Be all you can be!

Geography

In EYFS, children begin to develop an understanding of the world around them. They have lots of opportunities to explore their physical environment, both in school and in the local area. They will also learn about the important role of family and the wider community in keeping them safe and happy.  

In Key Stage 1, children continue to develop a keen understanding of the world around them and their place within it. They are introduced to key geographical concepts and vocabulary, and will develop a range of skills, such as making and reading maps and completing fieldwork activities in the local area.

Traversing further into human and physical aspects of geography, children in Key Stage 2 will enjoy topics including, ‘Misty Mountain, Winding River’, ‘Coastline’, ‘Rocks, Relics and Rumbles’, and ‘Frozen Kingdoms’. These topics are enhanced with a range of first hand geographical experiences including hill climbing and inspecting waterways.

All aspects of the National Curriculum are carefully planned into our topics, ensuring that key geographical knowledge is taught progressively, building on prior learning and preparing for new challenges.  Our detailed analysis grid shows exactly where and when each programme of study is taught.

 

A link to our whole school plan can be found below:

Geography Plan 2021/2022 

History 

Drawing upon their personal experiences and settings, characters and cultures encountered in familiar stories, children in EYFS are introduced to key historical concepts, such as the past and present. They are invited to share their own experiences, and begin to explore and understand the experiences of others through discussion, story-telling and visits from members of the wider community.

In Key Stage 1, children continue to develop a strong understanding of the past and their place within it. Children will learn more about our local area as part of a local history study (‘School Days’ topic) and be inspired by some of the amazing people who have shaped the world that we live in. They also learn about the English and British monarchy from AD871 to the present day.

As the children reach Key Stage 2, they dive into a chronology of the history of Britain, learning how aspects of life have changed from the Stone Age, right through to the Tudors and Victorians. Pupils will explore the legacy of Celtic and Roman Britain, Viking invasions and will sail across seas to Ancient Egypt, Far Eastern Dynasties, and Ancient Greece.  A more recent historical study is completed in our ‘Britain at War’ topic.

All aspects of the National Curriculum are carefully planned into our topics, ensuring that key historical knowledge is taught progressively, building on prior learning and preparing for new challenges.  Our detailed analysis grid shows exactly where and when each programme of study is taught.

 

A link to our whole school plan can be found below:

History Plan 2021/2022

Music

In the Early Years Foundation Stage, music forms an essential part of children’s creative expression. They are introduced to a wide range of songs, rhymes, and spoken-word poems and stories, and are given opportunities to play with and explore a range of musical instruments.

Playing and enjoying music continues in Key Stage 1. Children will develop essential skills, such as playing musical instruments to a beat and performing songs in front of others. In Year 2, music is a particular focus during the Beat Band Boogie topic, when children will explore everything from the work of famous composers, to making their own instruments and performing in front of their families.

During their time in year 4, all children learn to play a brass instrument. They can then continue this study, if they choose to, in year 5 and 6. Currently, we have children studying every single brass instrument, including French horns and trombones. Other instrumental music lessons are available for the study of the guitar.

 

Detailed Coverage Analysis - Music

PROGRAMME OF STUDY

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

x

x

 

 

 

 

Play tuned and untuned instruments musically.

x

x

 

 

 

 

Listen with concentration and understanding to a range of high-quality live and recorded music.

x

x

 

 

 

 

Experiment with, create, select and combine sounds using the interrelated dimensions of music.

x

x

 

 

 

 

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.

 

 

x

x

x

x

Improvise and compose music for a range of purposes using the interrelated dimensions of music.

 

 

x

 

 

x

Listen with attention to detail and recall sounds with increasing aural memory.

 

 

 

 

 

x

Use and understand staff and other musical notations.

 

 

 

x

 

 

Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.

 

 

 

 

x

x

Develop an understanding of the history of music.

 

 

 

 

x

x

Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

 

 

 

x

 

 

 

Art and Design

As children’s creativity begins to flourish in EYFS, they are given the opportunity to create, design and explore using a wide range of media and materials. All children are encouraged to develop new skills, such as mark making, painting and modelling, and enjoy expressing their creativity in both the indoor and outdoor learning environment.

In Key Stage 1, all children are encouraged to continue to expressing their creativity in the classroom, further developing the essential skills learnt in the Early Years. Inspired by the work of a range of artists, children will have the opportunity to use different tools and materials to make a wide range of sculptures, models, paintings and drawings. In Year 2 topic Muck, Mess and Mixtures, the children are invited to step into the shoes of a museum curator to share the work they have produced with their friends and families.

Progressing into Key Stage 2, children will partake in many art and design lessons within each of their topics, building on skills such as sketching, modelling and textiles. As well as building on their own skill sets, children will experience the world of art through trips to galleries and museums, focusing on world renowned artists.

 

Detailed Coverage Analysis – Art & Design

PROGRAMME OF STUDY

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Use a range of materials creatively to design and make products.

x

x

 

 

 

 

Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.

x

 

 

 

 

 

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

x

x

 

 

 

 

Learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

x

x

 

 

 

 

Create sketchbooks to record their observations and use them to review and revisit ideas.

 

 

x

x

x

x

Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, clay).

 

 

x

x

x

x

Learn about great artists, architects and designers in history.

 

 

x

x

x

x

Produce creative work, exploring their ideas and recording their experiences.

x

x

 

 

 

 

Become proficient in drawing, painting, sculpture and other art, craft and design techniques.

 

 

 

 

x

 

Evaluate and analyse creative works using the language of art, craft and design.

x

 

x

x

 

x

 

Design and Technology

In EYFS, children are given the opportunity to explore many of the basic skills and concepts that underpin Design and Technology through model making and play, both indoors and outside. They will enjoy trying and cooking new foods, and learn how to use basic kitchen equipment safely.

As they progress into Key Stage 1, children continue to develop their design and technology skills. They will begin to design and create their own models, such as large scale dinosaur junk models, exploring and evaluating the features of a good design. They will also develop their creativity in the kitchen, making bread and tasting and developing a range of healthy foods.

Pupils in Key Stage 2 will become more aware of kitchen facilities and will experience cooking and baking through their topics, from Roman soup to healthy snacks. Along with skills in the kitchen, children will have the chance to use a variety of materials to create and build, such as their very own class rocket! 

 

Detailed Coverage Analysis – Design & Technology

PROGRAMME OF STUDY

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Design purposeful, functional, appealing products for themselves and other users based on design criteria.

x

X

 

 

 

 

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

x

x

 

 

 

 

Select from and use a range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing).

x

x

 

 

 

 

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

x

x

 

 

 

 

Explore and evaluate a range of existing products.

 

x

 

 

 

 

Evaluate their ideas and products against design criteria.

 

x

 

 

 

 

Build structures, exploring how they can be made stronger, stiffer and more stable.

x

x

 

 

 

 

Explore and use mechanisms (for example, levers, sliders, wheels and axles), in their products.

 

x

 

 

 

 

Use the basic principles of a healthy and varied diet to prepare dishes.

x

x

 

 

 

 

Understand where food comes from.

 

x

 

 

 

 

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.

 

 

x

x

x

x

. Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

 

 

x

x

x

x

Select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing), accurately.

 

 

x

x

x

 

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.

 

 

x

x

x

x

Investigate and analyse a range of existing products.

 

 

 

x

x

 

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

 

 

x

x

x

 

Understand how key events and individuals in design and technology have helped shape the world.

 

 

x

 

 

 

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

 

 

 

x

 

x

Understand and use mechanical systems in their products (for example, gears, pulleys, cams, levers and linkages).

 

 

x

 

x

 

Understand and use electrical systems in their products (for example, series circuits incorporating switches, bulbs, buzzers and motors).

 

 

x

 

 

 

Apply their understanding of computing to program, monitor and control their products.

 

 

 

 

x

 

Understand and apply the principles of a healthy and varied diet.

 

 

x

x

 

x

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.

 

 

x

x

x

x

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

 

 

x

 

x

 

 

Computing

All pupils have the opportunity to use technology from the day they start school. They play games, listen to stories and support their early learning through a variety of programs and experiences. They quickly learn how to use equipment and programs safely and sensibly.

During a pupil’s time at Twickenham they will develop skills in ICT that will provide them with skills for life. They will know how to use the computer and related equipment to communicate and share information, ensuring a full understanding of safe use of the Internet. They will investigate and learn ways to research and handle statistical information. They will use simple programming and design tools and toys to control models and robots.

All members of our school community are taught to be responsible, competent, confident and creative users of information and communication technology.  From Nursery through to year 6 all children are members of an active virtual classroom.  Homework tasks, additional study and tutorials are contained here, and all children are expected to access this and use it to its full both extracting and uploading data.

In the classroom, the National Curriculum Programmes of Study are taught through our topic curriculum in full.  This allows a meaningful application of the taught skills.  Additionally, support for the core subjects and reading is reliant upon information technology.  It is integral to our pedagogy and utilised daily.

 

Detailed Coverage Analysis - Computing

PROGRAMME OF STUDY

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.

x

x

 

 

 

 

Create and debug simple programs.

x

x

 

 

 

 

Use logical reasoning to predict the behaviour of simple programs.

 

x

 

 

 

 

Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

x

x

 

 

 

 

Recognise common uses of information technology beyond school.

x

x

 

 

 

 

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

 

x

 

 

 

 

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

 

 

x

 

x

 

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

 

 

x

x

x

x

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

 

 

x

 

x

 

Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.

 

 

x

 

x

 

Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

 

 

x

 

x

x

. Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

 

 

x

x

x

x

Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

 

x

x