1. LanguageMathsScienceCymraeg History Music Geography Overview PSEREPE Art ICT Design Technology

2. Key Skills Children access the skills framework at different levels which are recorded on skills ladders. Below are links to the skills ladders. Whilst many of the skills areas will be covered - Codes have been used to identify skills focuses for this term. However it must be noted that children will access the “ladder” at their own level – as they develop their individual progress. Thinking PlanningPlanning TP1, TP3 DevelopDevelop TD1, TD2 ReflectReflect TR1, TR2 Communication OracyOracy CO1 ReadingReading CR2 WritingWriting CW2 Wider Communciation SkillsWider Communciation Skills CX1 ICT ICT Skills Ladders Number Using InformationUsing Information NU2 CalculatingCalculating NC1 Interpreting results and findingsInterpreting results and findings NI1 Subject Skills Oracy 1. Listen and view attentively, responding to a wide range of communication 2. Identify key points and follow up ideas through question and comment, developing response to others in order to learn through talk 4. Develop their awareness of the social conventions of conversation and discussion 7. Evaluate their own and others’ talk and drama activities and develop understanding of how to improve, considering how speakers adapt their vocabulary, tone, pace and style to suit a range of situations Reading 1. Develop phonic, graphic and grammatical knowledge, word recognition and contextual understanding within a balanced and coherent programme 2. Develop their ability to read with fluency, accuracy, understanding and enjoyment 5. Consider what they read/view, responding orally and in writing to the ideas, vocabulary, style, presentation and organisation of image and language, and be able to select evidence to support their views 6b. Retrieve and collate information and ideas from a range of sources including printed, visual, audio, media, ICT and drama in performance 8. Consider how texts change when they are adapted for different media and audiences. Writing 1. Use the characteristic features of literary and non-literary texts in their own writing, adapting their style to suit the audience and purpose 2. Use a range of sentence structures, linking them coherently and developing the ability to use paragraphs effectively 3. Use punctuation to clarify meaning including full stops, exclamation and question marks, comma, apostrophe, bullet points, speech marks 6. Develop and use a variety of strategies to enable them to spell correctly 9. Present writing appropriately: developing legible handwriting using appropriate features of layout and presentation, including ICT Range Oracy 1.Seeing and hearing different people talking, including people with different dialects 3. Communicating for a range of purposes, e.g. presenting information, expressing opinions, explaining ideas, questioning, conveying feelings, persuading 4. Speaking and listening individually, in pairs, in groups and as members of a class 5. Using a variety of methods to present ideas, including ICT, e.g. drama approaches, discussion and debate. Reading 1. Becoming enthusiastic and reflective readers 2. Reading individually and collaboratively 3. Experiencing and responding to a wide range of texts that include: information, reference and other non-literary texts, including print, media, moving image and computer-based materials poetry, prose and drama, both traditional and contemporary 4. Reading/viewing extracts and complete texts: with challenging subject matter that broadens perspectives and extends thinking, with a variety of structural and organisational features that show quality and variety in language use that reflect the diversity of society in the twenty first century Writing 1. Writing for a range of purposes, e.g. to entertain, report, inform, instruct, explain, persuade, recount, describe, imagine and to generate ideas 2. writing for a range of real or imagined audiences. 3. Writing in a range of forms 4. Writing in response to a wide range of stimuli: visual, audio and written. Suggested Activities Beginning of year assessments NFER Spelling Free writing assessment against NC Level descriptors Fiction Explore settings in Science fiction How does this affect characterisation? eg. Aliens, special powers, spaceships etc - Design own Alien Villain and Hero How does this affect plot? - explore how stories would change if the setting alters. - Consider progression and structure. - Revise basic punctuation - Introduce use sentences in meaningful paragraphs. - Plan, and write own Science fiction story. Poetry – Read a variety of poems from 20 th Century poets. Ogden Nash / Imitate style of a favourite poet. Playscipts Explore conventions of playscripts Write an alien sketch – film outcome Link to Christmas Production Non-fiction: Newspapers and Magazines Look at major news stories from the 20 th Century. Explore newspapers and magazines. Write a newspaper report about the Time Lord, and events from this term (use Publisher) Create a class magazine Non-fiction: Instructions Write a instructions for an alien visiting our planet on how to operate everyday things. Create alien technology – explain how to use it. Language

3. Key Skills Children access the skills framework at different levels which are recorded on skills ladders. Below are links to the skills ladders. Codes have been used to identify skills focuses for this term. However it must be noted that children will access the “ladder” at their own level – as they develop their individual progress. Thinking Planning Develop Reflect Communication Oracy Reading Writing Wider Communciation Skills ICT ICT Skills Ladders Number Using Information Calculating Interpreting results and findings Subject Skills Solve mathematical problems identify, obtain and process information needed to carry out the work develop their own mathematical strategies and ideas and consider those of others estimate solutions to calculations; use alternative strategies to check the accuracy of answers Communicate mathematically use correct mathematical language, notation, symbols and conventions to talk about or to represent their work to others visualise and describe shapes, movements and transformations devise and refine their own ways of recording Reason mathematically develop a variety of mental and written strategies of computation check results and interpret solutions to calculations, check against the context of the problem that solutions are reasonable make and investigate mathematical hypotheses, predictions and conjectures Range Number 1. Understand number and number notation count, read, write and order whole numbers understand place value in relation to the position of digits; multiply and divide numbers by 10 and 100 2. Calculate in a variety of ways use a variety of mental methods of computation; extend informal written methods to non-calculator methods round answers to calculations to an appropriate degree of accuracy use the relationships between the four operations, including inverses; recognise situations to which the different operations apply Shape, position and movement 1. Understand and use the properties of shapes make 2-D and 3-D shapes and patterns with increasing accuracy understand the congruence of 2-D shapes name and classify 2-D shapes according to side and angle properties know and use the properties of 2-D (polygon) and common 3-D (polyhedron) shapes 2. Understand and use the properties of position and movement recognise reflective and rotational symmetries of 2-D shapes use positive co-ordinates to specify location identify properties of position and movement, and use these to classify shapes use right angles, fractions of a turn and degrees to measure rotation. Suggested Activities Work will be based on NHM scheme Books 4 and 5 as appropriate to the ability of individual children. Shape Learn names and properties of 2D shapes Explore regular and irregular types Explore Quadrilaterals Explore Triangles Learn names and properties of 3D shapes Handle 3D shapes Construct Nets Lines of symmetry in shapes identify and create. Angles and rotation Explore Co-ordinates and direction Number Multiplication tables revise and learn new tables. Develop mental strategies for 4 operations during MO Starters. Place value – Ordering numbers Rounding Understanding the relationship between + and - checking through inverse operations Understanding the relationship between x and ÷ Multiplication through and beyond tables Division through tables Introduction to fractions NB – PPA teacher to focus on Time Maths

4. Key Skills Children access the skills framework at different levels which are recorded on skills ladders. Below are links to the skills ladders. Whilst many of the skills areas will be covered - Codes have been used to identify skills focuses for this term. However it must be noted that children will access the “ladder” at their own level – as they develop their individual progress. Thinking PlanningPlanning TP1, TP3 DevelopDevelop TD1, TD2 ReflectReflect TR1, TR2 Communication OracyOracy CO1 ReadingReading CR2 WritingWriting CW2 Wider Communciation SkillsWider Communciation Skills CX1 ICT ICT Skills Ladders Number Using InformationUsing Information NU2 CalculatingCalculating NC1 Interpreting results and findingsInterpreting results and findings NI1 Subject Skills Communciation 1. search for, access and select relevant scientific information, from a range of sources, including ICT 3. Use standard measures and S.I. units, e.g. kg, s, N, m. Enquiry Planning Pupils turn ideas suggested to them, and their own ideas, into a form that can be investigated. 1. the choice of success criteria 2. predictions using some previous knowledge and understanding 3. where and how to find relevant information and ideas 4. When carrying out a fair test, the key variables that need to be controlled and how to change the independent variable whilst keeping other key variables the same. 5. the observations or measurements that to be made 6. the equipment and techniques required the enquiry 7. Any hazards and risks to themselves and others. Developing Pupils follow the planned approach/method, revise it where necessary, and: 1. use apparatus and equipment correctly and safely 2. make careful observations and accurate measurements, using digital and ICT equipment at times Reflecting 1. beginning to evaluate outcomes against success criteria 2. deciding whether the approach/method was successful Range How things work 1. the uses of electricity and its control in simple circuits 2. forces of different kinds, e.g. gravity magnetic and friction, including air resistance 3. the ways in which forces can affect movement and how forces can be compared 4. how different sounds are produced and the way that sound travels 5. how light travels and how this can be used. Suggested Activities The challenges set this term will be in response to difficulties being faced by the Doctor. Emails will be sent to the class for them to research and offer scienctific advice to the Doctor. Forces – - Forces – Directional and Balanced -Learn how force is measured in Newtons, apply throughout investigations using a variety of force meters - What is friction? What does it enable us to do? Why is it useful? What surfaces offer more friction than others? Explore. - Friction Assessment across KS2 - Gravity explore why it is important. Is it a pull or a push? How can we know? Make Parachutes. - Air resistance Sound – - Children experiment with instruments to investigate how sound can change pitch, and volume. - Can children design experiments to explain why this happens? - Why is a higher or lower sound produced by certain instruments? - How is volume affected? - Record results and draw conclusions. Electricity - Consider how electricity is used to produce light and sound? - Learn how to make a simple circuit to light a lamp. (Link DT) - How can we turn the lamp on and off? - Learn about how switches work and add to our circuit. - Replace bulb with a buzzer and continue exploration. Can we make the light brighter? The Buzzer louder? Explore? - Learn recognized symbols for the components used and record circuit diagrams of our experiments. Science

5. Key Skills Children access the skills framework at different levels which are recorded on skills ladders. Below are links to the skills ladders. Whilst many of the skills areas will be covered - Codes have been used to identify skills focuses for this term. However it must be noted that children will access the “ladder” at their own level – as they develop their individual progress. Thinking PlanningPlanning TP1, TP3 DevelopDevelop TD1, TD2 ReflectReflect TR1, TR2 Communication OracyOracy CO1 ReadingReading CR2 WritingWriting CW2 Wider Communciation SkillsWider Communciation Skills CX1 ICT ICT Skills Ladders Number Using InformationUsing Information NU2 CalculatingCalculating NC1 Interpreting results and findingsInterpreting results and findings NI1 Subject Skills Oracy 1. view and listen carefully, extracting the main points 2. respond extensively by: recognising the main points asking questions and offering comments 5. reinforce Welsh syntax by developing their ability to use a variety of sentence structures and vocabulary with accuracy 7. evaluate own & others’ talk, consider ways of improving by taking account of way in which speakers adapt vocabulary, tone, pace & style of conversation to different circumstances. Reading 1. use various strategies, as required in order to develop as readers 2. read their own and others’ work: confidently, meaningfully, fluently, with enjoyment 3. use different strategies to establish meaning and retrieve information in texts including: skimming, scanning, detailed reading, predicting, using context and knowledge about language to understand that which is implicit in a text Writing 2. link sentences and clauses in an intelligible and coherent manner; use various Welsh constructions and use paragraphs effectively 3. use punctuation to convey appropriate meaning, including: commas, full stops, question marks, quotation marks, exclamation marks, apostrophes, circumflexes, bullet points 9. present their work appropriately by: developing legible handwriting using appropriate presentation and layout Range Oracy 1. see & hear different people talking & those with different dialects 2. Experience a range of audio, audio- visual, electronic, visual and written stimuli, ideas and texts, e.g. DVDs, tapes, IWB etc. 3. communicate for a variety of purposes including: asking questions and offering comments, giving and following sets of instructions, presenting personal and imaginative experiences & factual information expressing opinions, offering and developing comments & arguments reporting back using notes 4. work independently, in pairs, in groups and as members of a class 7. Increase their confidence in language use by drawing on their knowledge of Welsh and English and other languages. Reading 1. develop as enthusiastic, independent and reflective readers 2. read in a variety of situations including reading: with support, independently, in pairs, in a group, aloud, and listen whilst following the print Writing 1. write for a variety of purposes including: to present information to convey feelings and ideas 4. write in response to a variety of audio, visual and audio-visual stimuli, E.g. stories, poems, their interests, activities and experiences in the classroom and elsewhere, television programmes, a statue. Suggested Activities All about Me – Amdanaf I Work on introductions, likes / dislikes / favourites. Both asking questions and relevanty answers. Look to extend sentences where possible. Focus questions will include: Who are you? What is your name? How old are you? When is your birthday? Where do you live? What type of house do you live in ? How are you? Where do you go to school? What do you like / dislike? What can you do? What do you enjoy? What is your favourite (food)? Children produce Amdanaf I Profile for display. Work through role play and dialogue drama. Prepare and present a short talk about yoruslef to a small group / class – use digital cameras to video. Play “Guess who?” in welsh. Learn Welsh songs to reinforce patterns where possible. Cymraeg

6. Key Skills Children access the skills framework at different levels which are recorded on skills ladders. Below are links to the skills ladders. Whilst many of the skills areas will be covered - Codes have been used to identify skills focuses for this term. However it must be noted that children will access the “ladder” at their own level – as they develop their individual progress. Thinking PlanningPlanning TP1, TP3 DevelopDevelop TD1, TD2 ReflectReflect TR1, TR2 Communication OracyOracy CO1 ReadingReading CR2 WritingWriting CW2 Wider Communciation SkillsWider Communciation Skills CX1 ICT ICT Skills Ladders Number Using InformationUsing Information NU2 CalculatingCalculating NC1 Interpreting results and findingsInterpreting results and findings NI1 Subject Skills Chronological Awareness 1.Use timelines to sequence events 2.Use appropriate key words to estimate measure and describe the passage of time Interpretation of History 1.Identify the ways in which the past is represented and interpret 2.Distinguish between fact and opinion, giving some evidence / knowledge-based reasons for this) Historical Knowledge and Understanding 1.Identify differences between ways of life at different times 2.Identify significant people and describe events within and across periods 3.Understand why people did things, what caused specific events and the consequences of those events? Historical Enquiry 1.Plan the investigative approach to be used, suggesting how to find relevant information 2.Use a range of sources, including ICT 3.Reflect on their findings and the investigative approach used Organisation and Communication 1.Select, record, and organise historical information 2.Communicate ideas, opinions and conclusions with increasing independence in a variety of ways, including ICT Range Carry Out Investigations into the history around them and into the life of people at different times and places in the past. The differences in people’s daily lives in two contrasting periods of the 20th century Asking and answering questions Suggested Activities Discuss and identify each artefact and create a timeline Estimate dates and time intervals Discuss whether the artefacts represent the periods accurately Identify themes related to the artefacts e.g. music, wars and weaponry, clothing, food, houses and homes (décor) discoveries, transport When Dr Who returns he will expects us to have all the information for him (using text and illustrations and models etc.) Split into groups / pairs to locate relevant information and prepare a poster, timeline, fashion show, disco, party, models, song for the theme they have chosen Present or perform findings to class and Dr Who Evaluate own and others’ presentations Prepare a set of statements related to their own theme – fact and opinion Swap with another group to sort. Peer check The pupils will use census reports, graphical data, Ordnance Survey maps, eyewitness accounts, paintings, poems, artefacts to compare and contrast life in the past. They will examine population growth, ethnic diversity brought about by jobs, changes in the environment, etc. Discuss reliability of the sources and then rank statements in order of reliability on a washing line or diamond nine History

7. Key Skills Children access the skills framework at different levels which are recorded on skills ladders. Below are links to the skills ladders. Whilst many of the skills areas will be covered - Codes have been used to identify skills focuses for this term. However it must be noted that children will access the “ladder” at their own level – as they develop their individual progress. Thinking PlanningPlanning TP1, TP3 DevelopDevelop TD1, TD2 ReflectReflect TR1, TR2 Communication OracyOracy CO1 ReadingReading CR2 WritingWriting CW2 Wider Communciation SkillsWider Communciation Skills CX1 ICT ICT Skills Ladders Number Using InformationUsing Information NU2 CalculatingCalculating NC1 Interpreting results and findingsInterpreting results and findings NI1 Subject Skills Locating places, environment and patterns 1. identify and locate places and environments using globes, atlases, and maps, e.g. use co-ordinates and four-figure references 3. Use maps, imagery and ICT to find and present locational information, E.g. draw sketch maps using symbols and keys. Interpret maps, and photographs including oblique, aerial and satellite images Understanding places, environments and processes 3. Describe the causes and consequences of how places and environments change, e.g. from past to present; Investigating 1. observe and ask questions about a place, environment or a geographical issue, E.g. How and why is our village changing? Communicating 2. make decisions about geographical issues by distinguishing between fact and opinion and considering different arguments Range Carry out – investigations of ‘geography in the news’, topical events and issues in the local area and the wider world (linked to historical news) Ask and answer questions – Where is this place/environment? What is it like and why? What is happening and why? – How is this place the same as or different from other places/environments and why Is it always the same? Why is it changing? – How are places and environments linked/connected to other places and environments? - How am I and/or other people linked to other parts of the world? – How have people affected this place/Environment - How can I and other people look after this environment? – How do people’s views differ about this geographical issue and what do I think? Suggested Activities Identify places that feature in key events of the 20 th century as they arise through topic work (eg Germany WW2) Use Atlases to locate these places include use of index and grid references (Link to work in maths on direction) Ask pertinent geographical questions: Why did certain events of the 20 th century take place in specific locations (eg. Famine in Ethiopia / Live aid) Use satellite imagery on Google Earth to compare landscapes. How has the world / environment changed since 1900? Why? How has the way in which we live changed in terms of transport and technology. Geography

8. Key Skills Children access the skills framework at different levels which are recorded on skills ladders. Below are links to the skills ladders. Whilst many of the skills areas will be covered - Codes have been used to identify skills focuses for this term. However it must be noted that children will access the “ladder” at their own level – as they develop their individual progress. Thinking PlanningPlanning TP1, TP3 DevelopDevelop TD1, TD2 ReflectReflect TR1, TR2 Communication OracyOracy CO1 ReadingReading CR2 WritingWriting CW2 Wider Communciation SkillsWider Communciation Skills CX1 ICT ICT Skills Ladders Number Using InformationUsing Information NU2 CalculatingCalculating NC1 Interpreting results and findingsInterpreting results and findings NI1 Subject Skills Find and analyse information 1. discuss the purpose of their tasks, the intended audiences and the resources needed 2. find information from a variety of sources for a defined purpose 3. select suitable information and make simple judgements about sources of information Create and communicate information 1. create and communicate information in the form of text, images and sound, using a range of ICT hardware and software 2. create a range of presentations combining a variety of information and media, e.g. a poster combining text and graphics, a multimedia presentation 3. Share and exchange information safely through electronic means, e.g. use of e- mail, virtual learning environments. Range use ICT tools and suitable information sources safely and legally, in accordance with LEA/school guidelines use a range of ICT resources and equipment independently and collaboratively, e.g. cameras, scanners, CD/DVD players, MP3 players, mobile phones, PDAs use ICT sources of information and non- ICT sources of information use ICT to explore and to solve problems in the context of work across a variety of subjects store and retrieve information they have found or created evaluate their work and learning discuss new developments in ICT and the use of ICT in the wider world. Health, safety and Child Protection Pupils should be taught how to use ICT comfortably, safely and responsibly, and to consider the hazards and risks in their activities, e.g. the importance of not disclosing personal details to strangers. They should be able to follow instructions to minimise risk to themselves and others. Suggested Activities General Revisit Pupil AUP Revise E-Safety for using internet / email in school. Email will be used throughout the term as a means of contacting The Doctor. Email will also be used to provide opportunities for EHomework. Opportunities to interview experts from various periods in 20 th Century History. Parents / Grandparents / Etc. Use of MP3 recorder / Digital Camcorder. Unit 4A – Writing for Different Audiences Focus on how the computer can be used to order our writing. Changing Fonts, pictures, word art. Focus on editing skills that can be transferred throughout common packages. Produce a newspaper report / page. Unit 4F – Web Browsing – Short unit Rules for safe use Explore functions of web browser (favourites / urls / tabs) Consider use of keywords for search engines – explore how to refine. Think critically about website content. Unit 5A – Introduction to multimedia Transfer skills from last years work in Word and Publisher to powerpoint. Explore how Powerpoint and Photostory 3 can be used to communicate differently from Word and Publisher. Produce work for the website including images/audio/video/ and animation as appropriate. Unit 5 - Email – Short unit Explore further functionality of Email including: attachments, file size, adress books, creating groups, cc / bcc ICT

9. Key Skills Children access the skills framework at different levels which are recorded on skills ladders. Below are links to the skills ladders. Whilst many of the skills areas will be covered - Codes have been used to identify skills focuses for this term. However it must be noted that children will access the “ladder” at their own level – as they develop their individual progress. Thinking PlanningPlanning TP1, TP3 DevelopDevelop TD1, TD2 ReflectReflect TR1, TR2 Communication OracyOracy CO1 ReadingReading CR2 WritingWriting CW2 Wider Communciation SkillsWider Communciation Skills CX1 ICT ICT Skills Ladders Number Using InformationUsing Information NU2 CalculatingCalculating NC1 Interpreting results and findingsInterpreting results and findings NI1 Subject Skills Designing 1. use a range of information sources to generate ideas for products 2. investigate how existing products look and function as a source of ideas for their own products 3. develop a simple specification/recipe for their products indicating their intentions and approach Making 1. work to their specification/recipe to make products 3. measure, mark out, cut, shape, join, weigh and mix a range of materials and ingredients, using appropriate tools/utensils, equipment and techniques 5. apply appropriate finishes to their products 6. discuss their products, and evaluate their work Rigid and flexible materials 10. use a range of materials and components, making choices based on their developing knowledge of how they should be used 11. learn about the efficient use of materials 12. use techniques for reinforcing and strengthening structures in their products, Systems and Control 14. build simple low-voltage electrical circuits within products, e.g. add a simple lighting system to a model house that includes a battery, switch and bulbs Range Pupils should be given opportunities to develop their design and technology capability through: tasks in which they explore and investigate simple products in order to acquire technological knowledge and understanding that can be applied in their designing and making tasks in which they learn about the responsible use of materials, considering issues of sustainability tasks in which they develop & practise particular skills & techniques that can be applied in designing & making tasks in which they design and make products, focusing on different contexts and materials. Health and safety Pupils should be taught how to use tools/utensils and equipment safely and to consider the hazards and risks in their activities, behaviour and lifestyle. They should be able to follow instructions to control risk to themselves and others, e.g. risk associated with hand tools. Suggested Activities Design and build a model for a new TARDIS Look at models of the “Police box” What 3D Shape is the basis of the model How consider how boxes are made – challenge children to make a cuboid with art straws – what are the challenges they cam across? Imaginary Design – what would the Doctor Design Specification be? What is your specificatin / success criteria? Use 1cm wood to construct a TARDIS Use of triangle joins to strengthen corners Choice of materials to finish product – include: - CAD CAM pictures and laminates. - Cardboard / Paper Challenge children to add a flashing light bulb to their TARDIS Design and Make a Clock Children will have been learning to tell the time this term during PPA days and maths lessons – linked to our TIMELORD theme. Provide children with clock mechanism Their design brief is to make a clock for their bedroom at home to help them practise telling the time. (Cost implication = £1 per unit) Consider primary function. Look at a variety of clock of this type – how are the faces of the clocks made? How are they displayed? Complete design, make and evaluation process. Design Technology

10. Key Skills Children access the skills framework at different levels which are recorded on skills ladders. Below are links to the skills ladders. Whilst many of the skills areas will be covered - Codes have been used to identify skills focuses for this term. However it must be noted that children will access the “ladder” at their own level – as they develop their individual progress. Thinking PlanningPlanning TP1, TP3 DevelopDevelop TD1, TD2 ReflectReflect TR1, TR2 Communication OracyOracy CO1 ReadingReading CR2 WritingWriting CW2 Wider Communciation SkillsWider Communciation Skills CX1 ICT ICT Skills Ladders Number Using InformationUsing Information NU2 CalculatingCalculating NC1 Interpreting results and findingsInterpreting results and findings NI1 Subject Skills Understanding 1. describe and make comparisons: between their own work and that of others 2. experiment with and examine the methods used by other artists, craft workers and designers from different: periods, places and cultures Investigating 1. select and record from: observation, experience, memory and imagination. 3. organise: reference materials and resources to develop ideas themes and feelings Making 3. use their experience and knowledge of different materials, tools and techniques experimentally, expressively. Range Understanding Pupils should be stimulated and inspired, where appropriate, by: other artists, craft workers and designers Images and artefacts from a variety of historical and contemporary cultures and contexts. Investigating Pupils should investigate: Made objects and environments They should, where appropriate, apply to their own work findings collected from: and from a variety of contexts including: Books, videos, digital-based resources, internet, galleries, practising artist, craft workers and designers, other resources local and Welsh examples, different cultures and periods. Making They should use a variety of: tools and equipment, Materials, e.g. paints, pencils, crayons, pastels, charcoal, inks, resistant materials, clays, sustainable materials, textiles, digital-based media, etc. Processes, e.g. drawing, painting, printing, multimedia, craft processes, three- dimensional processes, digital-based processes, etc. Suggested Activities Explore some of the different art styles which developed through out the 20 th century. (eg. Cubist, surrealist, geometric abstract, pop art). Consider work of Picasso, Dali, Mondrian, Warhol. Use art books and internet to view work. Discuss children’s ideas and opinions about the work of these artists – do they all like each piece – who is right and who is wrong? Challenge children to recreate the style of each of these artists. Consider which medium they would like to use to produce a piece of work in that style – (eg digital camera and computer for Warhol and Mondrian?) Consider success of Welsh designer Laura Ashley (From Dowlais TOP!) Look at her designs. Make a print on fabric. Produce still life sketches of artefacts from the 20 th century. Evaluate their own work and that of others each week. Nominate an artist of the week. Use imagination to design own alien / spaceship / alien landscape. Art

11. Key Skills Children access the skills framework at different levels which are recorded on skills ladders. Below are links to the skills ladders. Whilst many of the skills areas will be covered - Codes have been used to identify skills focuses for this term. However it must be noted that children will access the “ladder” at their own level – as they develop their individual progress. Thinking PlanningPlanning TP1, TP3 DevelopDevelop TD1, TD2 ReflectReflect TR1, TR2 Communication OracyOracy CO1 ReadingReading CR2 WritingWriting CW2 Wider Communciation SkillsWider Communciation Skills CX1 ICT ICT Skills Ladders Number Using InformationUsing Information NU2 CalculatingCalculating NC1 Interpreting results and findingsInterpreting results and findings NI1 Subject Skills Appraising 1.Listen to and appraise music during which they should: 2.Make distinctions within the musical elements 3.Recognise and describe musical characteristics 4.Discuss and evaluate music, making connections between their own and others’ work. Composing 1.Improvise, compose and arrange music during which they should: 2.2. Explore, use, create, select and organise sounds for a musical purpose 3.Develop and refine musical ideas, and evaluate their work in order to improve it 4.Communicate ideas and emotions through music Performing 1.Play instruments, using appropriate playing techniques and with increasing dexterity and control of sound 2.Practice and evaluate their performing in order to improve during which they should: 3.Maintain a part as a member of a group in a part song 4.Maintain an individual instrumental part in a group piece 5.Imitate, memorise, internalise (hear in their heads) and recall musical patterns and songs 6.Communicate with others when performing 7.Plan and make decisions about which music to perform and how to perform it Range Listen to the music of others, of varied genres and styles, from different times and cultures Link with and extend pupils’ musical experiences and include examples taken from the European ‘classical’ tradition, folk and popular music, the music of Wales, and other musical traditions and cultures Composing activities should involve the exploration and use of a wide range of sound sources, e.g. pupils’ voices and bodies, sounds from the environment, instruments and music technology The stimuli for composing should be musical, e.g. a five-note scale or sampled sound, and extra-musical, e.g. a picture, sculpture or poem Listen to pupils own compositions and performances from different times Suggested Activities Listen to and appraise music from a number of decades in the 1900s – classical, big band, swing, Motown, rock and roll, punk, new romantic etc. Choose an era from the twentieth century and identify the type of instruments from the era Choose how to express these sounds using voice, keyboard, PC, untuned and tuned instruments, own Instruments Create an appropriate piece of music to support the historical presentation Perform composition Self and peer evaluate performances according to success criteria Work to be linked where possible to units from Music Express Book 5 See units: Choir with Mr Morgan will be exploring music of the 20 th Century Music

12. Key Skills Children access the skills framework at different levels which are recorded on skills ladders. Below are links to the skills ladders. Whilst many of the skills areas will be covered - Codes have been used to identify skills focuses for this term. However it must be noted that children will access the “ladder” at their own level – as they develop their individual progress. Thinking PlanningPlanning TP1, TP3 DevelopDevelop TD1, TD2 ReflectReflect TR1, TR2 Communication OracyOracy CO1 ReadingReading CR2 WritingWriting CW2 Wider Communciation SkillsWider Communciation Skills CX1 ICT ICT Skills Ladders Number Using InformationUsing Information NU2 CalculatingCalculating NC1 Interpreting results and findingsInterpreting results and findings NI1 Subject Skills Health Fitness and well being activities 1. Engage in frequent and regular physical activity beneficial to their health, fitness and well-being. 5. Sustain activity over appropriate periods of time in a range of different activities 6. Follow relevant rules and safety procedures when exercising, and begin to understand risk and how to take responsibility for actions Creative Activities 1. Develop, consolidate, apply basic actions of travelling, balancing and stillness, jumping and landing and rotation. Actions should be developed using the floor and apparatus, as appropriate 2. Recognise the principles of simple composition and choreography in order to use them to plan sequences and a range of movement patterns 4. Determine success criteria relating to the development of their performance using key words related to their activity 6. Evaluate their own and others’ performances, using ICT when appropriate, and ask relevant questions in order to improve and make progress Adventurous Activities 1. Overcome challenges of a physical and problem-solving nature with a partner or in a small group 2. Acquire the skills necessary for the activities undertaken, e.g. reading a compass, map or instructions, tying a rope or constructing a shelter 3. Identify why they should be mindful of their own and others’ safety and how to respect the environment 6. Plan and evaluate their individual or group responses to challenges using key words related to their activity Range Health Fitness and well being activities activities that are: non-competitive forms of exercise Chosen for what they contribute to general health, fitness goals and feelings of well- being. Creative Activities In gymnastic activities, developing means of travelling should include transferring weight from hands and feet and climbing activities. Rotation should include rolling and turning. Adventurous Activities underpinned by problem solving, communication, leadership and teamwork Often have an outdoor living and learning focus. Participation in outdoor activities provides opportunities: to increase awareness of the natural environment Suggested Activities Gymnastics Explore various balances with and without apparatus. Individually and with a partner. Evaluate each others work and refine Choose best balances to include in routine Explore movement and travelling. Experiment how to travel across the hall end in chosen balances. Introduce gymnastic jumps: Star, Straight, Pike, Tuck, Straddle. Link travels, balances and jumps into a sequence – Rehearse and refine. Perform sequence to class – record using digital camera – evaluate own performance. Orienteering Learn points of compass Learn how to orient a map and identify key land marks. Look at other features of a map – link to skills for Geography. Discuss safety procedures, and boundaries for using school’s orienteering course. Run series of orienteering challenges and races. – include straight courses, star challenges, and relays. Provide challenges which will allow children opportunity to solve problems eg. find the quickest route to retrieve answer – not always necessary to reach checkpoints in order. Receive co-ordinates from Dr – to retrieve a package from somewhere in school / grounds. Code to open document. PE

13. Key Skills Children access the skills framework at different levels which are recorded on skills ladders. Below are links to the skills ladders. Whilst many of the skills areas will be covered - Codes have been used to identify skills focuses for this term. However it must be noted that children will access the “ladder” at their own level – as they develop their individual progress. Thinking PlanningPlanning TP1, TP3 DevelopDevelop TD1, TD2 ReflectReflect TR1, TR2 Communication OracyOracy CO1 ReadingReading CR2 WritingWriting CW2 Wider Communciation SkillsWider Communciation Skills CX1 ICT ICT Skills Ladders Number Using InformationUsing Information NU2 CalculatingCalculating NC1 Interpreting results and findingsInterpreting results and findings NI1 Subject Skills Engaging with fundamental questions ask, discuss and respond to fundamental questions raised by their own experiences, the world around them and aspects of religion interrogate a range of evidence from religious and non-religious sources, including other disciplines, in order to consider the issues raised Exploring religious beliefs, teachings and practice explore and make links between religious beliefs, teachings and practices identify the similarities and differences within and across religions Expressing personal responses express and begin to justify their own feelings and opinions in different ways, e.g. orally, in writing, and through creative arts demonstrate how what they have learned has impacted on their own views/ideas Range The World the natural world and living things – how religions show concern and responsibility, e.g. stewardship; sustainability Human Experience meaning and purpose of life – how religious ideas, values and beliefs influence people’s responses to life and death belonging – how local believers, through home/community celebrations, share a sense of identity and commitment relationships and responsibility – how the importance of personal relationships and responsibility to others is demonstrated by Religions Suggested Activities Celebrations Explore the significance, similarities and differences of key celebrations and festivals which are taking place throughout the Autumn Term in some of the main world religions. Consider how these celebrations and beliefs impact on believers and the societies they live in. Judaism – Rosh hashannah – Jewish New Year - New beginnings - Forgiveness for wrongdoing (Mid Sep) Yom Kippur – the day of atonement - consider how our actions affect those around us. Sukkot – Celebration of God’s provision and thinking about those less fortunate than ourselves – link to Christian Harvest time. -Also link with PSE work in Shoebox appeal. Islam Ramadan – the month of fasting What is fasting? Why do muslims do this? Use internet to research. Eid – ul – fitr - Celebration end of the fasting. - Create Eid Cards using Geometric shapes Christianity Harvest festival – linked with Shoebox appeal. Look into tradition of harvest in this country. Christmas Celebrations – and the festivals of light Hannukah, Diwali. Why do people celebrate these light festivals in the winter? Make Divas (hinduism) Christmas Cards RE

14. Key Skills Children access the skills framework at different levels which are recorded on skills ladders. Below are links to the skills ladders. Whilst many of the skills areas will be covered - Codes have been used to identify skills focuses for this term. However it must be noted that children will access the “ladder” at their own level – as they develop their individual progress. Thinking PlanningPlanning TP1, TP3 DevelopDevelop TD1, TD2 ReflectReflect TR1, TR2 Communication OracyOracy CO1 ReadingReading CR2 WritingWriting CW2 Wider Communciation SkillsWider Communciation Skills CX1 ICT ICT Skills Ladders Number Using InformationUsing Information NU2 CalculatingCalculating NC1 Interpreting results and findingsInterpreting results and findings NI1 Subject Skills distinguish between ‘facts’, beliefs and opinions form personal opinions and make informed decisions work cooperatively to solve problems make and maintain friendships and other relationships reflect on progress, identify strengths and weaknesses and set targets for Improvement Range Active Citizenship develop respect for themselves and others value families and friends as a source of mutual support value diversity and recognise the importance of equality of opportunity the importance of democratic decision- making how injustice and inequality affect people’s lives Moral and Spiritual Development explore their personal values that people differ in what they believe is right and wrong That personal actions have consequences. Preparing for lifelong learning enjoy and value learning and achievements take increasing responsibility for their learning Sustainable development / Global Citizenship develop a positive attitude on issues of poverty and fairness Suggested Activities Much PSE takes place throughout everyday discussions which arise in the classroom, as well as in discreet circle times. Children are encouraged in all discussions to consider their own opinions, but also to respect the views of others. Children are encouraged to reflect on their own achievements and to take more responsibility for their learning. Consider how we make friends and maintain friendships as we move in to a new class. Set targets for the term re: work, behaviour and ambition. Work co-operatively with others in paired and group work – revisit S+L skills Respond to inequality in the world – discuss issues such as Pakistan Floods, Haiti etc – Take part in OCC Shoe Box Appeal, and raise money for Children in Need. Consider the importance of family through discussions re WW2 Evacuation. Consider current war in Afghanistan how does this effect the loved ones of soldiers. How does this effect the people of Afghanistan? Consider how different our country would be if WW2 had turned out differently. Look at the benefits of democratic decision making. PSE

15. Thinking Skills - Plan TP 1 2 3 4 5

16. Thinking Skills - Develop TD 1 2 7 6 3 4 5 8

17. Thinking Skills - Reflect TR 1 2 4 3

18. Communication Skills - Oracy CO1 CO2

19. Communication Skills - Reading CR2 CR1

20. Communication Skills - Writing CW1 CW2

21. Communication Skills - Wider CX1 CX2

22. ICT Skills Ladders ICT 1 ICT 2

23. Number Skills – Using Mathematical Information NU1 NU3 NU2

24. Number Skills – Calculate NC1 NC2

25. Number Skills – Interpret and present findings NI1 NI2 NI3

26. Overview In response to Curriculum 2008 and the Non Statutory skills framework, KS2 staff at Abercanaid Community school are adapting their planning to refocus the theme based approach, which has always been central to our ethos, whilst ensuring coverage of the necessary skills and range from Curriculum 2008. In order to achieve this KS2 will be adopting themes set out by ESIS in the “Making the Links” project. This identifies a theme and 2 or 3 key subjects which link together. Other subjects are also included throughout the term but in lesser detail – linking when possible to the theme. When using a theme based model it is important to adopt a flexible approach to planning and teaching as some subjects lend themselves more readily to topics than others. We are mindful as a staff that we need to ensure coverage of skills and subject range. Staff in KS2 will be working from the same theme each term. This will allow for staff to collaborate on projects, planning, trips and theme days; to share ideas and resources; identify clear opportunities for assessment to show progression; and to ensure that year groups which are split across classes access work at the appropriate level. This terms topic is called TimeLord – and is structured around the history of the 20th century. Can the children of Abercanaid Community School help The Doctor get his facts straight?