Literacy
The following Literacy Primary Framework Strands with objectives (in some years) groups that correspond to site content:
2. Listening and responding
3. Group discussions and interaction
7. Understanding and interpreting texts
Additional and follow-up activities could also include objectives from the following strands - see the scheme of work matrix for some ideas of possible activities you might undertake with you pupils.
4. Drama
9. Creating and shaping texts
10. Text structure and organisation
History
Knowledge and understanding of events, people and changes in the past
2. Pupils should be taught:
a) about characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past
c) to identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied
Victorian Britain or Britain since 1930
11. Teachers can choose between a study of Victorian Britain or Britain since 1930.
Victorian Britain
a) a study of the impact of significant individuals, events and changes in work and transport on the lives of men, women and children from different sections of society.
Britain since 1930
b) a study of the impact of the Second World War or social and technological changes that have taken place since 1930, on the lives of men, women and children from different sections of society.
A world history study
13. A study of the key features, including the everyday lives of men, women and children, of a past society selected from: Ancient Egypt, Ancient Sumer, the Assyrian Empire, the Indus Valley, the Maya, Benin, or the Aztecs.
Design and Technology
Knowledge and understanding of materials and components
4. Pupils should be taught:
d) how electrical circuits, including those with simple switches, can be used to achieve results that work.
Breadth of study
5. During the key stage, pupils should be taught the Knowledge, skills and understanding through:
a) investigating and evaluating a range of familiar products, thinking about how they work, how they are used and the views of the people who use them.
Art
The following objectives from the Art curriculum, are covered by additional and follow-up activities you might undertake with you pupils. See the scheme of work matrix for ideas of these activities.
Investigating and making art, craft and design
2. pupils should be taught to:
b) apply their experience of materials and processes, including drawing, developing their control of tools and techniques
c) use a variety of methods and approaches to communicate observations, ideas and feelings, and to design and make images and artefacts.
Knowledge and understanding
4. pupils should be taught about:
a) visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space, and how these elements can be combined and organised for different purposes
b) materials and processes used in art, craft and design and how these can be matched to ideas and intentions
c) the roles and purposes of artists, craftspeople and designers working in different times and cultures [for example, Western Europe and the wider world].
Breadth of study
5. during the key stage, pupils should be taught the Knowledge, skills and understanding through:
a) exploring a range of starting points for practical work [for example, themselves, their experiences, images, stories, drama, music, natural and made objects and environments]
b) working on their own, and collaborating with others, on projects in two and three dimensions and on different scales
c) using a range of materials and processes, including ICT [for example, painting, collage, print making, digital media, textiles, sculpture