1. Branston Junior Academy
Topic Planning
Topic: Under the Sea

3. National Curriculum Objectives
Science
National Curriculum Objectives
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 3/4 Living things in their habitat
recognise that living things can be grouped in a variety of ways
explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
recognise that environments can change and that this can sometimes pose dangers to living things.
Year 5/6 Living things in their habitat
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.
describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
give reasons for classifying plants and animals based on specific characteristics.
Year 5/6 Animals including humans
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.

4. Computing
National Curriculum Objectives
Chris Quigley Key Skills
Skills Journal Objectives
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
To code
To communicate
To connect
To collect
I know how to stay safe online
I can log on to the school system
I can send an
I can search images and websites on Google
I can copy and paste

5. National Curriculum Objectives Chris Quigley Key Skills
Geography
National Curriculum Objectives
Chris Quigley Key Skills
Skills 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.
OS map using a 6 figure
I can read the scale on
contour lines on an OS
map.
I can identify and interpret
relief maps.
I can read and interpret the
globe as a flat map.
I can make a simple
scale drawing
e.g. 1sq cm = 1sq
metre.
I can draw my own simple
thematic map based on my
own data.

6. National Curriculum Objectives Chris Quigley Key Skills
Art and Design
National Curriculum Objectives
Chris Quigley Key Skills
Skills 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
I can select the brush size
and type depending on the
task.
I can mix and match
colours for purpose: skin
tones, backgrounds.
I can mix different
thicknesses of paint.
I can create different effects :
wet paint to create a
watercolour; texture by
adding PVA or sawdust;
using brushes in different
ways with thickened paint.
I can create layers of
paint to add detail to
background colours.
I can choose a suitable
surface to work on.
format to work with:
Portrait or Landscape.
I can take responsibility for
preparing, organising and
clearing away my painting
area.

7. National Curriculum Objectives Chris Quigley Key Skills
Design Technology
National Curriculum Objectives
Chris Quigley Key Skills
Skills Journal Objectives
Design
use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
investigate and analyse a range of existing products
evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
apply their understanding of how to strengthen, stiffen and reinforce more complex structures
understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
apply their understanding of computing to program, monitor and control their products.
To master practical skills
To design, make, evaluate and improve
To take inspiration from design throughout history
* No specific Skill Journal Objectives

8. National Curriculum Objectives Chris Quigley Key Skills
Languages
National Curriculum Objectives
Chris 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
Name basic animals
Describe people
Name the days of the week and month of the year

9. National Curriculum Objectives Chris Quigley Key Skills
Music
National Curriculum Objectives
Chris Quigley Key Skills
Skills 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 a
soundscape.
I can layer sounds to
create effects.
I can reflect on my
compositions dynamics,
tempo and timbre.
I am starting to interpret
musical notation.

10. National Curriculum Objectives Chris Quigley Key Skills
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
Football:
I can dribble a football.
I can use dribbling in a
team game.
I can pass whilst moving.
I can give advice and
coaching to other pupils.
Netball/ Basketball:
No specific Skills Journal objectives
Hockey:
I can hold a hockey stick
correctly.
I can push pass.
I can stop a ball using the
whole of the stick.
I can open dribble
I can Indian dribble
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.

11. Lincolnshire Syllabus Objectives Chris Quigley Key Skills
Skills Journal Objectives
Learning About
Religions & Exploring Human Experience 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.
Learning From Religions & Responding to Human Experience
B1:1
Developing awareness of some of the fundamental questions of life raised by human experiences, and of how religious teachings can relate to them.
B1:2
Responding to such questions with reference to the teachings and practices of religions, and to their own understanding and experience.
B1:3
Reflecting on their own beliefs, values, perceptions and experiences in the light of their study of religion. B2
Develop positive attitudes of respect toward other people who hold views and beliefs that are different from their own.
Pupils will be enabled to:
• Consider their own beliefs about God and understand Christian belief and teaching about God.
• Know and understand what Christians believe Jesus taught about God’s intended way of life, and consider Jesus’ teachings in the light of their own rules for living.
• Appreciate why Christians take part in charitable deeds, and know something of the kinds of actions Christians are involved with.
• Know and understand why Christians worship together and ways in which they serve the community.
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. Chris Quigley Key Skills Skills Journal Objectives
PSHE
Chris Quigley Key Skills
Skills 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