Branston Junior Academy Topic Planning Topic: Pirates

Science National Curriculum Objectives Year 3/4 Sound: Pupils should be taught to: identify how sounds are made, associating some of them with something vibrating recognise that vibrations from sounds travel through a medium to the ear find patterns between the pitch of a sound and features of the object that produced it find patterns between the volume of a sound and the strength of the vibrations that produced it recognise that sounds get fainter as the distance from the sound source increases. Year 5/6 Animals Including Humans Pupils should be taught to: describe the changes as humans develop to old age. identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function describe the ways in which nutrients and water are transported within animals, including humans.

Computing National Curriculum Objectives Chris Quigley Key SkillsSkills Journal Objectives design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs; work with variables and various forms of input and output use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs To code To communicate To connect To collect I understand how algorithms work and detect mistakes in algorithms Work with variables and various forms of input and output I can design and write programs I can debug programs

History National Curriculum Coverage Chris Quigley Key SkillsSkills Journal Objectives A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 To investigate and interpret the past To understand chronology To build an overview of world history To communicate historically I can identify and describe changes in specific periods of History. I can explain how the past can be represented i.e. pictures, postcards and so on. I can use dates and vocabulary relating to the passing of time, including ancient, modern, century and decade. I can place events, people and changes into correct periods of time. I can describe what I know clearly in writing and Pictures I can handle artefacts properly. I can examine artefacts and explain how they are different, thinking about: What it is made from, size, signs of wear and tear, purpose. I can choose appropriate sources to answer questions about specific people and events. I can combine sources and information to form an opinion.

Geography National Curriculum Objectives Chris Quigley Key SkillsSkills Journal Objectives Pupils should be taught to: Locational knowledge name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land- use patterns; and understand how some of these aspects have changed over time Place knowledge understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. To investigate places To investigate patterns To communicate geographically I can locate places on an OS map using a 4 figure grid reference. I can use latitude and longitude as a guide to location on an atlas. I can locate places on an OS map using a 6 figure grid reference. I can read the scale on contour lines on an OS map. I can read and interpret the globe as a flat map. I can draw my own simple thematic map based on my own data. I can explore and explain topical geographical issues.

Art and Design National Curriculum Objectives Chris Quigley Key SkillsSkills Journal Objectives Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. To develop ideas To master techniques To take inspiration from the greats *No key objective for 3d models or great artists

Design Technology National Curriculum Objectives Chris Quigley Key SkillsSkills Journal Objectives understand and apply the principles of a healthy and varied diet prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. To master practical skills II can analyse taste, texture, smell and appearance of a range of foods. I can join and combine a range of ingredients. I can work safely and hygienically. I can weigh and measure using scales. I can cut and shape ingredients using tools and equipment. I can join and combine food ingredients by beating, kneading & rubbing in.

Languages National Curriculum ObjectivesChris Quigley Key Skills Skills Journal Objectives Pupils should be taught to: listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* present ideas and information orally to a range of audiences* read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally* and in writing understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English. To read fluently To speak confidently To write imaginative To understand the culture of the countries in which the language is spoken Listen attentively to spoken language and show understanding by joining in and responding Ask and answer basic questions such as what is your name, where do you live, how old are you, what time is it? Write phrases from memory and adapt these to create new sentences Use a dictionary to identify unfamiliar words Read carefully and show understanding of words and phrases Speak in sentences using familiar vocabulary Name all the colours Count up to 100 Describe people Name the days of the week and month of the year Comment on like and dislikes

Music National Curriculum Objectives Chris Quigley Key SkillsSkills Journal Objectives Pupils should be taught to: play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter- related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music. To perform To compose To transcribe To describe music I can compose three note patterns. I can compose simple tunes using a pentatonic scale. I can reflect on my compositions dynamics, tempo and timbre. I am starting to interpret musical notation.

Physical Education National Curriculum Objectives Chris Quigley Key Skills Skills Journal Objectives Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best. To develop practical skills in order to participate, compete and lead a healthy lifestyle Rounder/ Cricket: I can strike a ball. I can bowl over arm I can use a basket catch to field. I can return a ball to the pitcher or whoever I want. I can call out clearly for a ball. Athletics: I can sprint 60 metres in under 9 seconds I can change my body shape to decrease air resistance. I can run a mile. I can use my toe and heel to spin and throw a discus. I can throw the javelin With a run up Without a run up I can handle a shot put safety I can use a push throw I can jump: One foot to the other (high jump) One foot to two feet (long jump) One foot to same foot to two feet ( triple) I can swim over 20 metres using front crawl, back stroke or breast stroke. I can use a float to swim a length using just my feet. I can synchronise my breathing with my stroke.

RE Lincolnshire Syllabus Objectives Chris Quigley Key Skills Skills Journal Objectives Minority Communities- Rastafarians (No guidance in the Lincolnshire Syllabus) To understand beliefs and teachings To understand how beliefs are conveyed To understand values To understand practices and lifestyles To reflect I can explain things that are the same and different for religious people. I can describe and compare the different practices and experiences involved with different religious groups. I can explain how similarities and differences between religions affect peoples’ lives. I can describe what can be learned from religious stories. I suggest reasons for the similarities and differences in forms of religion : I can compare some of the things that influence me with those that influence other people. I can explain things that are important to me and how they link me to other people. I can use stillness to concentrate my thoughts. I can compose and ask and discuss questions about Who I am, Where I belong. I think about and compose questions about the meaning of life. I can dwell on these questions and make suggestions. I can think about what I believe.

PSHE Chris Quigley Key SkillsSkills Journal Objectives To try new things To imagine To work hard To improve To concentrate To understand others To push oneself To not give up See KS2 Life Values on Skills Journal PSHE objectives to be followed in SEAL booklets