Steeton Primary School

KS2 Curriculum Subjects

Art and design

• Use experiences, other subjects across the curriculum and ideas as inspiration for artwork
• Develop and share ideas in a sketchbook and in finished products.
• Improve mastery of techniques.
• Learn about the great artists, architects and designers in history.

Computing

• Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• Use sequence, selections and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.
• Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs.
• Understand computer networks including in the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration.
• Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
• Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Design and technology

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment.

When designing and making, pupils should be taught to:

Design

• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

Make

• select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately.
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Evaluate

• investigate and analyse a range of existing products.
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
• understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

• apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
  understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages.
• understand and use electrical systems in their products, such as series circuits incoporating switches, bulbs, buzzers and motors.
• apply their understanding of computing to programme, monitor and control their products.

Cooking and nutrition

• understand and apply the principles of a healthy and varied diet.
• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
• understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed.

Geography

• Locate the world’s countries, with a focus on Europe and countries of particular interest to pupils.
• Locate the world’s countries, with focus on North and South America and countries of particular interest to pupils.
• Key geographical features of the countries of the United Kingdom, and understanding how some of these aspects have changed over time.
• Locate the geographic zones of the world.
• Understand the significance of the geographic zones of the world.
• Understand geographical similarities and differences through the study of human and physical geography of a region or area of the United Kingdom (different from that taught at Key Stage 1).
• Understand geographical similarities and differences through the study of human and physical geography of a region or area in a European country.
• Understand geographical similarities and differences through the study of the human and physical geography of a region or area within North or South America.
• Describe and understand key aspects of:
  • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle.
  • human geography, including: settlements, land use, economic activity including trade links and the distribution of natural resources including energy, food, minerals and water supplies.
• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
• Use the eight points of a compass, four-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build knowledge of the United Kingdom and the world. • Use a wide range of geographical sources in order to investigate places and patterns.
• Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.

History

• Changes in Britain from the Stone Age to the Iron Age. (YR 3/4)
• The Roman Empire and its Impact on Britain. (YR 3/4)
• Britain’s settlement by Anglo Saxons and Scots. (YR 5/6)
• The Viking and Anglo Saxon struggle for the Kingdom of England. (YR
  5/6)
• A local history study.
• A study of a theme in British history.
• Early Civilizations achievements and an in-depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty. (YR 3/4)
• Ancient Greece. (YR 5/6)
• A non- European society that contrasts with British history chosen from:
• Early Islamic Civilization, Mayan Civilization, Benin.
• History of interest to pupils

Languages

• In the chosen modern language (French)
• Speak • Read • Write
• Look at the culture of the countries where the language is spoken. French across KS2 is taught by a specialist French Teacher

Music

• Play and perform in solo and ensemble contexts, using voice and playing instruments with increasing accuracy, control and expression.
• Improvise and compose music using the inter-related dimensions of music separately and in combination.
• Listen with attention to detail and recall sounds with increasing aural memory.
• Use and understand the basics of the staff and other musical notations.
• Appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great musicians and composers.
• Develop an understanding of the history of music.
• All KS2 partake in weekly violin lessons provided by the Bradford Music Service. The Music curriculum is supplemented by the use of Music Express as a core resource.

Physical education

• Play competitive games, modified where appropriate, such as football, netball, rounders, cricket, hockey, basketball, badminton and tennis, and apply basic principles suitable for attacking and defending.
• Take part in gymnastics activities
• Take part in athletics activities.
• Perform dances.
• Take part in outdoor and adventurous activity challenges both individually and within a team.
• Swimming and water safety: take swimming instruction in Key Stage 2. One of the P.E. lessons per week is taught by a specialist P.E. Teacher.

Religious education

• Study the beliefs, festivals and celebrations of Christianity.
• Study at least two other religions in depth. Choose from Buddhism, Hinduism, Islam, Judaism or Sikhism.
• Study three of the major six religions not studied in depth in order to gain a brief outline.
• Study other religions of interest to pupils
• R.E. Taught using Discovery R.E. as a core resource.

In this section

• EYFS
• KS1
• Lower KS2
• Upper KS2