New curriculum scheme v1.5 all subjects 2015-16

Colmore Junior School Art & Design – YEAR 3

Theme Skills/Techniques/Media Inspiration/Artists

Sea Life

Observation drawing – oil pastel & pencil Sketching – pencil Silhouettes – marbling & paint

Jan Pienkowski


Portraits

Pencil sketches & composition Collage Charcoal & chalk drawings

Picasso – cubist portraits David Hockney – photo montages


Robots

Observation drawing – pencil Print making – press prints Collage – junkyard robots Paper engineering – ‘talking robots’

1950’s tin toys Junk sculpture


Treasure Maps

Pencil sketches Pen & ink drawing Watercolour washes

Legend of Atlantis Jurassic Park The Land that Time Forgot


Still Life

Observation drawing – biscuits Pencil & watercolour studies



Amazing Inventions &

Bizarre Machines

Observation drawing – watch movements Pen & ink sketches from imagination Collage & mixed media

William Heath-Robinson Japanese animation – ‘Howl’s Moving Castle’ Rowland Emett


Symbolism

Research – sketching & annotation Colour theory & painting techniques Mixed media – paint, pastel, ink, collage

Hans Holbein Caravaggio Marc Chagall


Self Portraits

Observation drawing – pencil Watercolour & watercolour pencils Paper weaving

Various artists including Van Gogh, Rembrandt and female portraits in Western Art


Still Life

Observation drawing – metal artefacts Oil pastel & pencil studies Ink washes

Dutch still life painters


Surrealism

Cutting & collage Painting techniques Mixed media

Joan Miro



Patterns in Nature

Research – sketching & annotation Creating simple designs & motifs Mixed media – marbling, paint & inks

Patterns found in nature Andy Goldsworthy Georgia O’Keeffe


People in Action

Using stencils – positive & negative images Painting through & over stencils Mixed media & collage techniques

Eadweard Muybridge


Aboriginal Art

Research – sketching & annotation Map making & creating aboriginal symbols Colour theory – complementary colours Mark making & painting techniques

Traditional aboriginal artwork


Tessellation

Using simple templates Designing complex tessellating shapes Watercolour blending & washes

Escher


Still Life

Observation drawing – keys Pencil & painted studies



Pop Art Portraits

Line drawing self portraits Collage using multiple images Painting techniques

Julian Opie Andy Warhol


Perspective

Ink washes Using layered silhouettes Composition & perspective

Various photographers


Japanese Prints

Research – sketching & annotation Composition & sketchbook work Painting techniques – gouache & inks

Hokusai Traditional Japanese prints


3-D Paper Cities

Paper engineering techniques Pen & ink drawing

Sue Blackwell Ingrid Siliakus


Still Life

Observation drawing – knotted ropes Pencil & painted studies Pen & ink drawings

Colmore Junior PE Curriculum: Year 3

AUTUMN 1

INDOOR PE OUTDOOR PE

Gymnastics – Unit 1

Children focus on improving the quality of their movement to help them produce tension and extension. They plan and perform sequences of contrasting actions and varying speeds, and develop flow by linking actions smoothly.

Invasion Games – Unit 1 – ‘Netball’

Children learn how to outwit their opponents and score. They develop skills in finding and using space to keep the ball. They play with a basic court set-up and rules, using a range of skills, including throwing, catching, kicking and striking.

AUTUMN 2


Net/Wall Games – ‘Tennis’

Children focus on developing the skills they need for net/wall games and how to use these skills to make the game difficult for their opponent. They learn to direct the ball towards the target area and away from their opponent.

Invasion Games – Unit 2 – ‘Hockey’ Children learn how to outwit their opponents and score. They develop skills in finding and using space to keep the ball. They play with a basic court set-up and rules, using a range of skills, including throwing, catching, kicking and striking.

SPRING 1


Dance – ‘Theseus and the Minotaur’ Children perform dances, focusing on creating, adapting and linking a range of dance actions, inspired by a variety of subjects. They think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts.

Striking & Fielding – Unit 1 – ‘Rounders’ Children learn how to hit or strike the ball into spaces, so that they can score runs in different ways. When fielding, they learn how to work together to keep the batters’ scores down. Children have to think about how they use skills, strategies and tactics to outwit the opposition.

SPRING 2


Net/Wall Games – ‘Sitting Volleyball Children focus on developing the skills they need for net/wall games and how to use these skills to make the game difficult for their opponent. They learn to direct the ball towards the target area and away from their opponent.

Outdoor & Adventurous Activities

Children learn how to read and follow different maps and symbol trails. They also take part in a range of trust and communication activities, and in some adventure games.

SUMMER 1


Gymnastics – Unit 2 Children focus on improving the quality of their movement to help them produce tension and extension. They plan and perform sequences of contrasting actions and varying speeds, and develop flow by linking actions smoothly.

Striking & Fielding – Unit 2 – ‘Edgbaston Cricket Coaching’ Children learn how to hit or strike the ball into spaces, so that they can score runs in different ways. When fielding, they learn how to work together to keep the batters’ scores down. Children have to think about how they use skills, strategies and tactics to outwit the opposition.

SUMMER 2


Health Related Fitness Children learn about the health benefits of exercise and the effects it has on the body in the short and long term. They work on improving their stamina and fitness levels.

Athletics – ‘Quad Kids’ Interschool Competition

Children concentrate on developing good basic running, jumping and throwing techniques. Children think about how to achieve the greatest possible speed, height, distance or accuracy.


AUTUMN 1



Children create sequences that include changes of level and speed, and focus on using different body shapes clearly. Children use skills and abilities individually, in combination and in sequence, with the aim of showing as much control and precision as possible.

Invasion Games – Unit 1 – ‘Football’

Children learn simple attacking tactics using a range of equipment and skills, and start to think about how to organise themselves to defend their goals. They play mini games, thinking about how to use skills, strategies and tactics to outwit the opposition.

AUTUMN 2


Net/Wall Games – Unit 1 – ‘Sitting Volleyball’ Children develop the skills needed for net/wall games and how to use these skills, strategies and tactics to make the game difficult for their opponent. They learn to direct the ball towards the target area and away from their opponent.

Invasion Games – Unit 2 – ‘Hockey’ Children learn simple attacking tactics using a range of equipment and skills, and start to think about how to organise themselves to defend their goals. They play mini games, thinking about how to use skills, strategies and tactics to outwit the opposition.

SPRING 1


Swimming/Tennis

Children learn to enjoy being in water and become more confident. They learn how to keep afloat, move in the water, meet challenges and breathe when swimming.

Swimming

Children focus on swimming more fluently, improving their swimming strokes, and learning personal survival techniques.

SPRING 2



Children create sequences that include changes of level and speed, and focus on using different body shapes clearly. They will use skills and agilities individually, in combination and in sequence, with the aim of showing as much control and precision as possible.

Striking & Fielding – Unit 1 – ‘Edgbaston Cricket Coaching’ Interschool Competition

Children learn how to hit or strike the ball into spaces, so that they can score runs in different ways. When fielding, they learn how to work together to keep the batters’ scores down. Children think about how they use skills, strategies and tactics to outwit the opposition.

SUMMER 1


Net/Wall Games – Unit 2 – ‘Tennis’ Interschool Competition

Children develop the skills needed for net/wall games and how to use these skills, strategies and tactics to make the game difficult for their opponent. They learn to direct the ball towards the target area and away from their opponent.


Children learn how to read and follow different maps and symbol trails. They also take part in a range of trust and communication activities, and in some adventure games.

SUMMER 2


Dance

Children create characters and narrative through movement and gesture, gaining inspiration from a range of subjects. They think about how to use movement to explore and communicate ideas and issues, their own feelings and thoughts.

Athletics – ‘Quad Kids’ Interschool Competition

Children develop good basic running, jumping and throwing techniques. They think about how to achieve the greatest possible speed, height, distance or accuracy.


AUTUMN 1


Gymnastics – Unit 1 Interschool Competition

Children create longer sequences to perform for an audience, learning a wider range of actions and explore more difficult ways to perform. They use skills and abilities individually, in combination and in sequence, aiming to show as much control and precision as possible.

Invasion Games – Unit 1 – ‘Hockey’ Interschool Competition

Children develop skillful attacking and team play, and explore a range of ways to defend. They think about how to use skills, strategies and tactics to outwit the opposition.

AUTUMN 2


Athletics – Unit 1 – ‘Sports Hall Athletics’ Interschool Competition

Children develop their technical understanding of athletic activity, learning how to set targets and improve their performance in a range of activities.

Net & Wall games – Unit 1 – ‘Tennis’

Children develop the range and quality of their skills when playing games using rackets. They also learn specific tactics and skills for games such as short tennis. Children have to think about how they use skills, strategies and tactics to outwit the opposition.

SPRING 1


Dance

Children learn different styles of dance and focus on dancing with other people. They create, perform and watch dances in a range of styles. Children think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts.

Outdoor & Adventurous Activities Children develop their orienteering and problem-solving skills in familiar and unfamiliar situations and environments. Throughout, there is an emphasis on building trust and working as a team.

SPRING 2


Gymnastics – Unit 2 Children create longer sequences to perform for an audience. They learn a wider range of actions and explore more difficult ways to perform. They use skills and abilities individually, in combination and in sequence, aiming to show as much control and precision as possible.

Striking & Fielding Games – Unit 1 – ‘Cricket’ Interschool Competition

Children develop the range and quality of their skills and understanding, learning how to play the different roles of bowler, wicket-keeper, backstop, fielder and batter. They think about how they use skills, strategies and tactics to outwit the opposition.

SUMMER 1


Net & Wall games – Unit 2 – ‘Handball’ Interschool Competition

Children develop the range and quality of their skills, learning tactics and skills specific to net and wall games. Children have to think about how they use skills, strategies and tactics to outwit the opposition.

Invasion Games – Unit 2 – ‘Tag Rugby’ Interschool Competition

Children develop skilful attacking and team play, and explore a range of ways to defend. They think about how to use skills, strategies and tactics to outwit the opposition.

SUMMER 2


Athletics – Unit 2 Children develop their technical understanding of athletic activity, learning how to set targets and improve their performance in a range of activities.

Striking & Fielding Games – Unit 2 – ‘Rounders’ Interschool Competition

Children develop the range and quality of their skills and understanding, learning how to play different roles. They think about how they use skills, strategies and tactics to outwit the opposition.


AUTUMN 1


Gymnastics – Unit 1 Interschool Competition

Children use their knowledge of compositional principles to develop sequences that show an awareness of their audience. They use skills and agilities individually, in combination and in sequence, demonstrating control and precision.

Invasion Games – Unit 1 – ‘Tag Rugby’

Children improve their defending and attacking play. They start to play even-sided mini-versions of invasion games. They think about how to use skills, strategies and tactics to outwit the opposition.

AUTUMN 2


Athletics – Unit 1 – ‘Sports Hall Athletics’ Interschool Competition

Children develop their technical understanding of athletic activity, learning how to set targets and improve their performance in a range of activities.


Children develop their orienteering and problem-solving skills in familiar and unfamiliar situations and environments. Throughout, there is an emphasis on building trust and working as a team.

SPRING 1


Dance

Children use different visual images as the starting point for composing, performing and watching dance. They think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts.

Striking & Fielding Games – Unit 1 – ‘Cricket’ Interschool Competition

Children develop the range and quality of their skills and understanding, learning how to play the different roles of bowler, wicket-keeper, backstop, fielder and batter. They think about how they use skills, strategies and tactics to outwit the opposition.

SPRING 2


Net & Wall games – Unit 1 – ‘Handball’ Interschool Competition

Children develop the range and quality of their skills, learning tactics and skills specific to net and wall games. They think about how they use skills, strategies and tactics to outwit the opposition.

Invasion Games – Unit 2 – ‘Netball’ Interschool Competition

Children improve their defending and attacking play. They start to play even-sided mini-versions of invasion games. They think about how to use skills, strategies and tactics to outwit the opposition.

SUMMER 1


Net & Wall games – Unit 2 – ‘Badminton/Sitting Volleyball’

Children develop the range and quality of their skills, learning tactics and skills specific to net and wall games. They think about how they use skills, strategies and tactics to outwit the opposition.

Striking & Fielding Games – Unit 2 – ‘Tri-Golf’ Interschool Competition

Children develop the range and quality of their skills and understanding. Children have to think about how they use skills, strategies and tactics to outwit the opposition.

SUMMER 2


Gymnastics – Unit 2 – ‘Trampolining’ Children use their knowledge of compositional principles to develop sequences that show an awareness of their audience. They use skills and abilities individually, in combination and in sequence, demonstrating control and precision.

Athletics Children develop their technical understanding of athletic activity, learning how to set targets and improve their performance in a range of activities.

Colmore Junior Science Curriculum: Year 3

AUTUMN 1

AUTUMN 2

Topic Content Science Skills

CHEMISTRY

Materials

Properties and uses

Rocks and soils

Identifying & classifying

Pattern seeking

Fair testing

SPRING 1


PHYSICS

Magnets and Electricity

Magnetic forces

Simple circuits


Pattern seeking

SPRING 2 & SUMMER 1


BIOLOGY

Plants and Habitats

Plant structure

Conditions for growth

Invertebrates

Habitats

Adaptation

Fair testing

Observing over time

Outdoor learning

SUMMER 1 & SUMMER 2


PHYSICS

Light

Light sources

Shadows

Light and materials


Pattern seeking

Fair testing

Outdoor learning


BIOLOGY

Animals including Human Body

Skeletons

Teeth

Lifecycles

Food chains


Pattern seeking

Fair testing

Research

Outdoor learning


AUTUMN 1 & AUTUMN 2


CHEMISTRY

Materials

Properties and uses

States of matter

Conductors and insulators

Evaporation

Water cycle

Separation techniques


Pattern seeking

Observing over time

Research

Outdoor learning

SPRING 1


PHYSICS

Sound

Pitch

Volume

Sound vibration

The Ear


Pattern seeking

Fair testing

SPRING 2


PHYSICS

Earth & Beyond

Earth in Space

Moon

Planets

Day & Night

Seasons

Gravity

Observing over time

Fair testing

Research

SUMMER 1 & SUMMER 2


PHYSICS

Forces

Gravity

Isaac Newton

Air resistance

Water resistance

Friction

Pattern seeking

Fair testing

Outdoor learning


AUTUMN 1


PHYSICS

Electricity

Circuit diagrams

Varying current

Electrical conductors

Electrical insulators


Pattern seeking

Fair testing

AUTUMN 2


CHEMISTRY

Materials

Chemical reactions

Irreversible and reversible

changes

Separation techniques


Fair testing

Research

SPRING 1 & SPRING 2


BIOLOGY

Animals including Human Body

Digestion

Circulatory System

Diet, exercise and healthy living

Micro-organisms


Pattern seeking

Observing over time

Fair testing

Research

Outdoor learning

SUMMER 1


BIOLOGY

Living Things and Classification

Classification: plants & animals

Animal/plant characteristics

Keys


Pattern seeking

Research

Outdoor learning

SUMMER 2


BIOLOGY

Plants

Plant life cycle

Transpiration

Role of flowers

Plant variety

Observing over time

Pattern seeking

Fair testing

Research

Outdoor learning


AUTUMN 1


PHYSICS

Forces

Friction and air resistance –

Galileo and Aristotle

Up-thrust and water

displacement

Transfer of force and motion

through gears, springs, levers

and cams

Pattern seeking

Fair testing

Research

AUTUMN 2


PHYSICS

Light

Reflection and refraction Light

direction

The Eye

Pattern seeking

Fair testing

Observing over time

Outdoor learning

SPRING 1


CHEMISTRY

Materials

Irreversible changes

Dissolving

Solutions


Outdoor learning

Pattern seeking

Fair testing

Research

SPRING 2


BIOLOGY CHEMISTRY PHYSICS

Science Carousel

Review of KS2 Science topics Identifying & classifying

Pattern seeking

Observing over time

Fair testing

Research

Outdoor learning

SUMMER 1 & SUMMER 2


BIOLOGY

Evolution and Adaptation

Fossils and Mary Anning

Dinosaurs

Charles Darwin and the

Galapagos Islands

Adaptation Inheritance


Pattern seeking

Fair testing

Research

Outdoor learning

Colmore Junior School: History Curriculum

The content of each History Topic ensures that the following

key skills and themes are covered by children in all year groups:

Enquiry

Interpretation

Change and continuity

Cultural diversity

Significance (of historical figures and events)

Causes and consequences

Expressing opinions using evidence

Using historical vocabulary

YEAR 3 – SPRING TERM 1

Topic Content

Changes in Britain from the Stone Age to the Iron Age

What do we think we know about Stone Age people? How long ago was the Stone Age, and why do we give it that name? How did life change when people started to farm? Why is it so difficult to work out how Stonehenge was built? How much did life really change during the Iron Age?

YEAR 3 – SPRING TERM 2

Topic Content

The Ancient Romans

What was life like in Celtic Britain, before the Romans? When and why did the Romans invade Britain? What was life like for a Roman Soldier? How did Boudicca resist the Romans? Did Roman Britons follow a religion? How did Roman Britain end, and what was its legacy?


YEAR 4 – SPRING TERM 1 & 2

Topic Content

Ancient Egypt Why did people settle near the river Nile? Who were the Pharaohs? How and why were the pyramids built? What were the Ancient Egyptian’s beliefs about religion and death? What jobs did Ancient Egyptians have? How can we decipher hieroglyphics?

YEAR 4 – ENGLISH UNIT

Topic Content

The Anglo-Saxons

This Year 4 English unit will contain work based on: Beowulf- the epic poem in which a Saxon king battles monsters and a dragon. Anglo-Saxon ‘Beots’- a grand boast, threat or promise, performed in the great hall the night before a battle.

YEAR 5 – AUTUMN TERM 1

Topic Content

The Tudors

The start of the Tudor period- what were the wars of the Roses? Field visit- Selly Manor: what was life like for a Tudor child? How should we interpret Tudor portraits? What connects Henry VIII and the reformation? What does the wreck of the Mary Rose tell us about Tudor jobs? How was Elizabeth I ‘married’ to her country?



Topic Content

The Mayans

Where and when was the Mayan civilisation, and how did it start? How was it different from European civilisations of the time? Why did the Mayans worship the god of Maize? How and why were the Mayan pyramids built? Why did the Mayan civilisation decline?

YEAR 5 – SUMMER TERM 1 & 2

Topic Content

Ancient Greece

Who were the Ancient Greeks? How do the Greek and Roman periods relate to each other? What can we learn about the Greeks from their Myths, Gods and Monsters? How was life in Sparta different from life in Athens? Did the Trojan war really happen? What happened in Greek theatre? What were the first Olympic games like?


Topic Content

The Anglo-Saxons

Was Anglo-Saxon Britain a better or worse place to live than Roman Britain? Why did the Saxons invade Britain? How can we identify the places in which the Saxons settled? How effective was Saxon justice? Who was buried at Sutton Hoo? How Great was Alfred the Great?



Topic Content

How should we remember the Vikings?

The Vikings

Why have they gained such a bad reputation? How did the Vikings change from raiders to conquerors to settlers? How have recent excavations changed what we know about Viking life? How important was Norse Mythology to the Vikings?

YEAR 6 – SUMMER TERM 1

Topic Content

The Victorians

What do you think were the most important Victorian inventions? What was life really like for working children? If life was so hard in factory towns, why did so many people move there? What can we work out about Victorian life from novels and films? Was the coming of the railways a mixed blessing? Should we remember the Victorian Period as a golden age of achievement or a dark age of suffering?

YEAR 6 – SUMMER TERM 2

Topic Content

A Local Study

Which industries caused Birmingham to grow rapidly in size? Why is Birmingham said to have ‘more canals than Venice’? What changed with the coming of the railways to Birmingham? How important was Cadbury’s to the development of South Birmingham? How has Kings Heath changed over time? What role have the Colmore Schools played in the Kings Heath community?

Colmore Junior Religious Education Curriculum: Year 3

Autumn Term

Cluster Dispositions Content

Compassion Sharing and being generous Caring for others, animals and the environment

Ramadan – Islam Harvest – Christianity Responsibility for the environment / stewardship - Christianity

Community Creating unity and harmony Participating and willing to lead

Unity expressed at Hajj (Ihram) – Islam The Christmas Story through words of carols - Christianity

Spring Term


Choice

Being Fair and Just Being accountable and living with integrity

Jacob and Esau – Christianity / Judaism The Black Stone - Islam Prophet’s Promise –Islam Omniscience of God through story of Adam and Eve - Christianity

Commitment

Remembering roots Being loyal and steadfast

The feast of Passover – Judaism Easter, communion - Christianity

Summer Term


Contemplation Being open, honest and truthful Being silent and attentive to, and cultivating a sense for the sacred and transcendence

Naboth’s Vineyard – Christianity King with three children - Islam Still small voice of God and modern day use of quietness - Christianity

Commitment Being courageous and visionary Being hopeful and visionary

Baisakhi – Sikhism Gideon – Christianity Martin Luther King - Christianity


Autumn Term


Creativity Expressing joy Being thankful

Diwali – Hinduism Thanking God for parents – Islam Harvest - Christianity

Contemplation Being reflective and self-critical Being curious and valuing knowledge

Four Noble Truths - Buddhism Questions about God are answered in Holy books. Religious texts from a range of faiths. Christmas – the birth of Jesus

Spring Term


Community Valuing others opinions Cultivating inclusion, identity and belonging

Wise and foolish builders – Christianity Amrit ceremony – Sikhism Prayer (Salah) and dress code - Islam

Compassion

Being merciful and forgiving Being regardful of suffering

Joseph- Christianity / Judaism God’s response to human suffering through Easter story – Christianity Muslim empathy - Islam

Summer Term


Choice

Living by rules Being temperate, exercising self-discipline and cultivating serene contentment

Torah – Judaism Love – Christianity People of faith influencing society- Guru Arjun Dev – Sikhism Doing good works - Christianity

Creativity Being imaginative and explorative Appreciating beauty

‘Unique Me’ project Creation stories – variety of faiths


Autumn Term


Compassion Caring for others, animals and the environment Sharing and being generous

Principles of not harming living things – Buddhism and Jainism Hospitality through the story of Mary and Martha – Christianity Sikh Langar - Sikhism

Commitment Being loyal and steadfast Being hopeful and visionary

Love and commitment (Good Samaritan) – Christianity Christmas (The hope of heaven) - Christianity

Spring Term


Contemplation Being open, honest and truthful Being temperate, exercising self-discipline and cultivating serene contentment

Bible as a source of Christian truth -Christianity Value of meditating on words of scripture – Christianity Listening with attention -Islam

Community Participating and willing to lead Being modest and listening to others

People whose beliefs cause them to change the world – Gandhi -Hinduism Easter – Jesus washing disciples’ feet and last supper (eucharist)

Summer Term


Choice Being temperate, exercising self-discipline and cultivating serene contentment Being accountable and living with integrity

Turning the other cheek – Christianity Meditation- Buddhism Jesus anointed by a sinful woman- Christianity Sanctity of the cow - Hinduism

Creativity Being thankful Being imaginative and explorative

Ways in which believers give thanks –Christianity and Islam Attitudes towards creativity – various faiths Artistic representations of Jesus - Christianity


Autumn Term


Choice Living by rules Being fair and just

Christian morality – love superceding rules - Christianity Religious persecution – Jesus and the Samaritan woman - Christianity

Community

Creating unity and harmony Cultivating inclusion, identity and belonging

Unity in diversity – Baha’i Significance of names – Sikhism The names of Jesus (Christmas) - Christianity

Spring Term


Commitment Remembering roots Being courageous and confident

Noah – Christianity Baisakhi – Sikhism Angulimalo and the Buddah - Buddhism

Compassion Being regardful of suffering Being merciful and forgiving

Easter (suffering of Jesus) – Christianity Easter (forgiveness and mercy) - Christianity

Summer Term


Creativity Expressing joy Appreciating beauty

Eid and Muslim worship- Islam The Lord’s Prayer and worship - Christianity

Contemplation Being curious and valuing knowledge

Moses (Musa) – Islam The Buddha and the swan – Buddhism

Being reflective and self-critical

Journey to spiritual perfection – Christianity, Hinduism

Colmore Junior Mathematics Curriculum: Year 3

In brief

Number: pupils continue to practise counting in units, tens and hundreds, so that they

become fluent in the order and place value of numbers to 1000.

Addition and subtraction: of numbers with up to three digits, on paper. Mental adding and

subtraction including pairs of one and two-digit numbers, 3-digit numbers and ones, tens or

hundreds. Pupils solve word problems. Recall and use multiplication and division facts for the 2, 3, 4,

5, 8 and 10 multiplication tables. They write and calculate mathematical statements for

multiplication and division within the multiplication tables; and for 2-digit numbers x 1-digit

numbers, using mental and written methods

Multiplication and Division: pupils recall and use multiplication and division facts for the 2, 3, 4, 5, 8

and 10 multiplication tables; write and calculate mathematical statements for multiplication and

division within the multiplication tables; and for 2-digit numbers x 1-digit numbers, using mental and

written methods.

Fractions: pupils identify, name and write unit fractions up to 1/12,

compare and order unit fractions and fractions with the same

denominators, add and subtract fractions with the same denominator

within one whole, and count up and down in tenths.

Geometry and measures

Pupils will:

Make 2-D and 3-D shapes; recognise in different orientations; and describe with increasing accuracy;

recognise angles as a property of shape and associate angle as an amount of turning identify right

angles, recognise that two right-angles make a half-turn and four a complete turn; identify whether

angles are greater or less than a right angle;

Identify horizontal, vertical, perpendicular, parallel and curved lines;

Use a compass to draw circles and arcs with a given radius.

Pupils will also be able to tell and write the time from an analogue clock, one with Roman numerals,

and digital clocks, and do this to the nearest minute, know the number of seconds in a minute, and

measure compare and add and subtract lengths, mass, volume and time.

Data:

pupils use both horizontal and vertical representations as well as scales for

pictograms, for example, where each picture represents 10 bags.


In brief

Number: pupils read, write, order and compare numbers to at least 10,000; recognise place value

in a 4-digit number; read and write negative numbers; read Roman numerals to 100 and

understand that Hindu-Arabic numerals introduced the concept of zero and place value.

Addition and subtraction: pupils add and subtract numbers using formal

written methods with up to 4 digits; accurately add and subtract numbers

mentally including two 2-digit numbers; estimate, within a range, the

answer to a calculation and use inverse operations to check answers.

Multiplication and Division: pupils learn times tables up to 12x12; multiply and

divide 2 and 3 digit numbers by a one-digit number, interpret remainders as integers; mentally

multiply and divide up to three digit numbers; recognise and use factor pairs to 144.

Fractions: pupils find equivalent fractions of one with a denominator not more than 12; reduce them

to their simplest form; add and subtract two fractions with common denominators and one whole.

Decimals: "Ensure pupils are taught decimal notation and vocabulary, including in the context of

measurements. Ensure pupils are taught to make comparisons and order decimal amounts and

quantities that are expressed to the same number of decimal places.

"Ensure pupils’ understanding of decimal place value is extended to tenths

and then hundredths. This will prepare them for Year 5 when they are

taught how to relate the decimal notation to division of 2-digit numbers

by 10 and later 100, and to the groups of fractions for 1/10 and later

1/100."

Geometry and measures: work on shapes continues,

including identifying acute and obtuse angles. "Ensure pupils draw a pair of labelled axes

in one quadrant and regularly read, write and use pairs of coordinates, e.g. (2, 5).

"Ensure pupils regularly practise recognising line symmetry in a variety of diagrams. Exclude

rotational symmetry." Pupils are introduced to area, initially by counting squares (e.g. cm2 squares)

and later using perimeter measurements to calculate areas.

Data: pupils to continue reading, interpreting and solving problems using information in bar

graphs.


In brief

Number: pupils read, write, order and compare numbers to a million, counting up and down in

steps of 100, 1000, or 10,000, estimate answers and read Roman numbers to 1000.

Addition and subtraction: numbers should now have up to five digits, and practise mental maths

with increasingly large numbers.

Multiplication and Division: "Ensure pupils extend their use of written

methods for multiplication to practise long multiplication. Also, ensure

pupils continue to practise and apply all the multiplication tables and related

division facts as often as possible to ensure they are committed to memory and

can be used confidently to make larger calculations.

"Ensure pupils record answers for non-integer division in different ways,

including: with remainders, fractions, decimals or with rounding, for example: 98 ÷ 4

= 24 r 2 = 24½ = 24.5 = 25."

Fractions: pupils now compare and order fractions with different denominators; recognise mixed

numbers and improper fractions and convert from one to the other, write mathematical statements

that exceed one as a mixed number; multiply proper fractions and mixed numbers by whole

numbers.

Decimals: pupils read and write decimal numbers as fractions (e.g. 0.71 = 71/100) and recognise and

use thousandths and relate them to tenths, hundredths and decimal equivalents. They also work

with decimals of up to three decimal places.

Percentages: Pupils recognise the per cent symbol and what it means, and write simple fractions and

decimals as percentages.

Geometry and measures: pupils continue to practise regularly drawing lines with a ruler

and measuring with a protractor and become confident with using conventional markings for

parallel lines and right angles. The term diagonal and its properties is introduced.

Position, direction, motion: pupils recognise and use reflection and translation in a variety of

diagrams, including continuing to use a 2-D grid and co-ordinates in the first

quadrant.

Data: pupils to complete tables and bar graphs from information

and solve problems using bar graphs, tables and simple pie charts.


In brief

Number: pupils are now working with numbers of up to 10 million, can round any number to a

required degree of accuracy, and recognise binary numerals to 15, converting these to decimals.

Addition and subtraction, multiplication and division: problem-solving now includes adding and

subtracting negative numbers, multiplying numbers with at least 4-digits by 2-digits of whole

number using long multiplication; divide numbers up to 4-digits by a 2-digit whole number using

long division, and interpret remainders as whole number remainders, fractions, decimals or by

rounding, using brackets.

Fractions: pupils will now be adding and subtracting mixed numbers and fractions with different

denominators, dividing proper fractions by whole numbers, calculate decimal fraction equivalents.

Calculators can be used for a division calculation to convert a simple fraction to a decimal fraction.

Decimals: pupils learn to identify the value of each digit to three

decimal places and multiply and divide numbers up to three decimal

place by 10, 100 and 1000, and multiply and divide numbers with up

to two decimal places by 1-digit and 2-digit whole numbers.

Ratio and proportion: pupils start using the correct notation and symbol

in the context of comparing quantities, sizes and scale drawings.

Algebra: "Ensure pupils write some known arithmetical rules algebraically, such as a + b = b + a, and

known relations such as p = 4s for the perimeter of a square. They should also interpret word

problems as statements about number and record as a mathematical statement.

Pupils should also write missing number problems algebraically; for example, 2x – 4 = 8 therefore 2x

= 12 therefore x = 6 or finding missing lengths in perimeters and missing angles at a point. Pupils

should also find possible solutions for equations with two unknown variables, for example x + y = 5

includes solutions x = 1 and y = 4, x = 2 and y = 3."

Geometry: The curriculum includes finding unknown angles, and

illustrating and naming parts of circles, including radius, diameter and

circumference. Pupils recognise, describe and build simple 3D shapes including

making nets.

Position, direction and motion

Pupils should be taught to:

describe positions on the full coordinate grid (all four quadrants)

construct, translate and reflect simple shapes on the coordinate plane.

Measures: pupils use, add and subtract positive and negative integers for measures such as

temperature and money. They use the formula to calculate area of a triangle and a parallelogram.

This includes identifying the base and its corresponding height, but excludes finding the base or

height of a triangle given its area. Pupils can be introduced to other compound units for speed such

as miles per hour and apply their knowledge in science as appropriate.

Colmore Junior English Curriculum: Spelling

At Colmore, all pupils are taught to:

Develop a range of personal strategies for learning new and irregular words

Develop a range of personal strategies for spelling at the point of composition

Develop a range of strategies for checking and proof reading spellings after writing

use further prefixes and suffixes and understand how to add them

spell further homophones

spell words that are often misspelt

place the possessive apostrophe accurately in words with regular plurals [for example, girls’,

boys’] and in words with irregular plurals [for example, children’s]

use the first two or three letters of a word to check its spelling in a dictionary

write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far

proof-read for spelling errors

SPELLING: YEAR 3 – AUTUMN TERM Revisit and Review: Common exception words from Year 2. Prefixes and Suffixes: Revise prefix un-. New prefixes: pre-, dis-, mis-, re-. Revise suffixes from Year 2: -s, -es, -ed, -ing, -er. Teaching rarer GPCs:

Words with the /eɪ/ sound spelt ei, eigh, or ey (ey - they, ei - vein, eigh - eight, aigh - straight i - in, y - gym (o - women, u - busy, ui - build, e - pretty) u - up, o - son, (ou - young, oe - does, oo - blood) Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) Homophones: brake/break, grate/great, eight/ate, weight/wait, son/sun Apostrophe: Revise contractions from Year 2 eg can’t, didn’t. Proof reading: Focus: checking after writing spelling of KS1 common exception/ tricky words.

SPELLING: YEAR 3 – SPRING TERM

Revisit and Review: Suffixes from Year 2:-ment, -ness, -ful, -less, -ly (with a consonant before it) Prefixes and Suffixes: Prefixes: sub-, tele-, super-, auto-.

Teaching rarer GPCs: Words with the /ʃ/ sound spelt ch (mostly French in origin) eg chef. eg sh – shop, s – sure, ss – mission (t before ion – mention, ci – special, t before ial – partial, ch – chef, ce – ocean) Words with the /k/ sound spelt ch (Greek in origin) eg scheme, chorus, chemist, echo, character Homophones: here/hear, knot/not, meat/meet, missed/mist. Apostrophe: Revise contractions from Year 2 eg hasn’t, couldn’t. Proof reading: Using a dictionary to check spellings. First two letters.

SPELLING: YEAR 3 – SUMMER TERM

Revisit and Review: Revise strategies for spelling at the point of writing. Prefixes and Suffixes:.Suffix –ly straight on to root word eg sadly, unusually.

Teaching rarer GPCs: The /ʌ/ sound spelt ou eg young, touch.

The /ɪ/ sound spelt y elsewhere than at the end of words eg gym, myth. Homophones: heel/heal/he’ll, plain/plane, berry/bury, groan/grown, rain/rein/reign. Also homophones from Year 3/4 word list. heard/herd, through/threw, Apostrophe: Revise contractions from Year 2 eg it’s, I’ll.

Proof reading: Proof read own writing for mis -spellings of personal spelling list words.

SPELLING: YEAR 4 – AUTUMN TERM

Revisit and Review: Revise strategies at the point of writing.

Teaching rarer GPCs: Revise /eɪ/ sound spelt ei, eigh, or ey, words with the /ʃ/ sound spelt ch,

The /ʌ/ sound spelt ou (all from Y3)

Word endings: Words with endings sounding like /ʒə/ or /tʃə/ eg measure Prefixes and Suffixes: Prefixes in-, il-, im-. Suffixes: Adding suffixes beginning with vowel letters to words of more than one syllable –ing, -en, -er, -ed. Homophones:,peace/piece, main/mane, affect/effect. Apostrophe: Possessive apostrophe with plural words eg girls’, boys’, babies’. Proof reading: Teach proof reading strategies eg Spuddy work; spelling buddies


Revisit and Review: Y3 Rarer GPCs. Teaching rarer GPCs: From Y3/4 word list – guard, guide.

Word endings: Words with endings sounding like /ʒə/ or /tʃə/ eg creature,furniture.

Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian eg invention, comprehension, expression, magician. Prefixes and Suffixes: Prefixes: ir-, inter-, anti-. Suffixes: The suffix –ation eg sensation, preparation. Homophones: scene/seen, male/mail,bawl/ball. Apostrophe: Possessive apostrophe with singular proper nouns eg Cyprus’s population. Proof reading: Using a dictionary to check spellings after writing –first two or three letters.


Revisit and Review: Revise prefixes from Y3: un-dis-, mis-, re-, pre-, sub-, tele-, super-, auto. Focus where needed. Teaching rarer GPCs: Words with the /s/ sound spelt sc (Latin in origin) eg science

Word endings: Endings which sound like /ʒən/ -sion eg division, confusion. Prefixes and Suffixes: Suffixes: The suffix –ly. Teach the exceptions eg y changed to i, le ending changed to ly, ic ending changed to –ally. The suffix –ous eg poisonous, outrageous. Homophones: whether/weather, fair/fare, medal/meddle. Apostrophe:, Revise contractions from Y2 and plural apostrophe rules. Proof reading: Check writing for mis-spelt words which are on the Y3/4 word list.


Revisit and Review: Revise plurals eg adding -s, -es and –ies) Revise apostrophe for contraction. Teaching rarer GPCs: Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) Words with the /i:/ sound spelt ei after c.eg receive, ceiling. Morphology/ Etymology: Teach extension of base words using word matrices. Use knowledge taught so far. Word endings: Words containing the letter-string -ough.

Word endings: Words ending in –able and –ably.

Homophones: eg isle/aisle, aloud/allowed, affect/effect, herd/heard, past/passed. Hyphen: Use of the hyphen eg co-ordinate, co-operate Dictionary: Use dictionary to support teaching of word roots, derivations and spelling patterns eg sign, signature, significant. Proof reading: Focus on checking words from personal list.


Revisit and Review: Strategies at the point of writing.) Revise apostrophe for possession. Teaching rarer GPCs: Teach words with rare GPCs from Y5/6 word list eg bruise, guarantee, queue, immediately, vehicle, yacht. Word endings: Words ending in –ible and –ibly. Homophones:eg altar/alter, ascent/assent, bridle/bridal, led/lead, steal/steel. Morphology/ Etymology: Use spelling logs to record helpful etymological notes on curious/difficult words Dictionary: Use a dictionary to create collections of words with common roots Proof reading: Checking from another source after writing eg spell check if on screen, spelling log, environmental print, spuddy.


Revisit and Review: A range of strategies for learning words. Homophones:eg cereal/serial, father/farther, guessed/guest, morning/mourning, who’s/whose. Dictionary: Teach use of dictionary to check words referring to first three or four letters. Proof reading: Check writing for mis – spelled words which are on the Y5/6 word list. Morphology/ Etymology: Teach morphemic and etymological strategies to be used when learning specific words eg from Y5/6 word list.


Revisit and Review: -able, -ible. Revise use of hyphen from Y5. Teaching rarer GPCs: Revise words with the /i:/ sound spelt ei after c. Prefixes and Suffixes: Suffixes: Adding suffixes beginning with vowel letters to words ending in –fer.

Word endings: Endings which sound like /ʃəs/ spelt –cious or –tious eg precious, ambitious.

Homophones: advice/advise device/devise licence/license practice/practise prophecy/prophesy

Proof reading: Proof reading in smaller chunks. Sentences, paragraphs.


Revisit and Review: Words containing the letter-string -ough. Revise apostrophe for contraction and possession. Teaching rarer GPCs: Revise words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) Prefixes and Suffixes:

Word endings: Endings which sound like /ʃəl eg official, special, artificial, partial, confidential, essential. Homophones: compliment/complement, desert/dessert, principal/principle, profit/prophet, stationery/stationary. Proof reading: Proof reading someone else’s writing. Note strategies which help in spelling journal/log..


Revisit and Review: Spelling strategies at the point of writing. Teaching rarer GPCs: Revise words with rare GPCs from Y5/6 word list eg bruise, guarantee, queue, immediately, vehicle, yacht. Prefixes and Suffixes: Word endings: Words ending in –ant, –ance/–ancy, –ent, –ence/–ency Homophones: draft/draught, dissent/descent, precede/proceed. Proof reading: Embedding proof reading strategies when reviewing own writing independently.

Colmore Junior English Curriculum: Reading

Years 3 and 4 Reading Breakdown (Comprehension)

Through direct individual teaching sessions in guided reading groups, whole class writing lessons,

independent reading sessions and reading comprehension lessons, pupils will be taught to:

Develop positive attitudes to reading, and an understanding of what they read, by:

listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

reading books that are structured in different ways and reading for a range of purposes

using dictionaries to check the meaning of words that they have read

increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

identifying themes and conventions in a wide range of books

preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

discussing words and phrases that capture the reader’s interest and imagination

recognising some different forms of poetry [for example, free verse, narrative poetry]

Understand what they read, in books they can read independently, by:

checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context

asking questions to improve their understanding of a text

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

predicting what might happen from details stated and implied

identifying main ideas drawn from more than 1 paragraph and summarising these

identifying how language, structure, and presentation contribute to meaning

retrieve and record information from non-fiction

participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

In addition to the above, pupils will also:

be taught to recognise themes across genres

be encouraged to read for pleasure

have the opportunity to listen to a variety of texts

make links with quality drama productions (Language Alive) in order to understand the link between reading and presentation

make use of the organisational features of non-fiction writing in order to access specific information

use the skills associated with effective questioning

make use of the school library, local library and library services in order to access a wide variety of associated skills

Colmore Junior English Curriculum: Reading

Years 5 and 6 Reading Breakdown (Comprehension)

Through direct individual teaching sessions in guided reading groups, whole class writing lessons, independent reading sessions and reading comprehension lessons, pupils will be taught to:

Maintain positive attitudes to reading and an understanding of what they read by:

continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

reading books that are structured in different ways and reading for a range of purposes

increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

recommending books that they have read to their peers, giving reasons for their choices

identifying and discussing themes and conventions in and across a wide range of writing

making comparisons within and across books

learning a wider range of poetry by heart

preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

Understand what they read by:

checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

asking questions to improve their understanding

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

predicting what might happen from details stated and implied

summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas

identifying how language, structure and presentation contribute to meaning

discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

distinguish between statements of fact and opinion

retrieve, record and present information from non-fiction

participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously

explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary

provide reasoned justifications for their views

In addition to the above, pupils will also:

be exposed to books and authors that they may not automatically choose

be taught to recognise themes across genres and apply them to their writing

consider different accounts of the same event and differing viewpoints

be taught to use the technical terms for what they read and hear

be encouraged to read for pleasure

have the opportunity to listen to a variety of texts, comparing characters, settings and themes

make links with quality drama productions (Language Alive) in order to understand the link between reading and presentation.

make use of the organisational features of non-fiction writing in order to access specific information

use the skills associated with effective questioning of texts and of each other’s contributions

make use of the school library, local library and library services in order to access a wide variety of associated skills

Colmore Junior English Curriculum: Year 3

Writing Overview

Term wk Unit Key focus Reading Comprehension Focus

Autumn 1

1 Speaking and listening.

All About Me

Transition from Year 2.

2

3 Descriptive Setting (baseline

assessment)

Description of a

scene.

Baseline assessment.

4

5 Plays and dialogue Rumplestiltskin

Goldilocks

Focus on Rumplestiltskin

6

7

8 Language Poetry

Animal Poetry Range of poetry writing.

Assessment

Autumn 2

1 Authors and Letters The Jolly

Postman

Comprehension relating to the

letter style. 2

3

4 Instructions

Making Pom-

Poms and Girl -

pie

Girl Pie comprehension.

5

6 Poetry - Calligrams and

Shape poems

– What shape’s

an Ape. Gina

Douthwaite

Collections of poems- focus on

the style and structure. 7

Assessment

Spring 1

1 Non- Chronological Reports

Geography

Animals

A police report.

2

3 Fairy Tales The Elves and the

Shoemaker.

The story of the Gingerbread

Man. 4

5

6 Language Poetry – Kennings

and Haikus.

The Fin Flapper

and Ten Tiny

Tales.

Ten Tiny Tales

Spring 2

1

2 Myths Hercules – what

makes a hero.

Apollo – focus on the quest

element. 3

4

5 Non-Chronological

Reports

Reports on

Colmore Schools.

Report writing comprehension.

Assessment

Summer 1

1 Non-Chronological Reports Reports on

Colmore Schools.

Report writing comprehension.

2 Personal Recounts

Links with Hams

Hall visit.

Recount text comprehension.

3

4 Impersonal Historical

Recounts

Links with Roman

topic- Boudicca

and Julius

Caesar.

Newspaper reports.

5

6 Adventure and mystery

stories

Anthony Browne

The Tunnel

Questions relating to Anthony

Browne texts.

Summer 2

1

2

3 Assessment QCA week

4 Performance Poetry

Rhyming

Syllables –

Benjamin

Zephania

Questioning related to the

rhythm and pattern of poetry

style. 5

6

7


GaPS Overview

Sentence Construction

Introduce:

Vary long and short sentences:

Long sentences to add description or information.

Short sentences for emphasis and making key points e.g.

Sam was really unhappy.

Visit the farm now.

Embellished simple sentences:

Adverb starters to add detail e.g.

Carefully, she crawled along the floor of the cave….

Amazingly, small insects can….

Adverbial phrases used as a ‘where’, ‘when’ or ‘how’ starter

(fronted adverbials)

A few days ago, we discovered a hidden box.

At the back of the eye, is the retina.

In a strange way, he looked at me.

Compound sentences

using connectives: and/ or / but / so / for /nor / yet

(coordinating conjunctions)

Develop complex sentences

(Subordination) with range of subordinating conjunctions

(See Connectives and Sentence Signposts doc.).

-‘ing’ clauses as starters e.g.

Sighing, the boy finished his homework.

Grunting, the pig lay down to sleep

Drop in a relative clause using: who/whom/which/whose/

that e.g.

The girl, whom I remember,

had long black hair.

The boy, whose name is George, thinks he is very brave.

The Clifton Suspension bridge, which was finished in 1864,is a

popular tourist attraction.

Sentence of 3 for description e.g.

The cottage was almost invisible, hiding under a thick layer of

snow and glistening in the sunlight.

Rainbow dragons are covered with many different coloured

scales, have enormous, red eyes and swim on the surface of the

water.

Pattern of 3 for persuasion e.g.

Visit, Swim, Enjoy!

Topic sentences to introduce non-fiction paragraphs e.g.

Dragons are found across the world.

Dialogue –powerful speech verb

e.g. “Hello,” she whispered.

Word / Language

Introduce:

Prepositions

Next to by the side of

In front of during through throughout because of

Powerful verbs

e.g. stare, tremble, slither

Boastful Language

e.g. magnificent, unbelievable, exciting!

More specific / technical vocabulary to add detail

e.g. A few dragons of this variety can breathe on any creature

and turn it to stone immediately.

Drops of rain pounded on the corrugated, tin roof.

Use of determiners a or an according to whether next word

begins with a vowel

e.g. a rock, an open box

Punctuation

Introduce: Secure use of inverted commas for direct speech

Colon before a list e.g. What you need:

Ellipses to keep the reader hanging on

Use of commas after fronted adverbials (e.g. Later that day, I

heard the bad news.)

Terminology

Punctuation

Finger spaces

Letter & Word

Sentence & Full stops

Capital letter

Question mark

Exclamation mark

Speech bubble

‘Speech marks’

Bullet points

Apostrophe (contractions only)

Commas for sentence of 3 - description

Singular/ plural Suffix

Adjective / noun Verb / adverb

Bossy verbs

Tense (past, present, future) Connective

Generalisers


Writing overview

Term wk Unit Key focus Reading Comprehension

Focus

Autumn 1

1 Getting to know you tasks.

2 Fables

The Lion and the

Mouse

Aesop’s fables. Identifying

the common themes and

characteristics. 3

4 Poetry to create dramatic

effect

Worst School in

the World

Alan Ahlberg poetry – ‘Please

Mrs. Butler. 5

6 Playscripts

Harry Potter Extracts from the Harry

Potter books. 7

8 Explanation Wallace and

Gromit

Assessment

Autumn 2

1 Explanation

Chitty-Chitty-

Bang-Bang

Explanation texts. How it

works.

2 Legends Robin Hood Extracts from the text.

3

4 Comparative Reports

England and the

Caribbean

Examples of reports –

comparing differing

locations. 5

6 Information Texts The Victorians Accident at Mr. Hall’s Ropery.

7

Assessment

Spring 1

1 Information Texts

The Victorians

2 Stories with Historical setting

World War 2 Accounts from the trenches.

3

4

5 Performance Poetry The Dragon Who

Ate School

Collections of poetry.

6

Assessment

Spring 2

1 Biography

Important People

2

3 Information Texts

Egypt Information retrieval from

Howard Carter’s account. 4

5 Playscripts Space- cross

curricular links

with science.

Comprehension from first-

hand information.

Assessment

Summer 1

1 Playscripts Space

2 Recounts

(personal and newspapers)

Link with Egypt

day.

Newspaper reports of the

discovery of Tutankhamun’s

discovery. 3

4

5 Film Narrative

Cloudy with a

Chance of

Meatballs.

6

Summer 2

1


3 Stories from imaginary settings ‘Shine’ by Jill

Paton Walsh

Comprehension from the

text. 4

5 Persuasion (advertising)–

transition unit to Year 5.

V.I.P adaptation

from FLS.

Questions relating to the text

structure. 6

7


GaPS Overview


Consolidate Year 3 list

Introduce:

Long and short sentences:

Long sentences to enhance description or information

Short sentences to move events on quickly

e.g. It was midnight.

It’s great fun.

Start with a simile

e.g. As curved as a ball, the moon shone brightly in the

night sky.

Like a wailing cat, the ambulance screamed down the

road.

Secure use of simple / embellished simple sentences

Secure use of compound sentences (Coordination) using

coordinating conjunction and / or / but / so / for / nor /

yet (coordinating conjunctions)

Develop complex sentences:

(Subordination)

Main and subordinate clauses with range of

subordinating conjunctions.

(See Connectives and Sentence Signposts doc.)

-‘ed’ clauses as starters e.g.

Frightened, Tom ran straight home to avoid being caught.

Exhausted, the Roman soldier collapsed at his post.

Expanded -‘ing’ clauses as starters e.g.

Grinning menacingly, he slipped the treasure into his

rucksack.

Hopping speedily towards the pool, the frog dived

underneath the leaves.

Drop in –‘ing’ clause e.g.

Jane, laughing at the teacher, fell off her chair.

The tornedo, sweeping across the city, destroyed the

houses.

Sentence of 3 for action e.g.

Sam rushed down the road, jumped on the bus and sank

into his seat.

The Romans enjoyed food, loved marching but hated the

weather.

Repetition to persuade e.g.

Find us to find the fun

Dialogue - verb + adverb - “Hello,” she whispered, shyly.

Appropriate choice of pronoun or noun within a sentence

to avoid ambiguity and repetition

Word / Language


Introduce:

Prepositions

at underneath since towards beneath beyond

Proper nouns-refers to a particular person or thing

e.g. Monday, John, October, England

The grammatical difference between plural and

possessive –s

Conditionals - could, should, would

Comparative and superlative adjectives

e.g. small…smaller…smallest

good…better…best

Standard English forms for verb inflections instead of local

spoken forms (e.g. we were instead of we was, or I did

instead of I done)

Punctuation

Introduce:

Commas to mark clauses

Apostrophes to mark singular and plural possession

(e.g. the girl’s name, the boys’ boots)

Full punctuation for direct speech:

Each new speaker on a new line

Comma between direct speech and reporting clause e.g.

“It’s late,” gasped Cinderella!


GaPS Overview

Terminology

Consolidate:

Punctuation

Finger spaces

Letter

Word

Sentence

Full stops

Capital letter

Question mark

Exclamation mark

Speech bubble

‘Speech marks’

Direct speech

Inverted commas

Bullet points

Apostrophe (contractions only)

Commas for sentence of 3 – description, action

Colon – instructions

Singular/ plural Suffix/ Prefix Word family Consonant/Vowel Adjective / noun Verb / Adverb

Bossy verbs - imperative Tense (past, present, future) Connective

Conjunction Preposition Determiner/ generaliser Clause Subordinate clause Relative clause Relative pronoun

Alliteration

Simile – ‘as’/ ‘like’

Synonyms Introduce:

Pronoun

Possessive pronoun

Adverbial

Fronted adverbial Apostrophe - possession


Writing Overview

Term wk Unit Key focus Reading Comprehension

Focus

Autumn 1

1 Getting to know you tasks and baseline assessments.

2 Modern Fiction –

Stories by

famous

authors

Michael Morpurgo

– Born to Run

Character based

questioning – Mr. Boots 3

4 Persuasion Exotic Animals Should exotic animals be

kept as pets? 5

6 Poetry link

with art

Marc Chagall

paintings

Miraslov Holub

Imagery in poetry.

7

8 Stories from Other Cultures A range of stories

from Africa, Mexico

and

How Music Came to Earth-

Aztec story.

Assessment

Autumn 2

1 Stories

from

Other

Cultures

Native America. The Anansi stories.

2

3 Instructions Variety of

instructional texts

How to make a cup cake

and bowl. 4

5 Older Literature – Charles

Dickens

A Christmas Carol A Christmas Carol focus on

story structure. 6

7

Assessment


Writing Overview

Spring 1

1 Recount Writing Deadly 60 in South

Africa.

Recounting an adventure.

2

3 Traditional

Folk Stories

Little Red Riding

Hood. Writing an

alternative ‘grown

up’ version.

Baba Yaga and the Three

Little Wolves and the Big

Bad Pig. 4

5 Discussion Homes being built

in flood risk areas.

‘Is it a good idea?’

discussion on Yangste Dam

project. 6

Assessment

Spring 2

1 Choral and

Performance

Poetry

Range of texts McCavity the Cat.

2

3 Legends St. George and the

Dragon and Bedd

Gelert

Bedd Gelert – focus on

features of legendry. 4

5 Dramatic Conventions

Broadcasting based

on animal

documentaries

Assessment

Summer 1

1 Famous Authors – Anthony

Horowitz

Stormbreaker Stormbreaker extract.

2

3 Explanations – link with

Anthony Horowitz

Explanation of

gadgets for Alex

Rider

The Bad boy Canondale

Bike. 4

5 Myths Greek myths Odysseus and the Cyclops.

6

Summer 2

1 Myths

2 Persuasive Writing revision


4 Narrative Poetry

The Highwayman

by Alfred Noyes.

The Highwayman-

understanding from

different viewpoints.


GaPS Overview



Introduce:


Secure use of compound sentences

Develop complex sentences:

(Subordination)

Main and subordinate clauses with full range of conjunctions:

Expanded –ed clauses as starters e.g.

Encouraged by the bright weather, Jane set out for a long walk.

Terrified by the dragon, George fell to his knees.

Elaboration of starters using adverbial phrases e.g.

Beyond the dark gloom of the cave, Zach saw the wizard move.

Throughout the night, the wind howled like an injured creature.

Drop in –‘ed’ clause e.g.

Poor Tim, exhausted by so much effort, ran home.

The lesser known Bristol dragon, recognised by purple spots, is rarely seen.

Sentence reshaping techniques

e.g. lengthening or shortening sentence for meaning and /or effect

Moving sentence chunks (how, when, where) around for different effects

e.g.

The siren echoed loudly ….through the lonely streets ….at midnight

Use of rhetorical questions

Stage directions in speech (speech + verb + action) e.g. “Stop!” he shouted,

picking up the stick and running after the thief.

Indicating degrees of possibility using modal verbs (e.g. might, should, will,

must) or adverbs (perhaps, surely)

Word Structure and Language


Introduce:

Metaphor

Personification

Onomatopoeia

Empty words

e.g. someone, somewhere was out to get him

Developed use of technical language

Converting nouns or adjectives into verbs using suffixes (e.g. –ate; –ise; –

ify)

Verb prefixes (e.g. dis–, de–, mis–, over– and re–)

Punctuation


Introduce:

Rhetorical question

Dashes

Brackets

Colons

Use of commas to clarify meaning or avoid ambiguity

Terminology

Consolidate:

Punctuation

Letter/ Word

Sentence

Full stops/ Capitals

Question mark

Exclamation mark

‘Speech marks’

Direct speech

Pronoun – relative/ possessive Clause Subordinate/ relative clause Adverbial Fronted adverbial

Alliteration

Inverted commas

Bullet points

Apostrophe contractions/ possession


Colon - instructions Singular/ plural Suffix/ Prefix Word family Consonant/Vowel Adjective / noun Verb / Adverb Bossy vbs - imperative Tense (past, present, future) Conjunction / Connective

Preposition Determiner/ generalise


Synonyms

Introduce:

Relative clause/ pronoun

Modal verb

Parenthesis

Bracket- dash

Determiner

Cohesion

Ambiguity

Metaphor

Personification

Onomatopoeia Rhetorical question


Writing overview

Year 6 will be set across the year group. Teachers will deliver and revisit topics and units of work as

necessary for the needs of the group. This outline is intended as a sketch plan to ensure coverage of

genres.

Term wk Unit Key focus Reading

Comprehension

Focus

Autumn 1

1 Baseline Activities

2 Suspense/mystery stories -

Michael Morpurgo & other

short story authors

Story structures and

development, character

development – show

not tell etc. flashbacks

Comprehension from

short stories genre. 3

4

5 Letter (informal) Holes - a letter home to

family – telling parents

that the camp is

actually wonderful – so

that they aren’t upset

Letter focus-

retrieval of

information.

6 Persuasion - Holes (a letter

of complaint – calling for the

closure Camp Green Lake)

Language of complaints,

formal and persuasive

language.

Letters of complaint.

7

8 Biography Black History week -

Events from Nelson

Mandela’s life etc

Extracts from diary

entries.

Assessment - taken from independent writing from across the half term

Autumn 2

1 Figurative Language Poetry

Bonfire night/ diwali

How the moon feels,

how the firework feels

etc

Inference from

poetry – the mood of

the poem. 2

3 Diary/journals Wallace and Gromit –

Matter of Loaf and

Death from the

viewpoint of Gromit

Extracts from

journals – focus on

the structure. 4

5 Explanation A Fairy Tale Machine –

6

‘Until I met Dudley’

(fairy tale freezer)

Comprehension from

explanation writing

genre.

7 Journalistic writing The Nativity


Spring 1

1 Report Writing

Charlie and the chocolate

Factory. A report to the

company director about a

new sweet invention

Direct extracts

from the text. 2

3 Persuasion – Poster advert Advert for a new sweet -

continuing from Charlie

and the Chocolate Factory

Inference and

deduction from

persuasive

writing.

4 Instructions

how to make…

5

6 Instructions 2 How to ‘annoy your

teacher’ ‘charm your

mum’ etc

Specific language

structure.


Spring 2

1 World Book Activities (Book

day = 5th March) –

including book reviews

A blurb to sell a

favourite book

A critical review for a

newspaper

A recommendation for

a younger reader

Comprehension from

across the range. 2

3 Discussion Duma (Is Rip a

fundamentally bad

character)

‘Is it fair’ discussion

text. 4

5 Reading and Spag Revision sessions


Summer 1

1 Science Fiction

A new world (Dr Who or

The Croods)

Comprehension from

science fiction texts-

understanding of

unknown words and

phrases.

2

3 Poetry Links with the previous

unit of work on science

fiction

As above.

4 Reading and Spag Revision sessions

5

SATS Week (12th May)

6

Summer 2

1 Revision of text types :

Fantastic Flying Machine –

revision of text types –

invent a machine, 1)

explain how it works, 2)

Descriptive writing

about launch day.3)

Newspaper report

about launch day, 4)

Letter writing – letter

home to mum

Revision from across

the range of texts. 2

3

4

5

6

7


GaPS Overview




Secure use of compound sentences

Secure use of complex sentences:

(Subordination)

Main and subordinate clauses with full range of

conjunctions:

(See Connectives and Sentence Signposts doc.)

Active and passive verbs to create effect e.g.

Active: Tom accidently dropped the glass.

Passive: The glass was accidently dropped by Tom.

Developed use of rhetorical questions for persuasion

Expanded noun phrases to convey complicated information concisely (e.g. the boy that jumped over the fence is over there, or the fact that it was raining meant the end of sports day) The difference between structures typical of informal speech and structures appropriate for formal speech and writing (such as the use of question tags, e.g. He’s your friend, isn’t he?, or the use of the subjunctive in some very formal writing and speech)

Word Structure and Language

Consolidate Year 5 list Build in literary feature to create effects e.g. alliteration,

onomatopoeia, similes, metaphors

The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing (e.g. said versus reported, alleged, or claimed in formal speech or writing)

Punctuation


Use of the semi-colon, colon and dash to indicate a stronger subdivision of a sentence than a comma

How hyphens can be used to avoid ambiguity (e.g. man eating

shark versus man-eating shark, or recover versus re-cover)


GaPS Overview

Terminology

Consolidate:

Punctuation

Letter/ Word

Sentence

Full stops/ Capitals

Question mark

Exclamation mark

‘Speech marks’

Direct speech

Inverted commas

Bullet points

Apostrophe contractions/ possession


Colon – instructions

Parenthesis

Bracket- dash Singular/ plural Suffix/ Prefix Word family Consonant/Vowel

Adjective / noun Verb / Adverb Bossy verbs - imperative Tense (past, present, future) modal verb

Conjunction / Connective

Preposition Determiner/ generaliser Pronoun – relative/ possessive Clause Subordinate / relative clause Adverbial Fronted adverbial Rhetorical question

Cohesion

Ambiguity

Alliteration


Synonyms Metaphor

Personification

Onomatopoeia

Introduce:

Active and passive voice

Subject and object

Hyphen

Synonym

Colon/ semi-colon Bullet points

Colmore Junior Geography Curriculum Year 3

The content of each Geography Topic ensures that the following key skills are covered by children in all year

groups:

Enquiry

Using maps, atlases and globes

Using digital maps

Problem Solving

Comparing and Contrasting

Recognising & describing physical & human features of place Analysing evidence

Expressing opinions using evidence

Using geographical vocabulary

YEAR 3 – AUTUMN TERM

Topic Content

Where In The World?

Structure of the earth Location of continents, oceans, countries Natural and man-made landmarks Time Zones Climate Population Fair trade The Environment Extreme Weather Endangered species

YEAR 3 – SUMMER TERM

Topic Content

Contrasting Locations

Locating countries, counties, cities in the UK Key UK landmarks Comparing and contrasting rural and urban environments Field visit to rural environment Using different types of maps Reading co-ordinates and symbols Caring for the environment


YEAR 4 – AUTUMN TERM

Topic Content

The Caribbean

Using maps and atlases to locate countries, seas and oceans in the Caribbean Climate and extreme weather Volcanoes Comparing housing with the UK Food, exports and fair trade Ethical tourism Slave trade

YEAR 4 – SUMMER TERM

Topic Content

South America with a focus

on Brazil

Using different types of maps and atlases to locate countries, seas and oceans in South America Climate Landmarks across South America Brazil – an overview Biomes and ecosystems Social issues The Amazon Rainforest


YEAR 5 – SPRING TERM

Topic Content

Water with a focus on Rivers

Water around the world The effects of too much or too little water on people and places Climate change Features of a river Field visit – planning, completing and evaluating an investigation of river features Waterways in Birmingham


YEAR 6 – SPRING TERM

Topic Content

Europe

The European Union The countries and capital cities Physical features of the European landscape Mountains – physical features Travelling in Europe Tourism in mountain and coastal regions Ecotourism

Colmore Junior Curriculum: Design and Technology

In Design and Technology at Colmore we aim to:

develop the creative, technical and practical expertise of pupils needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

critique, evaluate and test ideas and products and the work of others

understand and apply the principles of nutrition and learn how to cook

Year 3

Autumn Term Spring Term Summer Term

Moving Monsters

Using pneumatic systems

Children will identify the use of

pneumatic systems in everyday

objects and how these are

used and applied to various

tasks.

They will then design and

make a pneumatic system for a

toy.

Puppets

Children will explore the use

of puppets in different

societies and cultures,

investigate their mechanisms

and the range of techniques

used e.g. shadow puppets,

finger puppets etc. Ensuring

the puppets

are ‘fit for

purpose’.

User: A puppeteer

Purpose: To create a group

performance using the

puppets.

Healthy Sandwiches

Children will gain a better

understanding of what

constitutes a healthy sandwich.

They will explore a range of

sandwich fillings and how these

are suited to different occasions

and events. This will be

delivered through an inspire

workshop.


Year 4


Healthy Fruit Juices

Children will design and make

a healthy fruit juice. As part

of the unit children will

explore a range of fruits and

identify appropriate textures

and tastes. They will discuss

the impact of advertising and

how this influences choice.

User: A family

Purpose: Create a fruit juice

suitable for a family.

Picture Frames

Free standing structures

Children will identify different

features of picture frames and

gain a better understanding of

materials and their functional

properties. Including stability,

sustainability and durability.

Pop-up Books

Mechanical systems

Children will explore, through

first hand observation and

through work with a published

pop-up artist, what is required

in order to create a child’s pop-

up book. They will select

appropriate materials in order

to create a suitable product.

User: Children and adults

User: A child

Purpose: To create

entertainment as a toy for a

young child.

User: A child

Purpose: A child’s party.

User: An adult

Purpose: Create a picture

frame suitable for a family

member.

Purpose: Create a pop-up book

from appropriate materials.


Year 5


Pasta sauces

Healthy choices

Children will explore and

investigate a range of sauces

available in supermarkets and

disassemble the various

ingredients. They will then use

this knowledge to design their

own sauces.

User: A family

Purpose: To design and make a

healthy pasta sauce.

Money Containers

Sewing techniques

Children will investigate,

disassemble and evaluate a

variety of money containers.

They will then create cross

sectional designs and use the

skills associated with joining

and sewing techniques to

create their money containers.

User: A family member

Purpose: To create a secure

container for money with

appropriate aesthetic qualities.

Shelters

Stiffening & strengthening

techniques

Children will identify different

structures and how these are

used in order to create a

shelter. As part of this unit

they will investigate

structures used in a variety of

buildings at the Avoncroft

Museum of Buildings. They

will then use

this

knowledge

to create their own shelters.

User: Someone who wants to

take shelter from the sun.

Purpose: To keep cool and

away from direct sunlight.


Year 6


Coming soon...

A unit of work incorporating

coding and electrical systems!

Bread Making

Including trip a to Sarehole Mill

Children will explore a variety

of breads from a range of

cultures. They will gain a

greater understanding of the

ingredients required in order to

allow bread to rise and how

this impacts on the final

product.

User: A family

Purpose: To design and make

bread appropriate to the

specific needs of a family.

Cams

Mechanical systems

Children will have the

opportunity to create, design

and make a cam box toy for

younger children. They will

explore the use of cams and

cam mechanisms in toys and

how these allow movement in

both linear and cyclical

directions.

User: Children

Purpose: To create a moving

child’s toy.

Colmore Junior Music Curriculum

Each term, a different year group are taught music by our specialist music teacher, Mrs Baker. Using a mainly vocal approach, the children learn through games and playing instruments - working towards a performance in a special themed assembly. Whenever possible, musical themes are linked to specific curriculum areas and topics. In 2014-15, the musical themes are as follows:

Year 3

Ancient Egypt

Year 4

The Caribbean

Year 5

Musical Theatre & Show Tunes

Year 6

African Songs

During the Spring Term, all children get the opportunity to create and compose in small groups on the themes of oriental music, African drumming, rap and Indian music.

Children have the opportunity to use a range of different instruments at this time and a focus is also put on teaching the children to notate their compositions using a range of formal and informal methods.

Each class are represented in a special 'Battle of the Bands' performance where their musical compositions are showcased to the rest of the school.

Colmore Junior Music Curriculum

All pupils have the opportunity to join the school choir and orchestra -

who perform to a range of different audiences across the city, from

school based concerts to performances at the Symphony Hall.

Throughout their time at Colmore, children are offered weekly peripatetic music lessons in a wide range of musical instruments including brass, double bass, 'cello, violin, viola, clarinet, flute, oboe and bassoon.

Lessons are usually given in groups and are taught by highly trained instrumental specialists from the Birmingham Music Services.

The children work towards small informal concerts given frequently to the rest of the school, as well as the ARBSM grade exams.

We currently have approximately 120 children having music lessons throughout school and have had a 100% pass rate in all exams taken in 2013-14.

Many of our older children have also secured places in the Junior sections of the Birmingham music ensembles.

FRENCH CURRICULUM – YEAR 3

Hi Giles,

Themes and Content – AUTUMN TERM

Responding to basic greetings

Numbers 1 -20

Giving our names and ages

Colours

Describing ourselves



Revision of basics

Weather

Transport

Talking about how we travel to school

Fruit



Revision of basics

Animals

Endangered and threatened

species

Breakfast



Revision of basics

European countries

Saying which countries we would like to

visit and why

Compass points and saying where countries are


Hi Giles,

Themes and Content – SPRING TERM

Animals

Talking about pets



Opinions - saying what we

like and don't like

Days of the week and

numbers through ‘La

Chenille qui fait des Trous’

(Hungry Caterpillar)

Numbers 1-20



Exercise and activities with

'faire’

Talking about what like and

don’t like doing

Justifying our opinions



Higher numbers

Understanding the Euro

Using money


Hi Giles,

Themes and Content – SUMMER TERM

Family


Themes and Content – SUMMER TERM

Café



Clothes

Language for the Classroom



Spanish Basics