps Pencil sketches Pen & ink drawing Watercolour washes Legend of Atlantis Jurassic Park The Land that Time Forgot Theme Skills/Techniques/Media Inspiration/Artists Still Life Observation drawing – biscuits Pencil & watercolour studies
  • 2. Colmore Junior School Art & Design – YEAR 4 Theme Skills/Techniques/Media Inspiration/Artists Amazing Inventions & Bizarre Machines Observation drawing – watch movements Pen & ink sketches from imagination Collage & mixed media William Heath-Robinson Japanese animation – ‘Howl’s Moving Castle’ Rowland Emett Theme Skills/Techniques/Media Inspiration/Artists Symbolism Research – sketching & annotation Colour theory & painting techniques Mixed media – paint, pastel, ink, collage Hans Holbein Caravaggio Marc Chagall Theme Skills/Techniques/Media Inspiration/Artists Self Portraits Observation drawing – pencil Watercolour & watercolour pencils Paper weaving Various artists including Van Gogh, Rembrandt and female portraits in Western Art Theme Skills/Techniques/Media Inspiration/Artists Still Life Observation drawing – metal artefacts Oil pastel & pencil studies Ink washes Dutch still life painters Theme Skills/Techniques/Media Inspiration/Artists Surrealism Cutting & collage Painting techniques Mixed media Joan Miro
  • 3. Colmore Junior School Art & Design – YEAR 5 Theme Skills/Techniques/Media Inspiration/Artists Patterns in Nature Research – sketching & annotation Creating simple designs & motifs Mixed media – marbling, paint & inks Patterns found in nature Andy Goldsworthy Georgia O’Keeffe Theme Skills/Techniques/Media Inspiration/Artists People in Action Using stencils – positive & negative images Painting through & over stencils Mixed media & collage techniques Eadweard Muybridge Theme Skills/Techniques/Media Inspiration/Artists Aboriginal Art Research – sketching & annotation Map making & creating aboriginal symbols Colour theory – complementary colours Mark making & painting techniques Traditional aboriginal artwork Theme Skills/Techniques/Media Inspiration/Artists Tessellation Using simple templates Designing complex tessellating shapes Watercolour blending & washes Escher Theme Skills/Techniques/Media Inspiration/Artists Still Life Observation drawing – keys Pencil & painted studies
  • 4. Colmore Junior School Art & Design – YEAR 6 Theme Skills/Techniques/Media Inspiration/Artists Pop Art Portraits Line drawing self portraits Collage using multiple images Painting techniques Julian Opie Andy Warhol Theme Skills/Techniques/Media Inspiration/Artists Perspective Ink washes Using layered silhouettes Composition & perspective Various photographers Theme Skills/Techniques/Media Inspiration/Artists Japanese Prints Research – sketching & annotation Composition & sketchbook work Painting techniques – gouache & inks Hokusai Traditional Japanese prints Theme Skills/Techniques/Media Inspiration/Artists 3-D Paper Cities Paper engineering techniques Pen & ink drawing Sue Blackwell Ingrid Siliakus Theme Skills/Techniques/Media Inspiration/Artists Still Life Observation drawing – knotted ropes Pencil & painted studies Pen & ink drawings
  • 5. Colmore Junior PE Curriculum: Year 3 AUTUMN 1 INDOOR PE OUTDOOR PE Gymnastics – Unit 1 Children focus on improving the quality of their movement to help them produce tension and extension. They plan and perform sequences of contrasting actions and varying speeds, and develop flow by linking actions smoothly. Invasion Games – Unit 1 – ‘Netball’ Children learn how to outwit their opponents and score. They develop skills in finding and using space to keep the ball. They play with a basic court set-up and rules, using a range of skills, including throwing, catching, kicking and striking. AUTUMN 2 INDOOR PE OUTDOOR PE Net/Wall Games – ‘Tennis’ Children focus on developing the skills they need for net/wall games and how to use these skills to make the game difficult for their opponent. They learn to direct the ball towards the target area and away from their opponent. Invasion Games – Unit 2 – ‘Hockey’ Children learn how to outwit their opponents and score. They develop skills in finding and using space to keep the ball. They play with a basic court set-up and rules, using a range of skills, including throwing, catching, kicking and striking. SPRING 1 INDOOR PE OUTDOOR PE Dance – ‘Theseus and the Minotaur’ Children perform dances, focusing on creating, adapting and linking a range of dance actions, inspired by a variety of subjects. They think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts. Striking & Fielding – Unit 1 – ‘Rounders’ Children learn how to hit or strike the ball into spaces, so that they can score runs in different ways. When fielding, they learn how to work together to keep the batters’ scores down. Children have to think about how they use skills, strategies and tactics to outwit the opposition. SPRING 2 INDOOR PE OUTDOOR PE Net/Wall Games – ‘Sitting Volleyball Children focus on developing the skills they need for net/wall games and how to use these skills to make the game difficult for their opponent. They learn to direct the ball towards the target area and away from their opponent. Outdoor & Adventurous Activities Children learn how to read and follow different maps and symbol trails. They also take part in a range of trust and communication activities, and in some adventure games. SUMMER 1 INDOOR PE OUTDOOR PE Gymnastics – Unit 2 Children focus on improving the quality of their movement to help them produce tension and extension. They plan and perform sequences of contrasting actions and varying speeds, and develop flow by linking actions smoothly. Striking & Fielding – Unit 2 – ‘Edgbaston Cricket Coaching’ Children learn how to hit or strike the ball into spaces, so that they can score runs in different ways. When fielding, they learn how to work together to keep the batters’ scores down. Children have to think about how they use skills, strategies and tactics to outwit the opposition. SUMMER 2 INDOOR PE OUTDOOR PE Health Related Fitness Children learn about the health benefits of exercise and the effects it has on the body in the short and long term. They work on improving their stamina and fitness levels. Athletics – ‘Quad Kids’ Interschool Competition Children concentrate on developing good basic running, jumping and throwing techniques. Children think about how to achieve the greatest possible speed, height, distance or accuracy.
  • 6. Colmore Junior PE Curriculum: Year 4 AUTUMN 1 INDOOR PE OUTDOOR PE Gymnastics – Unit 1 Children create sequences that include changes of level and speed, and focus on using different body shapes clearly. Children use skills and abilities individually, in combination and in sequence, with the aim of showing as much control and precision as possible. Invasion Games – Unit 1 – ‘Football’ Children learn simple attacking tactics using a range of equipment and skills, and start to think about how to organise themselves to defend their goals. They play mini games, thinking about how to use skills, strategies and tactics to outwit the opposition. AUTUMN 2 INDOOR PE OUTDOOR PE Net/Wall Games – Unit 1 – ‘Sitting Volleyball’ Children develop the skills needed for net/wall games and how to use these skills, strategies and tactics to make the game difficult for their opponent. They learn to direct the ball towards the target area and away from their opponent. Invasion Games – Unit 2 – ‘Hockey’ Children learn simple attacking tactics using a range of equipment and skills, and start to think about how to organise themselves to defend their goals. They play mini games, thinking about how to use skills, strategies and tactics to outwit the opposition. SPRING 1 INDOOR PE OUTDOOR PE Swimming/Tennis Children learn to enjoy being in water and become more confident. They learn how to keep afloat, move in the water, meet challenges and breathe when swimming. Swimming Children focus on swimming more fluently, improving their swimming strokes, and learning personal survival techniques. SPRING 2 INDOOR PE OUTDOOR PE Gymnastics – Unit 2 Children create sequences that include changes of level and speed, and focus on using different body shapes clearly. They will use skills and agilities individually, in combination and in sequence, with the aim of showing as much control and precision as possible. Striking & Fielding – Unit 1 – ‘Edgbaston Cricket Coaching’ Interschool Competition Children learn how to hit or strike the ball into spaces, so that they can score runs in different ways. When fielding, they learn how to work together to keep the batters’ scores down. Children think about how they use skills, strategies and tactics to outwit the opposition. SUMMER 1 INDOOR PE OUTDOOR PE Net/Wall Games – Unit 2 – ‘Tennis’ Interschool Competition Children develop the skills needed for net/wall games and how to use these skills, strategies and tactics to make the game difficult for their opponent. They learn to direct the ball towards the target area and away from their opponent. Outdoor & Adventurous Activities Children learn how to read and follow different maps and symbol trails. They also take part in a range of trust and communication activities, and in some adventure games. SUMMER 2 INDOOR PE OUTDOOR PE Dance Children create characters and narrative through movement and gesture, gaining inspiration from a range of subjects. They think about how to use movement to explore and communicate ideas and issues, their own feelings and thoughts. Athletics – ‘Quad Kids’ Interschool Competition Children develop good basic running, jumping and throwing techniques. They think about how to achieve the greatest possible speed, height, distance or accuracy.
  • 7. Colmore Junior PE Curriculum: Year 5 AUTUMN 1 INDOOR PE OUTDOOR PE Gymnastics – Unit 1 Interschool Competition Children create longer sequences to perform for an audience, learning a wider range of actions and explore more difficult ways to perform. They use skills and abilities individually, in combination and in sequence, aiming to show as much control and precision as possible. Invasion Games – Unit 1 – ‘Hockey’ Interschool Competition Children develop skillful attacking and team play, and explore a range of ways to defend. They think about how to use skills, strategies and tactics to outwit the opposition. AUTUMN 2 INDOOR PE OUTDOOR PE Athletics – Unit 1 – ‘Sports Hall Athletics’ Interschool Competition Children develop their technical understanding of athletic activity, learning how to set targets and improve their performance in a range of activities. Net & Wall games – Unit 1 – ‘Tennis’ Children develop the range and quality of their skills when playing games using rackets. They also learn specific tactics and skills for games such as short tennis. Children have to think about how they use skills, strategies and tactics to outwit the opposition. SPRING 1 INDOOR PE OUTDOOR PE Dance Children learn different styles of dance and focus on dancing with other people. They create, perform and watch dances in a range of styles. Children think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts. Outdoor & Adventurous Activities Children develop their orienteering and problem-solving skills in familiar and unfamiliar situations and environments. Throughout, there is an emphasis on building trust and working as a team. SPRING 2 INDOOR PE OUTDOOR PE Gymnastics – Unit 2 Children create longer sequences to perform for an audience. They learn a wider range of actions and explore more difficult ways to perform. They use skills and abilities individually, in combination and in sequence, aiming to show as much control and precision as possible. Striking & Fielding Games – Unit 1 – ‘Cricket’ Interschool Competition Children develop the range and quality of their skills and understanding, learning how to play the different roles of bowler, wicket-keeper, backstop, fielder and batter. They think about how they use skills, strategies and tactics to outwit the opposition. SUMMER 1 INDOOR PE OUTDOOR PE Net & Wall games – Unit 2 – ‘Handball’ Interschool Competition Children develop the range and quality of their skills, learning tactics and skills specific to net and wall games. Children have to think about how they use skills, strategies and tactics to outwit the opposition. Invasion Games – Unit 2 – ‘Tag Rugby’ Interschool Competition Children develop skilful attacking and team play, and explore a range of ways to defend. They think about how to use skills, strategies and tactics to outwit the opposition. SUMMER 2 INDOOR PE OUTDOOR PE Athletics – Unit 2 Children develop their technical understanding of athletic activity, learning how to set targets and improve their performance in a range of activities. Striking & Fielding Games – Unit 2 – ‘Rounders’ Interschool Competition Children develop the range and quality of their skills and understanding, learning how to play different roles. They think about how they use skills, strategies and tactics to outwit the opposition.
  • 8. Colmore Junior PE Curriculum: Year 6 AUTUMN 1 INDOOR PE OUTDOOR PE Gymnastics – Unit 1 Interschool Competition Children use their knowledge of compositional principles to develop sequences that show an awareness of their audience. They use skills and agilities individually, in combination and in sequence, demonstrating control and precision. Invasion Games – Unit 1 – ‘Tag Rugby’ Children improve their defending and attacking play. They start to play even-sided mini-versions of invasion games. They think about how to use skills, strategies and tactics to outwit the opposition. AUTUMN 2 INDOOR PE OUTDOOR PE Athletics – Unit 1 – ‘Sports Hall Athletics’ Interschool Competition Children develop their technical understanding of athletic activity, learning how to set targets and improve their performance in a range of activities. Outdoor & Adventurous Activities Children develop their orienteering and problem-solving skills in familiar and unfamiliar situations and environments. Throughout, there is an emphasis on building trust and working as a team. SPRING 1 INDOOR PE OUTDOOR PE Dance Children use different visual images as the starting point for composing, performing and watching dance. They think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts. Striking & Fielding Games – Unit 1 – ‘Cricket’ Interschool Competition Children develop the range and quality of their skills and understanding, learning how to play the different roles of bowler, wicket-keeper, backstop, fielder and batter. They think about how they use skills, strategies and tactics to outwit the opposition. SPRING 2 INDOOR PE OUTDOOR PE Net & Wall games – Unit 1 – ‘Handball’ Interschool Competition Children develop the range and quality of their skills, learning tactics and skills specific to net and wall games. They think about how they use skills, strategies and tactics to outwit the opposition. Invasion Games – Unit 2 – ‘Netball’ Interschool Competition Children improve their defending and attacking play. They start to play even- sided mini-versions of invasion games. They think about how to use skills, strategies and tactics to outwit the opposition. SUMMER 1 INDOOR PE OUTDOOR PE Net & Wall games – Unit 2 – ‘Badminton/Sitting Volleyball’ Children develop the range and quality of their skills, learning tactics and skills specific to net and wall games. They think about how they use skills, strategies and tactics to outwit the opposition. Striking & Fielding Games – Unit 2 – ‘Tri-Golf’ Interschool Competition Children develop the range and quality of their skills and understanding. Children have to think about how they use skills, strategies and tactics to outwit the opposition. SUMMER 2 INDOOR PE OUTDOOR PE Gymnastics – Unit 2 – ‘Trampolining’ Children use their knowledge of compositional principles to develop sequences that show an awareness of their audience. They use skills and abilities individually, in combination and in sequence, demonstrating control and precision. Athletics Children develop their technical understanding of athletic activity, learning how to set targets and improve their performance in a range of activities.
  • 9. Colmore Junior Science Curriculum: Year 3 AUTUMN 1 AUTUMN 2 Topic Content Science Skills CHEMISTRY Materials Properties and uses Rocks and soils Identifying & classifying Pattern seeking Fair testing SPRING 1 Topic Content Science Skills PHYSICS Magnets and Electricity Magnetic forces Simple circuits Identifying & classifying Pattern seeking SPRING 2 & SUMMER 1 Topic Content Science Skills BIOLOGY Plants and Habitats Plant structure Conditions for growth Invertebrates Habitats Adaptation Fair testing Observing over time Outdoor learning SUMMER 1 & SUMMER 2 Topic Content Science Skills PHYSICS Light Light sources Shadows Light and materials Identifying & classifying Pattern seeking Fair testing Outdoor learning Topic Content Science Skills BIOLOGY Animals including Human Body Skeletons Teeth Lifecycles Food chains Identifying & classifying Pattern seeking Fair testing Research Outdoor learning
  • 10. Colmore Junior Science Curriculum: Year 4 AUTUMN 1 & AUTUMN 2 Topic Content Science Skills CHEMISTRY Materials Properties and uses States of matter Conductors and insulators Evaporation Water cycle Separation techniques Identifying & classifying Pattern seeking Observing over time Research Outdoor learning SPRING 1 Topic Content Science Skills PHYSICS Sound Pitch Volume Sound vibration The Ear Identifying & classifying Pattern seeking Fair testing SPRING 2 Topic Content Science Skills PHYSICS Earth & Beyond Earth in Space Moon Planets Day & Night Seasons Gravity Observing over time Fair testing Research SUMMER 1 & SUMMER 2 Topic Content Science Skills PHYSICS Forces Gravity Isaac Newton Air resistance Water resistance Friction Pattern seeking Fair testing Outdoor learning
  • 11. Colmore Junior Science Curriculum: Year 5 AUTUMN 1 Topic Content Science Skills PHYSICS Electricity Circuit diagrams Varying current Electrical conductors Electrical insulators Identifying & classifying Pattern seeking Fair testing AUTUMN 2 Topic Content Science Skills CHEMISTRY Materials Chemical reactions Irreversible and reversible changes Separation techniques Identifying & classifying Fair testing Research SPRING 1 & SPRING 2 Topic Content Science Skills BIOLOGY Animals including Human Body Digestion Circulatory System Diet, exercise and healthy living Micro-organisms Identifying & classifying Pattern seeking Observing over time Fair testing Research Outdoor learning SUMMER 1 Topic Content Science Skills BIOLOGY Living Things and Classification Classification: plants & animals Animal/plant characteristics Keys Identifying & classifying Pattern seeking Research Outdoor learning SUMMER 2 Topic Content Science Skills BIOLOGY Plants Plant life cycle Transpiration Role of flowers Plant variety Observing over time Pattern seeking Fair testing Research Outdoor learning
  • 12. Colmore Junior Science Curriculum: Year 6 AUTUMN 1 Topic Content Science Skills PHYSICS Forces Friction and air resistance – Galileo and Aristotle Up-thrust and water displacement Transfer of force and motion through gears, springs, levers and cams Pattern seeking Fair testing Research AUTUMN 2 Topic Content Science Skills PHYSICS Light Reflection and refraction Light direction The Eye Pattern seeking Fair testing Observing over time Outdoor learning SPRING 1 Topic Content Science Skills CHEMISTRY Materials Irreversible changes Dissolving Solutions Identifying & classifying Outdoor learning Pattern seeking Fair testing Research SPRING 2 Topic Content Science Skills BIOLOGY CHEMISTRY PHYSICS Science Carousel Review of KS2 Science topics Identifying & classifying Pattern seeking Observing over time Fair testing Research Outdoor learning SUMMER 1 & SUMMER 2 Topic Content Science Skills BIOLOGY Evolution and Adaptation Fossils and Mary Anning Dinosaurs Charles Darwin and the Galapagos Islands Adaptation Inheritance Identifying & classifying Pattern seeking Fair testing Research Outdoor learning
  • 13. Colmore Junior School: History Curriculum The content of each History Topic ensures that the following key skills and themes are covered by children in all year groups:  Enquiry  Interpretation  Change and continuity  Cultural diversity  Significance (of historical figures and events)  Causes and consequences  Expressing opinions using evidence  Using historical vocabulary YEAR 3 – SPRING TERM 1 Topic Content Changes in Britain from the Stone Age to the Iron Age What do we think we know about Stone Age people? How long ago was the Stone Age, and why do we give it that name? How did life change when people started to farm? Why is it so difficult to work out how Stonehenge was built? How much did life really change during the Iron Age? YEAR 3 – SPRING TERM 2 Topic Content The Ancient Romans What was life like in Celtic Britain, before the Romans? When and why did the Romans invade Britain? What was life like for a Roman Soldier? How did Boudicca resist the Romans? Did Roman Britons follow a religion? How did Roman Britain end, and what was its legacy?
  • 14. Colmore Junior School: History Curriculum YEAR 4 – SPRING TERM 1 & 2 Topic Content Ancient Egypt Why did people settle near the river Nile? Who were the Pharaohs? How and why were the pyramids built? What were the Ancient Egyptian’s beliefs about religion and death? What jobs did Ancient Egyptians have? How can we decipher hieroglyphics? YEAR 4 – ENGLISH UNIT Topic Content The Anglo-Saxons This Year 4 English unit will contain work based on: Beowulf- the epic poem in which a Saxon king battles monsters and a dragon. Anglo-Saxon ‘Beots’- a grand boast, threat or promise, performed in the great hall the night before a battle. YEAR 5 – AUTUMN TERM 1 Topic Content The Tudors The start of the Tudor period- what were the wars of the Roses? Field visit- Selly Manor: what was life like for a Tudor child? How should we interpret Tudor portraits? What connects Henry VIII and the reformation? What does the wreck of the Mary Rose tell us about Tudor jobs? How was Elizabeth I ‘married’ to her country?
  • 15. Colmore Junior School: History Curriculum YEAR 5 – AUTUMN TERM 2 Topic Content The Mayans Where and when was the Mayan civilisation, and how did it start? How was it different from European civilisations of the time? Why did the Mayans worship the god of Maize? How and why were the Mayan pyramids built? Why did the Mayan civilisation decline? YEAR 5 – SUMMER TERM 1 & 2 Topic Content Ancient Greece Who were the Ancient Greeks? How do the Greek and Roman periods relate to each other? What can we learn about the Greeks from their Myths, Gods and Monsters? How was life in Sparta different from life in Athens? Did the Trojan war really happen? What happened in Greek theatre? What were the first Olympic games like? YEAR 6 – AUTUMN TERM 1 Topic Content The Anglo-Saxons Was Anglo-Saxon Britain a better or worse place to live than Roman Britain? Why did the Saxons invade Britain? How can we identify the places in which the Saxons settled? How effective was Saxon justice? Who was buried at Sutton Hoo? How Great was Alfred the Great?
  • 16. Colmore Junior School: History Curriculum YEAR 6 – AUTUMN TERM 2 Topic Content The Vikings How should we remember the Vikings? Why have they gained such a bad reputation? How did the Vikings change from raiders to conquerors to settlers? How have recent excavations changed what we know about Viking life? How important was Norse Mythology to the Vikings? YEAR 6 – SUMMER TERM 1 Topic Content The Victorians What do you think were the most important Victorian inventions? What was life really like for working children? If life was so hard in factory towns, why did so many people move there? What can we work out about Victorian life from novels and films? Was the coming of the railways a mixed blessing? Should we remember the Victorian Period as a golden age of achievement or a dark age of suffering? YEAR 6 – SUMMER TERM 2 Topic Content A Local Study Which industries caused Birmingham to grow rapidly in size? Why is Birmingham said to have ‘more canals than Venice’? What changed with the coming of the railways to Birmingham? How important was Cadbury’s to the development of South Birmingham? How has Kings Heath changed over time? What role have the Colmore Schools played in the Kings Heath community?
  • 17. Colmore Junior Religious Education Curriculum: Year 3 Autumn Term Cluster Dispositions Content Compassion Sharing and being generous Caring for others, animals and the environment Ramadan – Islam Harvest – Christianity Responsibility for the environment / stewardship - Christianity Community Creating unity and harmony Participating and willing to lead Unity expressed at Hajj (Ihram) – Islam The Christmas Story through words of carols - Christianity Spring Term Cluster Dispositions Content Choice Being Fair and Just Being accountable and living with integrity Jacob and Esau – Christianity / Judaism The Black Stone - Islam Prophet’s Promise –Islam Omniscience of God through story of Adam and Eve - Christianity Commitment Remembering roots Being loyal and steadfast The feast of Passover – Judaism Easter, communion - Christianity Summer Term Cluster Dispositions Content Contemplation Being open, honest and truthful Being silent and attentive to, and cultivating a sense for the sacred and transcendence Naboth’s Vineyard – Christianity King with three children - Islam Still small voice of God and modern day use of quietness - Christianity Commitment Being courageous and visionary Being hopeful and visionary Baisakhi – Sikhism Gideon – Christianity Martin Luther King - Christianity
  • 18. Colmore Junior Religious Education Curriculum: Year 4 Autumn Term Cluster Dispositions Content Creativity Expressing joy Being thankful Diwali – Hinduism Thanking God for parents – Islam Harvest - Christianity Contemplation Being reflective and self- critical Being curious and valuing knowledge Four Noble Truths - Buddhism Questions about God are answered in Holy books. Religious texts from a range of faiths. Christmas – the birth of Jesus Spring Term Cluster Dispositions Content Community Valuing others opinions Cultivating inclusion, identity and belonging Wise and foolish builders – Christianity Amrit ceremony – Sikhism Prayer (Salah) and dress code - Islam Compassion Being merciful and forgiving Being regardful of suffering Joseph- Christianity / Judaism God’s response to human suffering through Easter story – Christianity Muslim empathy - Islam Summer Term Cluster Dispositions Content Choice Living by rules Being temperate, exercising self-discipline and cultivating serene contentment Torah – Judaism Love – Christianity People of faith influencing society- Guru Arjun Dev – Sikhism Doing good works - Christianity Creativity Being imaginative and explorative Appreciating beauty ‘Unique Me’ project Creation stories – variety of faiths
  • 19. Colmore Junior Religious Education Curriculum: Year 5 Autumn Term Cluster Dispositions Content Compassion Caring for others, animals and the environment Sharing and being generous Principles of not harming living things – Buddhism and Jainism Hospitality through the story of Mary and Martha – Christianity Sikh Langar - Sikhism Commitment Being loyal and steadfast Being hopeful and visionary Love and commitment (Good Samaritan) – Christianity Christmas (The hope of heaven) - Christianity Spring Term Cluster Dispositions Content Contemplation Being open, honest and truthful Being temperate, exercising self-discipline and cultivating serene contentment Bible as a source of Christian truth -Christianity Value of meditating on words of scripture – Christianity Listening with attention -Islam Community Participating and willing to lead Being modest and listening to others People whose beliefs cause them to change the world – Gandhi - Hinduism Easter – Jesus washing disciples’ feet and last supper (eucharist) Summer Term Cluster Dispositions Content Choice Being temperate, exercising self-discipline and cultivating serene contentment Being accountable and living with integrity Turning the other cheek – Christianity Meditation- Buddhism Jesus anointed by a sinful woman- Christianity Sanctity of the cow - Hinduism Creativity Being thankful Being imaginative and explorative Ways in which believers give thanks –Christianity and Islam Attitudes towards creativity – various faiths Artistic representations of Jesus - Christianity
  • 20. Colmore Junior Religious Education Curriculum: Year 6 Autumn Term Cluster Dispositions Content Choice Living by rules Being fair and just Christian morality – love superceding rules - Christianity Religious persecution – Jesus and the Samaritan woman - Christianity Community Creating unity and harmony Cultivating inclusion, identity and belonging Unity in diversity – Baha’i Significance of names – Sikhism The names of Jesus (Christmas) - Christianity Spring Term Cluster Dispositions Content Commitment Remembering roots Being courageous and confident Noah – Christianity Baisakhi – Sikhism Angulimalo and the Buddah - Buddhism Compassion Being regardful of suffering Being merciful and forgiving Easter (suffering of Jesus) – Christianity Easter (forgiveness and mercy) - Christianity Summer Term Cluster Dispositions Content Creativity Expressing joy Appreciating beauty Eid and Muslim worship- Islam The Lord’s Prayer and worship - Christianity Contemplation Being curious and valuing knowledge Being reflective and self- critical Moses (Musa) – Islam The Buddha and the swan – Buddhism Journey to spiritual perfection – Christianity, Hinduism
  • 21. Colmore Junior Mathematics Curriculum: Year 3 In brief Number: pupils continue to practise counting in units, tens and hundreds, so that they become fluent in the order and place value of numbers to 1000. Addition and subtraction: of numbers with up to three digits, on paper. Mental adding and subtraction including pairs of one and two-digit numbers, 3-digit numbers and ones, tens or hundreds. Pupils solve word problems. Recall and use multiplication and division facts for the 2, 3, 4, 5, 8 and 10 multiplication tables. They write and calculate mathematical statements for multiplication and division within the multiplication tables; and for 2-digit numbers x 1-digit numbers, using mental and written methods Multiplication and Division: pupils recall and use multiplication and division facts for the 2, 3, 4, 5, 8 and 10 multiplication tables; write and calculate mathematical statements for multiplication and division within the multiplication tables; and for 2-digit numbers x 1-digit numbers, using mental and written methods. Fractions: pupils identify, name and write unit fractions up to 1/12, compare and order unit fractions and fractions with the same denominators, add and subtract fractions with the same denominator within one whole, and count up and down in tenths. Geometry and measures Pupils will: Make 2-D and 3-D shapes; recognise in different orientations; and describe with increasing accuracy; recognise angles as a property of shape and associate angle as an amount of turning identify right angles, recognise that two right-angles make a half-turn and four a complete turn; identify whether angles are greater or less than a right angle; Identify horizontal, vertical, perpendicular, parallel and curved lines; Use a compass to draw circles and arcs with a given radius. Pupils will also be able to tell and write the time from an analogue clock, one with Roman numerals, and digital clocks, and do this to the nearest minute, know the number of seconds in a minute, and measure compare and add and subtract lengths, mass, volume and time. Data: pupils use both horizontal and vertical representations as well as scales for pictograms, for example, where each picture represents 10 bags.
  • 22. Colmore Junior Mathematics Curriculum: Year 4 In brief Number: pupils read, write, order and compare numbers to at least 10,000; recognise place value in a 4-digit number; read and write negative numbers; read Roman numerals to 100 and understand that Hindu-Arabic numerals introduced the concept of zero and place value. Addition and subtraction: pupils add and subtract numbers using formal written methods with up to 4 digits; accurately add and subtract numbers mentally including two 2-digit numbers; estimate, within a range, the answer to a calculation and use inverse operations to check answers. Multiplication and Division: pupils learn times tables up to 12x12; multiply and divide 2 and 3 digit numbers by a one-digit number, interpret remainders as integers; mentally multiply and divide up to three digit numbers; recognise and use factor pairs to 144. Fractions: pupils find equivalent fractions of one with a denominator not more than 12; reduce them to their simplest form; add and subtract two fractions with common denominators and one whole. Decimals: "Ensure pupils are taught decimal notation and vocabulary, including in the context of measurements. Ensure pupils are taught to make comparisons and order decimal amounts and quantities that are expressed to the same number of decimal places. "Ensure pupils’ understanding of decimal place value is extended to tenths and then hundredths. This will prepare them for Year 5 when they are taught how to relate the decimal notation to division of 2-digit numbers by 10 and later 100, and to the groups of fractions for 1/10 and later 1/100." Geometry and measures: work on shapes continues, including identifying acute and obtuse angles. "Ensure pupils draw a pair of labelled axes in one quadrant and regularly read, write and use pairs of coordinates, e.g. (2, 5). "Ensure pupils regularly practise recognising line symmetry in a variety of diagrams. Exclude rotational symmetry." Pupils are introduced to area, initially by counting squares (e.g. cm2 squares) and later using perimeter measurements to calculate areas. Data: pupils to continue reading, interpreting and solving problems using information in bar graphs.
  • 23. Colmore Junior Mathematics Curriculum: Year 5 In brief Number: pupils read, write, order and compare numbers to a million, counting up and down in steps of 100, 1000, or 10,000, estimate answers and read Roman numbers to 1000. Addition and subtraction: numbers should now have up to five digits, and practise mental maths with increasingly large numbers. Multiplication and Division: "Ensure pupils extend their use of written methods for multiplication to practise long multiplication. Also, ensure pupils continue to practise and apply all the multiplication tables and related division facts as often as possible to ensure they are committed to memory and can be used confidently to make larger calculations. "Ensure pupils record answers for non-integer division in different ways, including: with remainders, fractions, decimals or with rounding, for example: 98 ÷ 4 = 24 r 2 = 24½ = 24.5 = 25." Fractions: pupils now compare and order fractions with different denominators; recognise mixed numbers and improper fractions and convert from one to the other, write mathematical statements that exceed one as a mixed number; multiply proper fractions and mixed numbers by whole numbers. Decimals: pupils read and write decimal numbers as fractions (e.g. 0.71 = 71/100) and recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents. They also work with decimals of up to three decimal places. Percentages: Pupils recognise the per cent symbol and what it means, and write simple fractions and decimals as percentages. Geometry and measures: pupils continue to practise regularly drawing lines with a ruler and measuring with a protractor and become confident with using conventional markings for parallel lines and right angles. The term diagonal and its properties is introduced. Position, direction, motion: pupils recognise and use reflection and translation in a variety of diagrams, including continuing to use a 2-D grid and co-ordinates in the first quadrant. Data: pupils to complete tables and bar graphs from information and solve problems using bar graphs, tables and simple pie charts.
  • 24. Colmore Junior Mathematics Curriculum: Year 6 In brief Number: pupils are now working with numbers of up to 10 million, can round any number to a required degree of accuracy, and recognise binary numerals to 15, converting these to decimals. Addition and subtraction, multiplication and division: problem-solving now includes adding and subtracting negative numbers, multiplying numbers with at least 4-digits by 2-digits of whole number using long multiplication; divide numbers up to 4-digits by a 2-digit whole number using long division, and interpret remainders as whole number remainders, fractions, decimals or by rounding, using brackets. Fractions: pupils will now be adding and subtracting mixed numbers and fractions with different denominators, dividing proper fractions by whole numbers, calculate decimal fraction equivalents. Calculators can be used for a division calculation to convert a simple fraction to a decimal fraction. Decimals: pupils learn to identify the value of each digit to three decimal places and multiply and divide numbers up to three decimal place by 10, 100 and 1000, and multiply and divide numbers with up to two decimal places by 1-digit and 2-digit whole numbers. Ratio and proportion: pupils start using the correct notation and symbol in the context of comparing quantities, sizes and scale drawings. Algebra: "Ensure pupils write some known arithmetical rules algebraically, such as a + b = b + a, and known relations such as p = 4s for the perimeter of a square. They should also interpret word problems as statements about number and record as a mathematical statement. Pupils should also write missing number problems algebraically; for example, 2x – 4 = 8 therefore 2x = 12 therefore x = 6 or finding missing lengths in perimeters and missing angles at a point. Pupils should also find possible solutions for equations with two unknown variables, for example x + y = 5 includes solutions x = 1 and y = 4, x = 2 and y = 3." Geometry: The curriculum includes finding unknown angles, and illustrating and naming parts of circles, including radius, diameter and circumference. Pupils recognise, describe and build simple 3D shapes including making nets. Position, direction and motion Pupils should be taught to: describe positions on the full coordinate grid (all four quadrants) construct, translate and reflect simple shapes on the coordinate plane. Measures: pupils use, add and subtract positive and negative integers for measures such as temperature and money. They use the formula to calculate area of a triangle and a parallelogram. This includes identifying the base and its corresponding height, but excludes finding the base or height of a triangle given its area. Pupils can be introduced to other compound units for speed such as miles per hour and apply their knowledge in science as appropriate.
  • 25. Colmore Junior English Curriculum: Spelling At Colmore, all pupils are taught to:  Develop a range of personal strategies for learning new and irregular words  Develop a range of personal strategies for spelling at the point of composition  Develop a range of strategies for checking and proof reading spellings after writing  use further prefixes and suffixes and understand how to add them  spell further homophones  spell words that are often misspelt  place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]  use the first two or three letters of a word to check its spelling in a dictionary  write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far  proof-read for spelling errors SPELLING: YEAR 3 – AUTUMN TERM Revisit and Review: Common exception words from Year 2. Prefixes and Suffixes: Revise prefix un-. New prefixes: pre-, dis-, mis-, re-. Revise suffixes from Year 2: -s, -es, -ed, -ing, -er. Teaching rarer GPCs: Words with the /eɪ/ sound spelt ei, eigh, or ey (ey - they, ei - vein, eigh - eight, aigh - straight i - in, y - gym (o - women, u - busy, ui - build, e - pretty) u - up, o - son, (ou - young, oe - does, oo - blood) Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) Homophones: brake/break, grate/great, eight/ate, weight/wait, son/sun Apostrophe: Revise contractions from Year 2 eg can’t, didn’t. Proof reading: Focus: checking after writing spelling of KS1 common exception/ tricky words. SPELLING: YEAR 3 – SPRING TERM Revisit and Review: Suffixes from Year 2:-ment, -ness, -ful, -less, -ly (with a consonant before it) Prefixes and Suffixes: Prefixes: sub-, tele-, super-, auto-. Teaching rarer GPCs: Words with the /ʃ/ sound spelt ch (mostly French in origin) eg chef. eg sh – shop, s – sure, ss – mission (t before ion – mention, ci – special, t before ial – partial, ch – chef, ce – ocean) Words with the /k/ sound spelt ch (Greek in origin) eg scheme, chorus, chemist, echo, character Homophones: here/hear, knot/not, meat/meet, missed/mist. Apostrophe: Revise contractions from Year 2 eg hasn’t, couldn’t. Proof reading: Using a dictionary to check spellings. First two letters. SPELLING: YEAR 3 – SUMMER TERM Revisit and Review: Revise strategies for spelling at the point of writing. Prefixes and Suffixes:.Suffix –ly straight on to root word eg sadly, unusually. Teaching rarer GPCs: The /ʌ/ sound spelt ou eg young, touch. The /ɪ/ sound spelt y elsewhere than at the end of words eg gym, myth. Homophones: heel/heal/he’ll, plain/plane, berry/bury, groan/grown, rain/rein/reign. Also homophones from Year 3/4 word list. heard/herd, through/threw, Apostrophe: Revise contractions from Year 2 eg it’s, I’ll. Proof reading: Proof read own writing for mis -spellings of personal spelling list words.
  • 26. SPELLING: YEAR 4 – AUTUMN TERM Revisit and Review: Revise strategies at the point of writing. Teaching rarer GPCs: Revise /eɪ/ sound spelt ei, eigh, or ey, words with the /ʃ/ sound spelt ch, The /ʌ/ sound spelt ou (all from Y3) Word endings: Words with endings sounding like /ʒə/ or /tʃə/ eg measure Prefixes and Suffixes: Prefixes in-, il-, im-. Suffixes: Adding suffixes beginning with vowel letters to words of more than one syllable –ing, -en, -er, -ed. Homophones:,peace/piece, main/mane, affect/effect. Apostrophe: Possessive apostrophe with plural words eg girls’, boys’, babies’. Proof reading: Teach proof reading strategies eg Spuddy work; spelling buddies SPELLING: YEAR 4 – SPRING TERM Revisit and Review: Y3 Rarer GPCs. Teaching rarer GPCs: From Y3/4 word list – guard, guide. Word endings: Words with endings sounding like /ʒə/ or /tʃə/ eg creature,furniture. Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian eg invention, comprehension, expression, magician. Prefixes and Suffixes: Prefixes: ir-, inter-, anti-. Suffixes: The suffix –ation eg sensation, preparation. Homophones: scene/seen, male/mail,bawl/ball. Apostrophe: Possessive apostrophe with singular proper nouns eg Cyprus’s population. Proof reading: Using a dictionary to check spellings after writing –first two or three letters. SPELLING: YEAR 4 – SUMMER TERM Revisit and Review: Revise prefixes from Y3: un-dis-, mis-, re-, pre-, sub-, tele-, super-, auto. Focus where needed. Teaching rarer GPCs: Words with the /s/ sound spelt sc (Latin in origin) eg science Word endings: Endings which sound like /ʒən/ -sion eg division, confusion. Prefixes and Suffixes: Suffixes: The suffix –ly. Teach the exceptions eg y changed to i, le ending changed to ly, ic ending changed to –ally. The suffix –ous eg poisonous, outrageous. Homophones: whether/weather, fair/fare, medal/meddle. Apostrophe:, Revise contractions from Y2 and plural apostrophe rules. Proof reading: Check writing for mis-spelt words which are on the Y3/4 word list.
  • 27. SPELLING: YEAR 5 – AUTUMN TERM Revisit and Review: Revise plurals eg adding -s, -es and –ies) Revise apostrophe for contraction. Teaching rarer GPCs: Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) Words with the /i:/ sound spelt ei after c.eg receive, ceiling. Morphology/ Etymology: Teach extension of base words using word matrices. Use knowledge taught so far. Word endings: Words containing the letter-string -ough. Word endings: Words ending in –able and –ably. Homophones: eg isle/aisle, aloud/allowed, affect/effect, herd/heard, past/passed. Hyphen: Use of the hyphen eg co-ordinate, co-operate Dictionary: Use dictionary to support teaching of word roots, derivations and spelling patterns eg sign, signature, significant. Proof reading: Focus on checking words from personal list. SPELLING: YEAR 5 – SPRING TERM Revisit and Review: Strategies at the point of writing.) Revise apostrophe for possession. Teaching rarer GPCs: Teach words with rare GPCs from Y5/6 word list eg bruise, guarantee, queue, immediately, vehicle, yacht. Word endings: Words ending in –ible and –ibly. Homophones:eg altar/alter, ascent/assent, bridle/bridal, led/lead, steal/steel. Morphology/ Etymology: Use spelling logs to record helpful etymological notes on curious/difficult words Dictionary: Use a dictionary to create collections of words with common roots Proof reading: Checking from another source after writing eg spell check if on screen, spelling log, environmental print, spuddy. SPELLING: YEAR 5 – SUMMER TERM Revisit and Review: A range of strategies for learning words. Homophones:eg cereal/serial, father/farther, guessed/guest, morning/mourning, who’s/whose. Dictionary: Teach use of dictionary to check words referring to first three or four letters. Proof reading: Check writing for mis – spelled words which are on the Y5/6 word list. Morphology/ Etymology: Teach morphemic and etymological strategies to be used when learning specific words eg from Y5/6 word list.
  • 28. SPELLING: YEAR 6 – AUTUMN TERM Revisit and Review: -able, -ible. Revise use of hyphen from Y5. Teaching rarer GPCs: Revise words with the /i:/ sound spelt ei after c. Prefixes and Suffixes: Suffixes: Adding suffixes beginning with vowel letters to words ending in –fer. Word endings: Endings which sound like /ʃəs/ spelt –cious or –tious eg precious, ambitious. Homophones: advice/advise device/devise licence/license practice/practise prophecy/prophesy Proof reading: Proof reading in smaller chunks. Sentences, paragraphs. SPELLING: YEAR 6 – SPRING TERM Revisit and Review: Words containing the letter-string -ough. Revise apostrophe for contraction and possession. Teaching rarer GPCs: Revise words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) Prefixes and Suffixes: Word endings: Endings which sound like /ʃəl eg official, special, artificial, partial, confidential, essential. Homophones: compliment/complement, desert/dessert, principal/principle, profit/prophet, stationery/stationary. Proof reading: Proof reading someone else’s writing. Note strategies which help in spelling journal/log.. SPELLING: YEAR 6 – SUMMER TERM Revisit and Review: Spelling strategies at the point of writing. Teaching rarer GPCs: Revise words with rare GPCs from Y5/6 word list eg bruise, guarantee, queue, immediately, vehicle, yacht. Prefixes and Suffixes: Word endings: Words ending in –ant, –ance/–ancy, –ent, –ence/–ency Homophones: draft/draught, dissent/descent, precede/proceed. Proof reading: Embedding proof reading strategies when reviewing own writing independently.
  • 29. Colmore Junior English Curriculum: Reading Years 3 and 4 Reading Breakdown (Comprehension) Through direct individual teaching sessions in guided reading groups, whole class writing lessons, independent reading sessions and reading comprehension lessons, pupils will be taught to: Develop positive attitudes to reading, and an understanding of what they read, by:  listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks  reading books that are structured in different ways and reading for a range of purposes  using dictionaries to check the meaning of words that they have read  increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally  identifying themes and conventions in a wide range of books  preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action  discussing words and phrases that capture the reader’s interest and imagination  recognising some different forms of poetry [for example, free verse, narrative poetry] Understand what they read, in books they can read independently, by:  checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context  asking questions to improve their understanding of a text  drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence  predicting what might happen from details stated and implied  identifying main ideas drawn from more than 1 paragraph and summarising these  identifying how language, structure, and presentation contribute to meaning  retrieve and record information from non-fiction  participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say In addition to the above, pupils will also:  be taught to recognise themes across genres  be encouraged to read for pleasure  have the opportunity to listen to a variety of texts  make links with quality drama productions (Language Alive) in order to understand the link between reading and presentation  make use of the organisational features of non-fiction writing in order to access specific information  use the skills associated with effective questioning  make use of the school library, local library and library services in order to access a wide variety of associated skills
  • 30. Colmore Junior English Curriculum: Reading Years 5 and 6 Reading Breakdown (Comprehension) Through direct individual teaching sessions in guided reading groups, whole class writing lessons, independent reading sessions and reading comprehension lessons, pupils will be taught to: Maintain positive attitudes to reading and an understanding of what they read by:  continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks  reading books that are structured in different ways and reading for a range of purposes  increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions  recommending books that they have read to their peers, giving reasons for their choices  identifying and discussing themes and conventions in and across a wide range of writing  making comparisons within and across books  learning a wider range of poetry by heart  preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience Understand what they read by:  checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context  asking questions to improve their understanding  drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence  predicting what might happen from details stated and implied  summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas  identifying how language, structure and presentation contribute to meaning  discuss and evaluate how authors use language, including figurative language, considering the impact on the reader  distinguish between statements of fact and opinion  retrieve, record and present information from non-fiction  participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously  explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary  provide reasoned justifications for their views In addition to the above, pupils will also:  be exposed to books and authors that they may not automatically choose  be taught to recognise themes across genres and apply them to their writing  consider different accounts of the same event and differing viewpoints  be taught to use the technical terms for what they read and hear  be encouraged to read for pleasure  have the opportunity to listen to a variety of texts, comparing characters, settings and themes  make links with quality drama productions (Language Alive) in order to understand the link between reading and presentation.  make use of the organisational features of non-fiction writing in order to access specific information  use the skills associated with effective questioning of texts and of each other’s contributions  make use of the school library, local library and library services in order to access a wide variety of associated skills
  • 31. Colmore Junior English Curriculum: Year 3 Writing Overview Term wk Unit Key focus Reading Comprehension Focus Autumn 1 1 Speaking and listening. All About Me Transition from Year 2. 2 3 Descriptive Setting (baseline assessment) Description of a scene. Baseline assessment. 4 5 Plays and dialogue Rumplestiltskin Goldilocks Focus on Rumplestiltskin 6 7 8 Language Poetry Animal Poetry Range of poetry writing. Assessment Autumn 2 1 Authors and Letters The Jolly Postman Comprehension relating to the letter style. 2 3 4 Instructions Making Pom- Poms and Girl - pie Girl Pie comprehension. 5 6 Poetry - Calligrams and Shape poems – What shape’s an Ape. Gina Douthwaite Collections of poems- focus on the style and structure. 7 Assessment Spring 1 1 Non- Chronological Reports Geography Animals A police report. 2 3 Fairy Tales The Elves and the Shoemaker. The story of the Gingerbread Man. 4
  • 32. 5 6 Language Poetry – Kennings and Haikus. The Fin Flapper and Ten Tiny Tales. Ten Tiny Tales Spring 2 1 2 Myths Hercules – what makes a hero. Apollo – focus on the quest element. 3 4 5 Non-Chronological Reports Reports on Colmore Schools. Report writing comprehension. Assessment Summer 1 1 Non-Chronological Reports Reports on Colmore Schools. Report writing comprehension. 2 Personal Recounts Links with Hams Hall visit. Recount text comprehension. 3 4 Impersonal Historical Recounts Links with Roman topic- Boudicca and Julius Caesar. Newspaper reports. 5 6 Adventure and mystery stories Anthony Browne The Tunnel Questions relating to Anthony Browne texts. Summer 2 1 2 3 Assessment QCA week 4 Performance Poetry Rhyming Syllables – Benjamin Zephania Questioning related to the rhythm and pattern of poetry style. 5 6 7
  • 33. Colmore Junior English Curriculum: Year 3 GaPS Overview Sentence Construction Introduce: Vary long and short sentences: Long sentences to add description or information. Short sentences for emphasis and making key points e.g. Sam was really unhappy. Visit the farm now. Embellished simple sentences: Adverb starters to add detail e.g. Carefully, she crawled along the floor of the cave…. Amazingly, small insects can…. Adverbial phrases used as a ‘where’, ‘when’ or ‘how’ starter (fronted adverbials) A few days ago, we discovered a hidden box. At the back of the eye, is the retina. In a strange way, he looked at me. Compound sentences using connectives: and/ or / but / so / for /nor / yet (coordinating conjunctions) Develop complex sentences (Subordination) with range of subordinating conjunctions (See Connectives and Sentence Signposts doc.). -‘ing’ clauses as starters e.g. Sighing, the boy finished his homework. Grunting, the pig lay down to sleep Drop in a relative clause using: who/whom/which/whose/ that e.g. The girl, whom I remember, had long black hair. The boy, whose name is George, thinks he is very brave. The Clifton Suspension bridge, which was finished in 1864,is a popular tourist attraction. Sentence of 3 for description e.g. The cottage was almost invisible, hiding under a thick layer of snow and glistening in the sunlight. Rainbow dragons are covered with many different coloured scales, have enormous, red eyes and swim on the surface of the water. Pattern of 3 for persuasion e.g. Visit, Swim, Enjoy! Topic sentences to introduce non-fiction paragraphs e.g. Dragons are found across the world. Dialogue –powerful speech verb e.g. “Hello,” she whispered. Word / Language Introduce: Prepositions Next to by the side of In front of during through throughout because of Powerful verbs e.g. stare, tremble, slither Boastful Language e.g. magnificent, unbelievable, exciting! More specific / technical vocabulary to add detail e.g. A few dragons of this variety can breathe on any creature and turn it to stone immediately. Drops of rain pounded on the corrugated, tin roof. Use of determiners a or an according to whether next word begins with a vowel e.g. a rock, an open box Punctuation Introduce: Secure use of inverted commas for direct speech
  • 34. Colon before a list e.g. What you need: Ellipses to keep the reader hanging on Use of commas after fronted adverbials (e.g. Later that day, I heard the bad news.) Terminology Punctuation  Finger spaces  Letter & Word  Sentence & Full stops  Capital letter  Question mark  Exclamation mark  Speech bubble  ‘Speech marks’  Bullet points  Apostrophe (contractions only)  Commas for sentence of 3 - description Singular/ plural Suffix Adjective / noun Verb / adverb Bossy verbs Tense (past, present, future) Connective Generalisers
  • 35. Colmore Junior English Curriculum: Year 4 Writing overview Term wk Unit Key focus Reading Comprehension Focus Autumn 1 1 Getting to know you tasks. 2 Fables The Lion and the Mouse Aesop’s fables. Identifying the common themes and characteristics. 3 4 Poetry to create dramatic effect Worst School in the World Alan Ahlberg poetry – ‘Please Mrs. Butler. 5 6 Playscripts Harry Potter Extracts from the Harry Potter books. 7 8 Explanation Wallace and Gromit Assessment Autumn 2 1 Explanation Chitty-Chitty- Bang-Bang Explanation texts. How it works. 2 Legends Robin Hood Extracts from the text. 3 4 Comparative Reports England and the Caribbean Examples of reports – comparing differing locations. 5 6 Information Texts The Victorians Accident at Mr. Hall’s Ropery. 7 Assessment
  • 36. Spring 1 1 Information Texts The Victorians 2 Stories with Historical setting World War 2 Accounts from the trenches. 3 4 5 Performance Poetry The Dragon Who Ate School Collections of poetry. 6 Assessment Spring 2 1 Biography Important People 2 3 Information Texts Egypt Information retrieval from Howard Carter’s account. 4 5 Playscripts Space- cross curricular links with science. Comprehension from first- hand information. Assessment Summer 1 1 Playscripts Space 2 Recounts (personal and newspapers) Link with Egypt day. Newspaper reports of the discovery of Tutankhamun’s discovery. 3 4 5 Film Narrative Cloudy with a Chance of Meatballs. 6 Summer 2 1 2 Assessment QCA week 3 Stories from imaginary settings ‘Shine’ by Jill Paton Walsh Comprehension from the text. 4 5 Persuasion (advertising)– transition unit to Year 5. V.I.P adaptation from FLS. Questions relating to the text structure. 6 7
  • 37. Colmore Junior English Curriculum: Year 4 GaPS Overview Sentence Construction Consolidate Year 3 list Introduce: Long and short sentences: Long sentences to enhance description or information Short sentences to move events on quickly e.g. It was midnight. It’s great fun. Start with a simile e.g. As curved as a ball, the moon shone brightly in the night sky. Like a wailing cat, the ambulance screamed down the road. Secure use of simple / embellished simple sentences Secure use of compound sentences (Coordination) using coordinating conjunction and / or / but / so / for / nor / yet (coordinating conjunctions) Develop complex sentences: (Subordination) Main and subordinate clauses with range of subordinating conjunctions. (See Connectives and Sentence Signposts doc.) -‘ed’ clauses as starters e.g. Frightened, Tom ran straight home to avoid being caught. Exhausted, the Roman soldier collapsed at his post. Expanded -‘ing’ clauses as starters e.g. Grinning menacingly, he slipped the treasure into his rucksack. Hopping speedily towards the pool, the frog dived underneath the leaves. Drop in –‘ing’ clause e.g. Jane, laughing at the teacher, fell off her chair. The tornedo, sweeping across the city, destroyed the houses. Sentence of 3 for action e.g. Sam rushed down the road, jumped on the bus and sank into his seat. The Romans enjoyed food, loved marching but hated the weather. Repetition to persuade e.g. Find us to find the fun Dialogue - verb + adverb - “Hello,” she whispered, shyly. Appropriate choice of pronoun or noun within a sentence to avoid ambiguity and repetition Word / Language Consolidate Year 3 list Introduce: Prepositions at underneath since towards beneath beyond Proper nouns-refers to a particular person or thing e.g. Monday, John, October, England The grammatical difference between plural and possessive –s Standard English forms for verb inflections instead of local
  • 38. Conditionals - could, should, would Comparative and superlative adjectives e.g. small…smaller…smallest good…better…best spoken forms (e.g. we were instead of we was, or I did instead of I done) Punctuation Introduce: Commas to mark clauses Apostrophes to mark singular and plural possession (e.g. the girl’s name, the boys’ boots) Full punctuation for direct speech: Each new speaker on a new line Comma between direct speech and reporting clause e.g. “It’s late,” gasped Cinderella! Colmore Junior English Curriculum: Year 4 GaPS Overview Terminology Consolidate: Punctuation  Finger spaces  Letter  Word  Sentence  Full stops  Capital letter  Question mark  Exclamation mark  Speech bubble  ‘Speech marks’  Direct speech  Inverted commas  Bullet points  Apostrophe (contractions only)  Commas for sentence of 3 – description, action  Colon – instructions Singular/ plural Suffix/ Prefix Word family Consonant/Vowel Adjective / noun Verb / Adverb Bossy verbs - imperative Tense (past, present, future) Connective Conjunction Preposition Determiner/ generaliser Clause Subordinate clause Relative clause Relative pronoun Alliteration Simile – ‘as’/ ‘like’ Synonyms Introduce:  Pronoun  Possessive pronoun  Adverbial  Fronted adverbial Apostrophe - possession
  • 39. Colmore Junior English Curriculum: Year 5 Writing Overview Term wk Unit Key focus Reading Comprehension Focus Autumn 1 1 Getting to know you tasks and baseline assessments. 2 Modern Fiction – Stories by famous authors Michael Morpurgo – Born to Run Character based questioning – Mr. Boots 3 4 Persuasion Exotic Animals Should exotic animals be kept as pets? 5 6 Poetry link with art Marc Chagall paintings Miraslov Holub Imagery in poetry. 7 8 Stories from Other Cultures A range of stories from Africa, Mexico and How Music Came to Earth- Aztec story. Assessment Autumn 2 1 Stories from Other Cultures Native America. The Anansi stories. 2 3 Instructions Variety of instructional texts How to make a cup cake and bowl. 4 5 Older Literature – Charles Dickens A Christmas Carol A Christmas Carol focus on story structure. 6 7 Assessment
  • 40. Colmore Junior English Curriculum: Year 5 Writing Overview Spring 1 1 Recount Writing Deadly 60 in South Africa. Recounting an adventure. 2 3 Traditional Folk Stories Little Red Riding Hood. Writing an alternative ‘grown up’ version. Baba Yaga and the Three Little Wolves and the Big Bad Pig. 4 5 Discussion Homes being built in flood risk areas. ‘Is it a good idea?’ discussion on Yangste Dam project. 6 Assessment Spring 2 1 Choral and Performance Poetry Range of texts McCavity the Cat. 2 3 Legends St. George and the Dragon and Bedd Gelert Bedd Gelert – focus on features of legendry. 4 5 Dramatic Conventions Broadcasting based on animal documentaries Assessment Summer 1 1 Famous Authors – Anthony Horowitz Stormbreaker Stormbreaker extract. 2 3 Explanations – link with Anthony Horowitz Explanation of gadgets for Alex Rider The Bad boy Canondale Bike. 4 5 Myths Greek myths Odysseus and the Cyclops. 6 Summer 2 1 Myths 2 Persuasive Writing revision 3 Assessment QCA week 4 Narrative Poetry The Highwayman by Alfred Noyes. The Highwayman- understanding from different viewpoints.
  • 41. Colmore Junior English Curriculum: Year 5 GaPS Overview Sentence Construction Consolidate Year 4 list Introduce: Secure use of simple / embellished simple sentences Secure use of compound sentences Develop complex sentences: (Subordination) Main and subordinate clauses with full range of conjunctions: Expanded –ed clauses as starters e.g. Encouraged by the bright weather, Jane set out for a long walk. Terrified by the dragon, George fell to his knees. Elaboration of starters using adverbial phrases e.g. Beyond the dark gloom of the cave, Zach saw the wizard move. Throughout the night, the wind howled like an injured creature. Drop in –‘ed’ clause e.g. Poor Tim, exhausted by so much effort, ran home. The lesser known Bristol dragon, recognised by purple spots, is rarely seen. Sentence reshaping techniques e.g. lengthening or shortening sentence for meaning and /or effect Moving sentence chunks (how, when, where) around for different effects e.g. The siren echoed loudly ….through the lonely streets ….at midnight Use of rhetorical questions Stage directions in speech (speech + verb + action) e.g. “Stop!” he shouted, picking up the stick and running after the thief. Indicating degrees of possibility using modal verbs (e.g. might, should, will, must) or adverbs (perhaps, surely) Word Structure and Language Consolidate Year 4 list Introduce: Metaphor Personification Onomatopoeia Empty words e.g. someone, somewhere was out to get him Developed use of technical language Converting nouns or adjectives into verbs using suffixes (e.g. –ate; –ise; – ify) Verb prefixes (e.g. dis–, de–, mis–, over– and re–) Punctuation Consolidate Year 4 list Introduce: Rhetorical question Dashes Brackets Colons Use of commas to clarify meaning or avoid ambiguity Terminology Consolidate: Punctuation  Letter/ Word  Sentence  Full stops/ Capitals  Question mark  Exclamation mark  ‘Speech marks’  Direct speech Pronoun – relative/ possessive Clause Subordinate/ relative clause Adverbial Fronted adverbial Alliteration
  • 42.  Inverted commas  Bullet points  Apostrophe contractions/ possession  Commas for sentence of 3 – description, action  Colon - instructions Singular/ plural Suffix/ Prefix Word family Consonant/Vowel Adjective / noun Verb / Adverb Bossy vbs - imperative Tense (past, present, future) Conjunction / Connective Preposition Determiner/ generalise Simile – ‘as’/ ‘like’ Synonyms Introduce:  Relative clause/ pronoun  Modal verb  Parenthesis  Bracket- dash  Determiner  Cohesion  Ambiguity  Metaphor  Personification  Onomatopoeia Rhetorical question
  • 43. Colmore Junior English Curriculum: Year 6 Writing overview Year 6 will be set across the year group. Teachers will deliver and revisit topics and units of work as necessary for the needs of the group. This outline is intended as a sketch plan to ensure coverage of genres. Term wk Unit Key focus Reading Comprehension Focus Autumn 1 1 Baseline Activities 2 Suspense/mystery stories - Michael Morpurgo & other short story authors Story structures and development, character development – show not tell etc. flashbacks Comprehension from short stories genre. 3 4 5 Letter (informal) Holes - a letter home to family – telling parents that the camp is actually wonderful – so that they aren’t upset Letter focus- retrieval of information. 6 Persuasion - Holes (a letter of complaint – calling for the closure Camp Green Lake) Language of complaints, formal and persuasive language. Letters of complaint. 7 8 Biography Black History week - Events from Nelson Mandela’s life etc Extracts from diary entries. Assessment - taken from independent writing from across the half term Autumn 2 1 Figurative Language Poetry Bonfire night/ diwali How the moon feels, how the firework feels etc Inference from poetry – the mood of the poem. 2 3 Diary/journals Wallace and Gromit – Matter of Loaf and Death from the viewpoint of Gromit Extracts from journals – focus on the structure. 4 5 Explanation A Fairy Tale Machine – ‘Until I met Dudley’ Comprehension from explanation writing 6
  • 44. (fairy tale freezer) genre. 7 Journalistic writing The Nativity Assessment - taken from independent writing from across the half term Spring 1 1 Report Writing Charlie and the chocolate Factory. A report to the company director about a new sweet invention Direct extracts from the text. 2 3 Persuasion – Poster advert Advert for a new sweet - continuing from Charlie and the Chocolate Factory Inference and deduction from persuasive writing. 4 Instructions how to make… 5 6 Instructions 2 How to ‘annoy your teacher’ ‘charm your mum’ etc Specific language structure. Assessment - taken from independent writing from across the half term Spring 2 1 World Book Activities (Book day = 5th March) – including book reviews A blurb to sell a favourite book A critical review for a newspaper A recommendation for a younger reader Comprehension from across the range. 2 3 Discussion Duma (Is Rip a fundamentally bad character) ‘Is it fair’ discussion text. 4 5 Reading and Spag Revision sessions Assessment - taken from independent writing from across the half term Summer 1 1 Science Fiction A new world (Dr Who or The Croods) Comprehension from science fiction texts- understanding of unknown words and phrases. 2 3 Poetry Links with the previous unit of work on science fiction As above.
  • 45. 4 Reading and Spag Revision sessions 5 SATS Week (12th May) 6 Summer 2 1 Revision of text types : Fantastic Flying Machine – revision of text types – invent a machine, 1) explain how it works, 2) Descriptive writing about launch day.3) Newspaper report about launch day, 4) Letter writing – letter home to mum Revision from across the range of texts. 2 3 4 5 6 7
  • 46. Colmore Junior English Curriculum: Year 6 GaPS Overview Sentence Construction Consolidate Year 5 list Secure use of simple / embellished simple sentences Secure use of compound sentences Secure use of complex sentences: (Subordination) Main and subordinate clauses with full range of conjunctions: (See Connectives and Sentence Signposts doc.) Active and passive verbs to create effect e.g. Active: Tom accidently dropped the glass. Passive: The glass was accidently dropped by Tom. Developed use of rhetorical questions for persuasion Expanded noun phrases to convey complicated information concisely (e.g. the boy that jumped over the fence is over there, or the fact that it was raining meant the end of sports day) The difference between structures typical of informal speech and structures appropriate for formal speech and writing (such as the use of question tags, e.g. He’s your friend, isn’t he?, or the use of the subjunctive in some very formal writing and speech) Word Structure and Language Consolidate Year 5 list Build in literary feature to create effects e.g. alliteration, onomatopoeia, similes, metaphors The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing (e.g. said versus reported, alleged, or claimed in formal speech or writing) Punctuation Consolidate Year 5 list Use of the semi-colon, colon and dash to indicate a stronger subdivision of a sentence than a comma How hyphens can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark, or recover versus re-cover)
  • 47. Colmore Junior English Curriculum: Year 6 GaPS Overview Terminology Consolidate: Punctuation  Letter/ Word  Sentence  Full stops/ Capitals  Question mark  Exclamation mark  ‘Speech marks’  Direct speech  Inverted commas  Bullet points  Apostrophe contractions/ possession  Commas for sentence of 3 – description, action  Colon – instructions  Parenthesis  Bracket- dash Singular/ plural Suffix/ Prefix Word family Consonant/Vowel Adjective / noun Verb / Adverb Bossy verbs - imperative Tense (past, present, future) modal verb Conjunction / Connective Preposition Determiner/ generaliser Pronoun – relative/ possessive Clause Subordinate / relative clause Adverbial Fronted adverbial Rhetorical question Cohesion Ambiguity Alliteration Simile – ‘as’/ ‘like’ Synonyms Metaphor Personification Onomatopoeia Introduce:  Active and passive voice  Subject and object  Hyphen  Synonym  Colon/ semi-colon Bullet points
  • 48. Colmore Junior Geography Curriculum Year 3 The content of each Geography Topic ensures that the following key skills are covered by children in all year groups:  Enquiry  Using maps, atlases and globes  Using digital maps  Problem Solving  Comparing and Contrasting  Recognising & describing physical & human features of place Analysing evidence  Expressing opinions using evidence  Using geographical vocabulary YEAR 3 – AUTUMN TERM Topic Content Where In The World? Structure of the earth Location of continents, oceans, countries Natural and man-made landmarks Time Zones Climate Population Fair trade The Environment Extreme Weather Endangered species YEAR 3 – SUMMER TERM Topic Content Contrasting Locations Locating countries, counties, cities in the UK Key UK landmarks Comparing and contrasting rural and urban environments Field visit to rural environment Using different types of maps Reading co-ordinates and symbols Caring for the environment
  • 49. Colmore Junior Geography Curriculum Year 4 YEAR 4 – AUTUMN TERM Topic Content The Caribbean Using maps and atlases to locate countries, seas and oceans in the Caribbean Climate and extreme weather Volcanoes Comparing housing with the UK Food, exports and fair trade Ethical tourism Slave trade YEAR 4 – SUMMER TERM Topic Content South America with a focus on Brazil Using different types of maps and atlases to locate countries, seas and oceans in South America Climate Landmarks across South America Brazil – an overview Biomes and ecosystems Social issues The Amazon Rainforest
  • 50. Colmore Junior Geography Curriculum Year 5 YEAR 5 – SPRING TERM Topic Content Water with a focus on Rivers Water around the world The effects of too much or too little water on people and places Climate change Features of a river Field visit – planning, completing and evaluating an investigation of river features Waterways in Birmingham
  • 51. Colmore Junior Geography Curriculum Year 6 YEAR 6 – SPRING TERM Topic Content Europe The European Union The countries and capital cities Physical features of the European landscape Mountains – physical features Travelling in Europe Tourism in mountain and coastal regions Ecotourism
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  • 56. Colmore Junior Curriculum: Design and Technology In Design and Technology at Colmore we aim to:  develop the creative, technical and practical expertise of pupils needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world  build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users  critique, evaluate and test ideas and products and the work of others  understand and apply the principles of nutrition and learn how to cook Year 3 Autumn Term Spring Term Summer Term Moving Monsters Using pneumatic systems Children will identify the use of pneumatic systems in everyday objects and how these are used and applied to various tasks. They will then design and make a pneumatic system for a toy. User: A child Purpose: To create entertainment as a toy for a young child. Puppets Children will explore the use of puppets in different societies and cultures, investigate their mechanisms and the range of techniques used e.g. shadow puppets, finger puppets etc. Ensuring the puppets are ‘fit for purpose’. User: A puppeteer Purpose: To create a group performance using the puppets. Healthy Sandwiches Children will gain a better understanding of what constitutes a healthy sandwich. They will explore a range of sandwich fillings and how these are suited to different occasions and events. This will be delivered through an inspire workshop. User: A child Purpose: A child’s party.
  • 57. Colmore Junior Curriculum: Design and Technology Year 4 Autumn Term Spring Term Summer Term Healthy Fruit Juices Children will design and make a healthy fruit juice. As part of the unit children will explore a range of fruits and identify appropriate textures and tastes. They will discuss the impact of advertising and how this influences choice. User: A family Purpose: Create a fruit juice suitable for a family. Picture Frames Free standing structures Children will identify different features of picture frames and gain a better understanding of materials and their functional properties. Including stability, sustainability and durability. User: An adult Purpose: Create a picture frame suitable for a family member. Pop-up Books Mechanical systems Children will explore, through first hand observation and through work with a published pop-up artist, what is required in order to create a child’s pop- up book. They will select appropriate materials in order to create a suitable product. User: Children and adults Purpose: Create a pop-up book from appropriate materials.
  • 58. Colmore Junior Curriculum: Design and Technology Year 5 Autumn Term Spring Term Summer Term Pasta sauces Healthy choices Children will explore and investigate a range of sauces available in supermarkets and disassemble the various ingredients. They will then use this knowledge to design their own sauces. User: A family Purpose: To design and make a healthy pasta sauce. Money Containers Sewing techniques Children will investigate, disassemble and evaluate a variety of money containers. They will then create cross sectional designs and use the skills associated with joining and sewing techniques to create their money containers. User: A family member Purpose: To create a secure container for money with appropriate aesthetic qualities. Shelters Stiffening & strengthening techniques Children will identify different structures and how these are used in order to create a shelter. As part of this unit they will investigate structures used in a variety of buildings at the Avoncroft Museum of Buildings. They will then use this knowledge to create their own shelters. User: Someone who wants to take shelter from the sun. Purpose: To keep cool and away from direct sunlight.
  • 59. Colmore Junior Curriculum: Design and Technology Year 6 Autumn Term Spring Term Summer Term Coming soon... A unit of work incorporating coding and electrical systems! Bread Making Including trip a to Sarehole Mill Children will explore a variety of breads from a range of cultures. They will gain a greater understanding of the ingredients required in order to allow bread to rise and how this impacts on the final product. User: A family Purpose: To design and make bread appropriate to the specific needs of a family. Cams Mechanical systems Children will have the opportunity to create, design and make a cam box toy for younger children. They will explore the use of cams and cam mechanisms in toys and how these allow movement in both linear and cyclical directions. User: Children Purpose: To create a moving child’s toy.
  • 60. Colmore Junior Music Curriculum Each term, a different year group are taught music by our specialist music teacher, Mrs Baker. Using a mainly vocal approach, the children learn through games and playing instruments - working towards a performance in a special themed assembly. Whenever possible, musical themes are linked to specific curriculum areas and topics. In 2014-15, the musical themes are as follows: Year 3 Ancient Egypt Year 4 The Caribbean Year 5 Musical Theatre & Show Tunes Year 6 African Songs  During the Spring Term, all children get the opportunity to create and compose in small groups on the themes of oriental music, African drumming, rap and Indian music.  Children have the opportunity to use a range of different instruments at this time and a focus is also put on teaching the children to notate their compositions using a range of formal and informal methods.  Each class are represented in a special 'Battle of the Bands' performance where their musical compositions are showcased to the rest of the school.
  • 61. Colmore Junior Music Curriculum All pupils have the opportunity to join the school choir and orchestra - who perform to a range of different audiences across the city, from school based concerts to performances at the Symphony Hall.  Throughout their time at Colmore, children are offered weekly peripatetic music lessons in a wide range of musical instruments including brass, double bass, 'cello, violin, viola, clarinet, flute, oboe and bassoon.  Lessons are usually given in groups and are taught by highly trained instrumental specialists from the Birmingham Music Services.  The children work towards small informal concerts given frequently to the rest of the school, as well as the ARBSM grade exams.  We currently have approximately 120 children having music lessons throughout school and have had a 100% pass rate in all exams taken in 2013-14.  Many of our older children have also secured places in the Junior sections of the Birmingham music ensembles.
  • 62. FRENCH CURRICULUM – YEAR 3 Themes and Content – AUTUMN TERM  Names and how to introduce yourself  Saying how you feel  Homes and where you live  Counting and numbers FRENCH CURRICULUM – YEAR 4 Themes and Content – AUTUMN TERM  Revision of basics  Names and how to introduce yourself  Homes and where you live  Counting, numbers and ages  The weather FRENCH CURRICULUM – YEAR 5 Themes and Content – AUTUMN TERM  Revision of basics  Animals  Endangered and threatened species FRENCH CURRICULUM – YEAR 6 Themes and Content – AUTUMN TERM  Revision of basics  European countries  Saying which countries we would like to visit and why