Subjects

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Art

January 2015 Artwork

Year 5, 4 & 3 have worked with the artist Stephen Bruce to produce acrylic paintings inspired by carnival costumes. Some of the work is also displayed on Stephen’s website www.chaliceartsuk.co.uk

You will find the paintings displayed in the school very soon.

4G2A5794   4G2A5803   4G2A5805   4G2A5807

4G2A5810  4G2A5815  4G2A5816  4G2A5819

YEARLY TOPICS PLAN FOR SEPT 2014

SUBJECT AREA      ART

TERM 1 TERM 2 TERM 3
YEAR1 Design, make and evaluate playgroundequipment Design and make a healthy meal. Textiles/Collage3D Form (modrock island)
Pastels , Van Gogh, Starry Night Painting Van Gogh (Sunflower) Characters to fit in settings, puppets.Painting/Drawing
Cont Pastels , Van Gogh, Starry Night Drawing Still life. Mondrian
YEAR 2 Art- Seurat -pointillism Seaside pictures Painting mixing colour Making a lighthouse
Experiment with visual elements textiles dream catchers Layered collage of nocturnal animals, painted background
Drawing – exploring shape, line, pattern, colour – linked to Caribbean days 3D form-clay Textured tile Drawing.
YEAR 3 Observational drawing of animals, pencil techniques, shading. 3D form – Clay Roman coil pots 3D and make shields Painting – forest picturePaul Klee
Work on small scales –Explore different artists Draw accurately from direct observations. Start simple stitching.
Cont exploring different Artists Can create more detailed repeated patterns through printing. Apply fabric shapes using stitching. Become aware of different types of fabrics.
YEAR 4 Marbling separating materials Painting – sea images Exploring colour Andy Goldsworthy Sketches – natural world
Cont Marbling separating materials Look at artwork by Gakonga (Kenya) Look at his use of colour whether it is bright or subtle; use pastels like he did. Investigate African Jewellery. What makes it effective and attractive? How might we create some African Jewellery?
Tudor portraits Task – Copy the picture of the 3 African men. Use pastels to colour the picture. Piece together our necklaces for a final product.
YEAR 5 Make do and mend – sewing project (fabrics, stitching) 3D form creating a collaborative sculpture heroes and villains Greek Vases. Clay mythical creatures
Cooking with rations. Propaganda Posters. Sketching (Henry Moore) Colour mixing –shades/tones primary/secondary colours Cont Greek Vases. Clay mythical creatures
silhouette Highwayman pictures Painting in water colours – Monet
YEAR 6 Silhouette of an Egyptian landscape Moon buggies/Moonscapes Still life drawings using different mediums.
Pastel pictures, building up layers and colours. Marbling planets Henna designs. Manipulate and experiment with the elements of pattern and texture.
Explore the roles and purposes of artists (e.g. Picasso) Cont Marbling planets Water colours

Geography

Geography Overview 2014-2015

 

Year Term 1 Term 2 Term 3
1 Around Our School An Island Home
  • Where are our teachers from?
  • Where in the world is Barnaby Bear?
2
  • Transport
  • Global Eye
  • Our local area
  • The UK
The weather & weather patterns
3
  • Improving our environment
  • Contrasting locations – UK & Italy
  • Connecting to the world
  • North & South America
  • Oceans & Continents
  • Maps
4
  • How & Where we spend our time
  • From our window
The British Isles European continent
5
  • Contrasting localities in the UK
  • Our High Street
  • Water
  • Rivers
  • Investigating Coasts
  • Environmental Issues
6 Conservation Mountains Human Geography – Natural resources, global trade

Fieldwork and enquiry is to be incorporated into as many teaching sessions as possible. Ask ‘WHERE? WHAT? WHY? WHAT & IF?

History

History Topics for Years 1 to 6

Term 1 Term 2 Term 3
Year 1 Homes Toys Seaside holidays
Year 2 Titanic study/Remembrance DayGuy Fawkes/Celebration traditions Florence NightingaleGreat Fire of London Issac Newton
Year 3 Romans Anglo-Saxons and Vikings The Aztecs
Year 4 Ancient Egyptians Victorians The Stone Age
Year 5 Ancient Greeks Significant turning point in British history Leisure and entertainment in the 20th century
Year 6 Tudors Ancient China John Lennon

Languages

All pupils from nursery to Year 6 learn a modern foreign language. At Hawkshead Road , all pupils learn French. At Gwenneth Rickus, all pupils learn Spanish. Both sites have a  gifted and talented group who learn both French and Spanish.

Literacy

Literacy Overview Year 1-6

2014-2015

Term Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Autumn 1 Labels, lists and captionsStories with familiar settings

Recounts

Grammar Focus

Naming the letters of the alphabet in order.

Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences

Capital letters for names and for the personal pronoun I

 

Separation of words with spaces

Saying out loud what they are going to write about.

Handwriting Focus

Use handwriting patterns to establish rhythm and control in writing, using a comfortable and efficient pencil grip.

Form lower case letters correctly in a script that is easy to join later.

Sit correctly at a table holding a pencil comfortably and correctly.

Stories in familiar settingsDescription:

Explore familiar settings. Children generate ideas and plan a story about an animal that lives in their house under the stairs. There is a focus on using simple punctuation and story problems and solutions.

Grammar focus:
1. Learn how to use punctuation correctly, including capital letters, full stops, question or exclamation marks

2. Learn how to use sentences with different forms: statement, question, exclamation, command.

Postcards & Letters

Description:

Be inspired to write letters with fantastic excuses. Create an illustrated letter describing an amazing adventure. Find out about telegrams & emails.

Grammar focus:
1. Learn how to use punctuation correctly, including capital letters, full stops, question or exclamation marks

2. Learn how to use sentences with different forms: statement, question, exclamation, command.

Songs and repetitive poems

Description:

Read and enjoy poems with repeating patterns. Then write some of your own about what you see when walking to school, focusing on using fantastic adjectives. Look at patterns in songs by learning, singing, writing and performing rounds.

Grammar focus:
1. Use expanded noun phrases to describe and specify, e.g. adjectives to describe nouns

2. Use and understand grammar terminology

Fiction – Stories by the Same AuthorNon-Fiction – Instruction and Explanations

Poetry – Creating Images

Stories with from the same author.Stories with similar settings

Instructions and explanations

Information texts

Fiction 1- myths and legendsFiction 2 – Classic fiction

Non-fiction 1- Recounts

Fiction 1 – Classic fictionFiction 2 – biographies and autobiographies
Autumn 2 RecountsPoems about the senses

instructions

Grammar focus:

Naming the letters of the alphabet in order.

How words can combine to make sentences

Joining words and joining sentences using and

 

Separation of words with spaces

Re-reading what they have written to check that it makes sense.

Traditional TalesDescription:

Explore the brilliant fables: The Frog and the Scorpion and The Ant and the Grasshopper. Write a dialogue between grasshopper’s indignant sister and the cruel ant! Look at compound sentences and storytelling skills. Write a fable.

Grammar focus:
1. Co-ordination: use conjunctions (and, or, but) to join simple sentences
2. Learn how to use punctuation correctly, including capital letters, full stops, question or exclamation marks

Information texts

Description:

Kick starting this unit about pets, children will read the lovely books, Dogs and Matilda’s Cat. They will compare these books to information texts before researching and creating their own information pages on an unusual pet!

Grammar focus:
1. Use expanded noun phrases to describe and specify, e.g. adjectives to describe nouns

2. Learn how to use punctuation correctly, incl. capital letters, full stops, question or exclamation marks

Traditional poems for young children

Description:

Read, enjoy and learn by heart, Edward Lear’s wonderful nonsense poem The Owl and the Pussycat. Find out about Edward Lear and explore some of his limericks. Read limericks written by other people. Have fun writing a limerick with support.

Grammar focus:
1. Use expanded noun phrases to describe and specify, e.g. adjectives to describe nouns

2. Use and understand grammar terminology

Fiction – Stories from other CulturesNon-Fiction – Information Texts

Poetry – Humorous Poems

Non-Fiction – Christmas Letters

Poetry 1: Image poemsPoetry 2: Poetic form – syllabic poems Non-fiction 2-instructions and explanationsPoetry 1- Slam poetry

Poetry 2 – Classic poems

Non-fiction 1 – recountsNon-fiction 2 – instructions and explanations

Poetry 1 – slam poetry

Poetry 2 – classic poetry

Spring 1 Pattern and rhymePatterned stories and other culture

Information Text

Instructions

Grammar focus:

Regular plural noun suffixes –s or –es (e.g. dog, dogs; wish, wishes)

Using –ing, –ed, –er and –est where no change is needed in the spelling of root words

The use of   capital letters, full stops, question marks and exclamation marks to demarcate sentences

Capital letters for names and for the personal pronoun I

 

Separation of words with spaces

Traditional tales from a variety of culturesDescription:

Read & compare Hansel & Gretel & Baba Yaga using drama & story maps. Discuss joining sentences using or, and or but. Children write witch stories using story pegs to plan. Introduce some ‘story language’ & encourage interesting endings.

Grammar focus:
1. Use conjunctions ‘and’, ‘or’, ‘but’ to join sentences

2. Use ‘when’, ‘because’, ‘if’, ‘where’ etc. to create subordinate clauses.

3. Demarcate sentences using capital letters, full stops, question or exclamation marks

Instructions

Description:

Use Instructions by Neil Gaiman to introduce children to writing instructions. Explore features of instructions including bossy verbs. Identify exciting tricky words & discuss how to decode them. Children write instructions using stimulus of map of Fairy-tale Land.

Grammar focus:
1. Demarcate sentences using capital letters, full stops, question or exclamation marks.

The Senses- Poetry

Description:

Explore the senses through poetry. Read a range of different poems and learn some by heart. Go on a poetry walk to the playground or nature area to collect some wonderful describing words. Write simple poems using adjectives and adjectival phrases.

Grammar focus:
1. Use expanded noun phrases to describe and specify, e.g. adjectives to describe nouns

2. Use and understand grammar terminology

3. Use ‘when’, ‘if’, ‘that’, ‘because’ to create subordinate clauses.

Fiction – Myths and LegendsNon-Fiction – Recounts

Poetry – Traditional Poems

Fiction 3: Myths and legendsNon-fiction 3: Recounts Fiction – Short stories – mysteryFiction – Drama

Non-fiction – Argument and debate

Fiction 3 – Short stories – mysteryFiction 4  – Drama

Non-fiction 3– Argument and debate

Spring 2 Stories with familiar settingsRecount

Grammar focus:

Suffixes that can be added to verbs (e.g. helping, helped, helper)

The use of   capital letters, full stops, question marks and exclamation marks to demarcate sentences

Capital letters for names and for the personal pronoun I

 

Separation of words with spaces

Stories involving fantasyDescription:

The children are introduced to The Dragon Machine by Helen Ward and other well known dragon stories. They create a dragon and write similes to describe it. They then write dragon stories with a focus on using conjunctions to write longer sentences.

Grammar focus:
1. Use adjectives to describe nouns

2. Use conjunctions ‘and’, ‘or’, ‘but’ to join sentences 3. Use conjunctions (when, if, because) to add subordinate clauses

Recounts

Description:

This plan is a unique twist of a recount plan. Based on the lovely story Diary of a Wombat, children use conjunctions to expand sentences before writing their own recounts in a diary form about an English animal. Grammar focus:
1. Learn how to use punctuation correctly, including capital letters, full stops, question or exclamation marks.

2. Use conjunctions ‘and’, ‘or’, ‘but’ to join sentences

Humorous poems

Description:

This unit is based around the wonderful poem, Aliens Stole My Underpants. Children will memorise and perform this poem, describe objects to aliens using adjectives before finally writing their own alien poems.

Grammar focus:
1. Use expanded noun phrases to describe and specify, e.g. adjectives to describe nouns

2. Use and understand grammar terminology

Fiction – Stories about Imaginary WorldNon-Fiction – Non-chronological reports

Poetry – Performance Poems

Poetry 3: List poems and kenningsPoetry 4: Performance poems Non-fiction – Reports and journalistic writingPoetry – Classic narrative and oral poems

Poetry – Poetic style

Non-fiction 4 – Reports and journalistic writingPoetry 3– Classic narrative and oral poems

Poetry  4– Poetic style

Summer 1 Traditional tales and fairy talesPoems on a theme

Stories about fantasy world

Grammar focus:

How the prefix un– changes the meaning of verbs and adjectives (negation, e.g. unkind, or undoing, e.g. untie the boat)

The use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

Capital letters for names and for the personal pronoun I

 

Separation of words with spaces

Quest and adventure storiesDescription:

Children read a range of quest stories, exploring structure and language choice. They explore 4 types of sentence and experiment with tense. Children write their own extended stories, concluding by performing their writing to a younger child.

Grammar focus:
1. Identify and use sentences with different forms

2. Use and distinguish past and present tense

3. Learn how to use familiar and new punctuation

Information texts

Description:

Children learn about the different dinosaurs in Harry and the Bucketful of Dinosaurs. They explore the features of information texts and write a fact file about a dinosaur. They write questions, design a quiz and use past and present verb tenses.

Grammar focus:
1. Learn how to use past and present tense correctly including the progressive form

2. Learn how to use familiar and new punctuation

Favourite poems

Description:

Children listen to and read a range of poems of different types. They choose their favourite of each type and write it out in their best handwriting. Discuss punctuation used in poetry and the features of good handwriting. Children recite their favourite poem from home.

Grammar focus:
1. Use a variety of end of sentence punctuation.

2. Use capital letters for the start of lines in poems.

3.   Begin to use commas correctly.

Fiction – Adventure StoriesNon-Fiction – Persuasive Writing

Poetry – Traditional Poems

Fiction 5: Adventure StoriesFiction 6: Plays and dialogues

Non-fiction 5: Persuasive writing

Non-fiction 6: Non-chronological reports

Poetry 5: Traditional poems

Poetry 6: Shape poems

Fiction – Classic fictionFiction – Short stories- fantasy

Non-fiction 1- Persuasive writing

Fiction  5- Classic fictionFiction 6 – Short stories- fantasy

Non-fiction 5- Persuasive writing

Summer 2 Stories from a range of cultures/Stories with predictableand patterned language

Poem on a theme

Grammar focus:

The use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

Capital letters for names and for the personal pronoun I

 

Separation of words with spaces

Stories by the same author: Anthony BrowneDescription:

Children read and discuss some wonderful Anthony Browne books looking at the features that make them distinctive. They use skills of inference to interpret the stories and create characters for an illustrated story book of their own, based on The Night Shimmy.

Grammar focus:
1. Use past tense consistently

2. Use subordination and co-ordination writing sentences with two main clauses or with subordinate clauses

Recounts

Description:

Children learn about the structure and vocabulary of recounts first by listening to, reading and writing fictional recounts. Then they plan and write a recount from their own experience using conjunctions to write longer sentences.

Grammar focus:
1. Use subordination and co-ordination writing sentences with two main clauses or with subordinate clauses

2. Punctuate questions with question marks and sentences with full stops and exclamation marks.

3. Use grammatical terminology

Really looking! Poems about birds

Description:

Children use their imagination to write a class poem about where they would go if they could fly like a bird. They look at eagles and swans and find exciting vocabulary. Then they write short poems based on haiku about birds that interest them.

Grammar focus:
1. Use expanded noun phrases in writing descriptions

2. Use familiar and new punctuation correctly

Fiction – Plays and DialoguesNon-Fiction – Non-chronological

Poetry – Shape poems

Music

Music at Leopold Primary School

Music is a powerful part of our personal life at Leopold. We use it to set the scene and learning atmosphere to enhance our teaching and learning activities. We also use it to make learning process much more fun and interesting. Therefore we emphasize education for understanding rather than rote memory or the mimicking of skills.

Here are the specific ways music is integrated in the classroom.

Learning information

We play music to help remember learning experiences and information e.g. chants, poems and raps.

Attention, attitude and atmosphere (The Three A’s)

We provide a welcoming atmosphere with music which helps to prepare and motivate our children for learning tasks.

Having a theme song, goodbye or hello songs provides a tool for understanding other cultures and bonding with one another to build lasting community experiences.

Personal expression

We use music during creative and reflective times to facilitate personal expression in writing, art, and movement.

Development of the musical intelligence

We develop our children’s ability to respond to musical sound from the early stage and across the school by using CRB checked and experienced professionals musicians, who tutor in the following range of instruments: piano, guitar, trumpet, violin, drum kit, steel pan, recorder, ukulele, Djembe, drums, dance & drama club, School Choir and Staff Choir.

The school choir continues to play an active part at special functions within the school and the local community.

These specialist music teaching within the school has enabled pupils to obtain highly in music.

Children are assessed and awarded grades in line with various music external assessment boards

e.g. Royal School of Music

We provide performance opportunities for pupils to showcase their musical skills during class assembly time & whole school concerts.

We provide excellent opportunities to continue to develop their skills by participating in concerts and musical initiatives with other local schools in prestigious places such as The John Lyon’s Musical Day, The Royal Albert Hall and Wembley Arena.

We provide opportunities for pupils to experience demonstration performance by professionals to enhance their learning, inspire and help them appreciate how skills are utilised in the world of work.

The school choir continues to play an active part at special functions within the school and the local community.

We welcome the input of parents and musicians in our community and where appropriate we incorporate their skills into the musical life of our school.

YEARLY TOPICS PLAN FOR SEPT 2014

SUBJECT AREA     MUSIC

TERM 1 TERM2 TERM3
RECEPTION Music’s Cool Finding the singing voice   (1) Music’s Cool Exploring pulse and rhythm (1) Music’s Cool   Exploring pitch             (1)
YEAR1 Music’s Cool violin (1) Music’s Cool violin (2) Music’s Cool   violin         (3)
Music’s Cool Exploring the pulse/beat   (2) Music’s Cool   Exploring tempo         (2) Music’s Cool     Exploring dynamics   (2)
YEAR 2 Music’s Cool Exploring pulse and rhythm   (1) Music’s Cool Exploring pitch (1) Music’s Cool     Performance skills
Music’s Cool Exploring tempo and duration (2) Music’s Cool   Exploring duration   & dynamics (2) Performance skills
YEAR 3 Music’s Cool Preliminary to ensemble playing Music’s Cool Hand-eye coordination & ensemble skills Music’s Cool Small group work
YEAR 4 Music’s Cool Ensemble work incorporating classroom instruments Music’s Cool Large scale ensemble work incorporating other instruments Music’s Cool Creating compositions for voice/recorder/other instrument played
YEAR 5 Rhythm 7 pulse   (1) Sound sources (1) Performing together (1)
Rounds   (2) Lyrics & melody (2) Demonstrating musical skills & knowledge (2)
YEAR 6 Rounds   (1) Lyrics & melody (1) Demonstrating musical skills & knowledge (1)
Sounds & sources (2) Performing together (2) Demonstrating musical skills & knowledge (2)

Maths

Maths at Leopold Primary School

Maths teaching and learning at Leopold Primary School continues to improve and develop. The recent changes to the National Curriculum tie in with the high expectations that we have of the children at Leopold.

Some of the changes have been condensed and can be found here;

https://sites.google.com/site/primarycurriculum2014/support

In any year group there are a range of activities used. These include Teacher led activities, tasks and investigations, ICT related activities, Text book practice and practical hands on investigating. Every classroom is equipped with an interactive white board and each Key Stage has a class set of Ipads. We try to make maths as engaging and enjoyable as possible and our teachers use a range of teaching styles to match the requirements of their learners.

Leopold uses Collins Busy Ant Maths, Numicon, IXL and Brainpop as additional resources to help the children.

The key to feeling confident in maths is practising. Each child from Reception to Year 6, has their own log in for IXL. This is an excellent resource which allows children to practise the areas of maths they find difficult. It adapts automatically for their level and explains any answers that they get incorrect. Your child’s class teacher can also monitor their progress and identify any weak spots that require more practise.

The website to access this resource is:

http://uk.ixl.com/

Please encourage your child to visit the site as often as possible. If parents have time they can work through some of the problems together with the children. If you have any questions regarding IXL please speak to Mr Hacking (Maths Co-ordinator).

Another excellent resource that can be accessed to assist with learning in maths is

http://brainpop.co.uk

Your child can obtain the username and password from your class teacher or Mr Hacking (Maths Co-ordinator).

 Presentation in your child’s maths book:

·     Draw a margin on every page.

·     Rule off the previous lesson’s work.

·     Underline the date, Learning objective and Success Criteria.

·     Try and show working out when solving a problem.

·     All maths work is written in pencil.

In Year 6 children are grouped according to ability, every other year group has mixed ability classes. The class teacher will differentiate the work for your child according to their level.

Some aspects of mathematics learning can be confusing for your child. Encourage them to keep trying and keep practising. A positive attitude to learning maths helps overcome most difficulties. If there is anything you are concerned about please speak to your child’s class teacher or Mr Hacking (Maths Co-ordinator).

Yearly Objectives for Numeracy

Maths Key ObjectivesMaths Key Objectives

Maths Curriculum  Maths progression

PE

Curriculum Overview: Physical Education (PE)

At Leopold we provide a high quality physical education that inspires all children to succeed and excel in competitive sport, and other physically demanding activities.  We provide opportunities for our children to become physically confident in a way which supports their health and fitness.  At Leopold we also provide many opportunities for children to compete in competitive sport which helps them embed value like fairness and respect.

Our main aims at Leopold are

  • To develop competence to excel in a broad range of physical activities.
  • To keep children physically active for sustained periods of time.
  • Engage in competitive sports and activities.
  • Lead active healthy lives.

Key Stage 1

During PE the children will develop fundamental movement skills, becoming increasingly competent and confident in areas such as agility, balance and co ordination.  The children will engage in competitive sport against themselves and others and learn the importance of working together as a team.

Pupils will be taught basic movements such as running, jumping throwing and catching. They will participate in team games developing simple tactics.  The children will also simple dances and movement to music.

Key Stage 2

During PE the children will continue to develop skills from key stage 1. They will develop an understanding of how to improve in different activities and how to evaluate and recognise their own success.

Pupils will be taught running, jumping, throwing and catching in isolation and in combination.  They will apply basic skills in sports such as Football Basketball Tennis and Cricket and apply tactics for attacking and defending.  The pupils will perform dances and other movements to music and take part in a wide range of outdoor and adventurous activities.

Swimming

Pupils in year 2 and 3 attend swimming lessons where they are taught to swim competently and confidently over a distance of at least 25 meters.  They also learn basic safe self rescue in water based situations.

RE

RE Topics for Years 1-6

2014-2015

Year Group Term 1 Term 2 Term 3
1 Myself Celebrations Stories Special People Belonging Beliefs
2 Myself Celebrations Stories Leaders and Teachers Belonging Beliefs
3 Right and Wrong Birth Ceremonies Christianity Creation Caring for the Environment Hinduism
4 Becoming an Adult Judaism Inspirational People Sikhism War and Suffering Neighbours
5 Islam Poverty and Wealth Justice Marriage Life’ Big Questions Buddhism
6 Christianity Race and Diversity Humanism Belief Moral Maze What happens when we die?

*All year groups to concentrate on termly religious celebrations.

Science

Science Curriculum 2014-15

  Term 1 Term 2 Term 3
Year 1 Animals including Humans Plants Everyday Materials
  Seasonal Changes
 
Year 2 Living Things and their Habitats Uses of Everyday Materials Plants
  Animals including Humans
 
Year 3 Animals including Humans Rocks Forces and Magnets
  Plants Light
 
Year 4 Living Things and their Habitats States of Matter Sound
  Animals including Humans Electricity
 
Year 5 Living Things and their Habitats Properties and Changes of Materials Earth and Space
  Animals including Humans Forces
 
Year 6 Living Things and their Habitats Evolution and inheritance Electricity
  Animals including Humans Light