1. Branston Junior Academy Topic Planning Topic: Walk Like an Egyptian

3. Science National Curriculum Objectives Year 3/4 Plants: Pupils should be taught to: identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant investigate the way in which water is transported within plants explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. Year 3/4 Animals Including Humans: Pupils should be taught to: identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat identify that humans and some other animals have skeletons and muscles for support, protection and movement. describe the simple functions of the basic parts of the digestive system in humans identify the different types of teeth in humans and their simple functions construct and interpret a variety of food chains, identifying producers, predators and prey. Year 5/6 Living things in their habitats: Pupils should be taught to: describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird describe the life process of reproduction in some plants and animals. Year 5/6 Evolution and Inheritance: Pupils should be taught to: recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

4. Computing National Curriculum Objectives Chris Quigley Key SkillsSkills Journal Objectives select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. To code To communicate To connect To collect I can search images and websites on Google I can copy and paste I can use Microsoft word including text and pictures I can use Microsoft Powerpoint to combine pictures, words, animations and sounds I can use Excel including conditional formatting

5. History National Curriculum Coverage Chris Quigley Key SkillsSkills Journal Objectives Pupil will be taught about; the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China 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.

6. 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 *There are no focused clay objectives

7. 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 I 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.

8. 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

9. 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 compose melodic and rhythmic phrases. I can reflect on my compositions dynamics, tempo and timbre. I am starting to interpret musical notation.

10. 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 Dance: I can improvise. I can choreograph motifs using repetition, direction, level, speed & space I can choose my own dance steps and movements and then develop them. Swimming: 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. Tennis/ Badminton: I can use forehand. I can use backhand I can strike a ball on the volley.

11. RE Lincolnshire Syllabus Objectives Chris Quigley Key Skills Skills Journal Objectives A1 Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain and their associated beliefs, experiences and practices A2 Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures. B1:2 Responding to core questions with reference to the teachings and practices of religions, and to their own understanding and experience. B2 Develop positive attitudes of respect towards other people who hold views and beliefs that are different from their own. Pupils will be enabled to: Consider their own beliefs about God’s character and understand Hindu belief and teaching about Brahman and Hindu gods and goddesses. Know and understand how Hindus worship their gods and goddesses and that this worship can take place in the home and in the temple and that certain times of the year are special for Hindus. Appreciate Hindu teachings about dharma (duty) through family life. Understand that Hindus regard life as a journey.. 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.

12. 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