KS3 Foundation at Newhaven School
Tell me and I forget. Teach me and I will remember. Involve me and I learn.
KS3 Curriculum Vision at Newhaven
Intent
Key Stage Three aims to develop the whole child by providing a rich, engaging and diverse curriculum experience. So that students feel well-valued, confident and equipped to manage the ever-changing world around them. Through a Project based approach, we provide meaningful ‘real world’ learning experiences that not only harness their creativity and independence but also develop their love of learning and curiosity.
Implementation
- Students will have opportunities to complete real-life learning through trips, visits and workshops linked to learning within the classroom.
- Students will engage in a subject-rich curriculum devoted to providing tailored activities that provide stimulation for students to be inquisitive and curious and find a love of learning.
- Project learning will allow students to develop their investigative skills and challenge their perceptions and understanding of the world around them.
Curriculum Maps
Maths
| Terms | Unit/S.O.W | Assessment Pieces | Achievement and Enjoyment (Growth) | Literacy/Numeracy | Outcomes/Key Knowledge | Opportunities for differentiation | Opportunities to apply and enrich learning (real-world learning) | Decolonising the curriculum |
|---|---|---|---|---|---|---|---|---|
| Autumn 1 | Place Value Addition and Subtraction Multiplication and Division Money (counting and giving change) | Informal, in-class assessment - oral and written daily skills check exercise. | Visit local shops to buy ingredients for Brazilian recipes. (link with project.) | Words: add, plus, minus, total, subtract, takeaway, multiply, multiplication, divide, division, share, remainder, count, place value, estimate, calculate | 𑇐 Read, order and compare numbers 𑇐 Add and subtract numbers whole numbers. 𑇐 Multiple and divide numbers. | Lower numbers v higher numbers kinesthetic resources, concrete resources. e.g. double sided counters for addition and subtraction. Place value counters. | To be able to transfer knowledge to using money (adding cost and working out change) Data analyst, accountant, builder, mechanic, plumber, teacher, surveyor, chef, lawyer, architect, and cryptocurrency broker. | Discussions about mathematicians around the world and the part global cultures have played in the development of numbers. |
| Autumn 2 | Addition and Subtraction Multiplication and Division Fractions | Informal, in-class assessment - oral and written daily skills check exercise. | Link fractions with food tech sessions. e.g find fractions of pizza. | Words:factors, denominator, compare, order, equivalent, | 𑇐 Compare and order fractions. 𑇐 Identify, name and write equivalent fractions. 𑇐 Add and subtract fractions. | Lower numbers v higher numbers kinesthetic resources, concrete resources. | Architect, artist, designer, chef, accountant, lawyer, web-designer, builder, gardener, tiler | Discussion about fractions used in global cultures; recipes and mathematicians from around the world who have contributed to our understanding of fractions. |
| Spring 1 | Addition and Subtraction Multiplication and Division Decimals and percentages. | Informal, in-class assessment - oral and written daily skills check exercise. | Link decimals with money. Use money in real life situations e.g. shopping for class bbq | Words: decimal place, estimate, round, tenth, hundredth, thousandth. Part, whole, convert, compare. | Read, write, order and compare decimals up to 3 decimal places. Round decimals with 2 decimal places to the nearest whole number. Recognise % symbol. Write percentages as a fraction and a decimal. | Use of manipulatives to show decimals e.g. Base 10 equipment. Double sided counters, cuisenaire to support addition and subtraction. | Data analyst, accountant, builder, mechanic, plumber, teacher, surveyor, chef, lawyer, architect, and cryptocurrency broker. | |
| Spring 2 | Measuring. Measuring perimeter and area. Angles | Informal, in-class assessment - oral and written daily skills check exercise. | Play angles games (follow angle instructions to find treasure). Create angle art using protractor. Make classroom door protractor. Link measuring with weights to food tech sessions. | Words: estimating centimetres, millimetres kilometres, kilograms, gram, sale, measure, perimeter, area, | To measure perimeter and area and recognise formulae for these. 𑇐 Solve problems involving converting and calculating units 𑇐 Identify angles. known angles are measured in degrees. 𑇐 Draw given angles. Identify angles at a point, whole and straight line. | Practical activities around weights and measures - which is the heaviest, can I estimate and then measure? cooking activity with weights and measures. Real life questions around area and perimeter; measuring the perimeter of the classroom, desks and other spaces around the school. | Builder, architect, graphic designer, artist, mechanic, teacher, plumber, tiler | |
| Summer 1 | Shapes Position/ Direction | Informal, in-class assessment - oral and written daily skills check exercise. | Link with outdoor learning and Forest School to explore shape and direction. e.g use tape and chalk to create a Kandinsky grid in the playground. | Words: 2D, 3D, dimension, angles, nets, properties, quadrilaterals, regular polygon, coordinate, axes | 𑇐 Identify 3D shapes. 𑇐 Identify, describe and represent the position of a shape. 𑇐 Measure shapes perimeter and area 𑇐 Calculate, estimate and compare cubes and cuboids | Lower numbers v higher numbers kinesthetic resources, concrete resources | Builder, architect, graphic designer, artist, mechanic, teacher, plumber, tiler | Use coordinates to find objects. Think about how mapping has played in our understanding of the world. |
| Summer 2 | Algebra Statistics Tally Bar Chart Pie Chart | Informal, in-class assessment - oral and written daily skills check exercise. | Use boxes to introduce concept of Algebra Classroom Activity: Introducing Algebra Carry out surveys relating to students’ areas of interest e.g. cars, animals | Words: substitute, replace, formula, calculating, reasoning skills Comparison, interpret, pie charts, line graphs, mea, mode, median, range, average | Use simple formulae 𑇐 Express missing number problems algebraically 𑇐 Generate and describe number sequence. Interpret and present data using bar charts, pictograms and tables. 𑇐Solve 1 step and 2 step questions. | simple formulae v complex formulae, kinesthetic resources Kinesthetic resources, concrete resources | Scientist, teacher accountant, lawyer, actuary, meteorologist, data analyst, engineer, sports trainer | Discussions of the history of algebra and its uses in everyday life. discussion to show algebra as useful in everyday life; can students think of their own uses of algebra. |
English
| Terms | Unit/S.O.W | Assessment Pieces | Achievement and Enjoyment (Growth) | Literacy/Numeracy | Outcomes/Key Knowledge | Opportunities for differentiation | Opportunities to apply and enrich learning (real-world learning) | Decolonising the curriculum |
|---|---|---|---|---|---|---|---|---|
| Autumn 1 | FICTION POETRY Grammar - Whole class - Nouns and noun phrases. Alliteration, similes and onomatopoeia. Individual - Lexia | To respond to a wide range of poetry and express preferences. To write my own poem. | Discuss favourite poems, look at poems that we find funny e.g. Michael Rosen. Free verse, limericks, haiku, raps. Analysis of poetry, How do poems make us feel and how does the poet achieve this. Perform popular poems/raps. | Explore the way poems are used to remember number facts e.g times tables rhymes. | To appreciate a range of poetry, to express preferences, to create simple poems e.g. list poems. Practise reading aloud. | Explore a wide range of poetry and adapt plans to include students’ preferred poems. Opportunities for watching poets perform their poems. Visual prompts to support understanding. e.g. using objects to inspire “Magic Box” poem. | Practise listening to others reading poems and reading aloud poems in small groups and individually. | Explore work of famous poets from many cultures including Valerie Bloom. Look at different forms of poems from around the world, including Tova from Brazil and Praise poems from Africa. |
| Autumn 2 | Non-fiction BIOGRAPHIES SPAG - punctuation Capital letters, full stops, question marks, exclamation marks, commas in lists and apostrophes for missing letters. | Produce a biography./life map of a person of interest. e.g. Sports, academics, Music and film. | Reflect personal interest. e.g. research famous sports men and women, super heroes, men and women linked to students’ heritage. | Look at biographies of famous scientists and mathematicians. Research these in the school library. | To identify the features of a biography. to retrieve information from a non-fiction text. | Examples of biographies at different reading levels. Scaffolding for writing own biographies. Use of laptop to record writing. | Develop understanding of different careers through exploring biographies. Link with project 26.2 miles (landmarks of the London Marathon). Biographies of sporting heroes. | Look at a range of biographies of people of interest/inspiring people from all over the world. Use school Library to carry out research. Explore landmarks around the world. Link with Project |
| Spring 1 | Fiction “Wonder” Explore main characters in a text. Develop inference skills. Develop critical thinking and make predictions about ending of story. | Complete character log with information on main characters. | Listen to music associated with text e.g. “Space Oddity. ” | Link with astronauts and Outer Space. | To be able to make predictions. To examine and discuss theories. To devise questions. To create a fact file. | Scaffolding, word banks, for written activities. Video clips to support understanding. | Develop empathy, understanding of disability, link with Autism. Explore homeschooling vs attending school, develop debating skills. | .”Wonder” explores individuality and the value of giving everyone equal respect irrespective of their appearance. |
| Spring 2 | Non Fiction SURVIVAL | Write a short descriptive story based on a film clip | Explore real life stories of adventure, chosen by students. Relate to favourite characters from books (use library to research.) | Look at the height of the Matterhorn, make comparisons with familiar buildings/landmarks | To write descriptively. To make inferences. To respond to questions and develop understanding of non fiction texts. | Differentiated reading and scaffolding for writing tasks. | Link with Forest School activities/outdoor learning. Compass and map reading. Fire building | Look at Survivors from around the world, including Ada Blackjack (Inupaiq Arctic survivor) |
| Summer 1 | Fiction and Non Fiction PLANETS | Write a dialogue between you and an alien. | Visit the Planetarium at Greenwich Park. Link with Project on Planets. | Use Maths to find the distance and size of planets. | To be able to write descriptions, narratives and dialogue. | Scaffolding for written tasks. Range of non fiction texts and online resources geared at student individual levels, | Link with project on Space and trips around this project. | Look at representation of different ethnicities in Science. https://www.youtube.com/watch?v=7u5H7tjrFD8 Dame Maggie Aderin-Pocock |
| Summer 2 |
Science
| Terms | Unit/S.O.W | Assessment Pieces | Achievement and Enjoyment (Growth) | Literacy/Numeracy | Outcomes/Key Knowledge | Opportunities for differentiation | Opportunities to apply and enrich learning (real-world learning) | Decolonising the curriculum |
|---|---|---|---|---|---|---|---|---|
|
Autumn 1 Sound |
Good Vibrations Hearing Sounds Higher and Lower String Telephone Soundproofing | Informal, in-class assessment - oral and written daily skills check exercise. | Settles to work quickly but may seek reassurance from staff or peers. Works independently unless a problem arises- then seek help appropriately | Words: vibration, sound wave, volume, amplitude, pitch, particles, distance, sound proof, absorb sound, vacuum, ear drum | Describe sounds around them. Identify high and low sounds. Identify loud and quiet sounds. Observe how different sounds are made. Describe how sounds change over distance. | Present content in multiple ways – including: reading, listening, viewing, and interacting. Adapt the activities to students' capabilities. Provide the correct resources to support learning. | Musician, Sound engineer, Teacher, Music Director, DJ, Record Producer, Audio Engineer, Record Engineer. | Discussion about how sound sources vibrate to make sounds and how vibrations change when the loudness of a sound changes. Practical activities: Investigation to find the best material for absorbing sound. Create a musical instrument that will play different sounds. |
|
Autumn 2 Light |
How we see light. Reflecting light. Reflection Spectacular Spectrum Seeing Colours Shadow Theatre | Informal, in-class assessment - oral and written daily skills check exercise. | Settles to work quickly but may seek reassurance from staff or peers. Shows tolerance of others even when challenging. | Words: light, travel, straight line, angles, periscope, reflect, direction, Spectacular Spectrum, prisms, eyes. | Recognise that light travels in straight lines. Describe how light enables us to see. Understand reflection as light bouncing off a surface. Understand refraction as light bending or changing direction. Identify the visible spectrum. Explore colours using light. Explain that objects block light to form shadows. How to make predictions about what will happen in an investigation. | Present content in multiple ways – including: reading, listening, viewing, and interacting. Adapt the activities to students' capabilities. Provide the correct resources to support learning | Light Programmer, Light Engineer, Electrician, Scientist, Light Manufacturer, Optician. | Discussion about how light travels to enable us to see. What would life be like if we could not see. Discussions about refraction as light bending or changing direction. Practical activities: Creating a model of light travelling. Creating a periscope. Investigate how refraction changes the direction in which light travels. Investigate how a prism changes a ray of light. |
|
Spring 1 Electricity |
Appliances Making Circuits Completing Circuits Conductors and Insulators Switches Electrical Discussions | Informal, in-class assessment - oral and written daily skills check exercise. | Can respond and take turns in group activities. Shows tolerance of others even when challenging. | Words: electricity, appliances, battery, circuit, mains electricity, electrical conductor, electrical insulator | Children can define what an electrical appliance is and are starting to identify those that are mains- or battery-powered. Identify different circuit components and explain what they do. Build series circuits, identifying whether they are complete or incomplete. Explain what electrical conductors and insulators are and give some examples of these. Identify some different switches and start to explain how switches work in a circuit. Apply their knowledge of electricity to different situations. | Present content in multiple ways – including: reading, listening, viewing, and interacting. Adapt the activities to students' capabilities. Provide the correct resources to support learning | Electrician, Electrical maintenance engineer, Electrical engineer, Electrical supervisor, Electrical designer, Electrical project manager. | Discussion about what an electrical appliance is and those that are mains- or battery powered. Discussion on how to build series circuits, identifying and explaining whether they are complete or incomplete. Practical activities: Construct a simple series electrical circuit, identifying and naming its basic parts. Investigate whether circuits are complete or incomplete. Investigate which materials are electrical conductors or insulators. |
|
Spring 2 Plants |
Parts of Plants What do Plants need to grow Moving water Fantastic Flowers Life Cycle | Informal, in-class assessment - oral and written daily skills check exercise. | Settles to work quickly but may seek reassurance from staff or peers. Works independently unless a problem arises- then seek help appropriately | Words: roots, stem, leaf, flowers, nutrients, evaporation, fertilisation, stamen, carpel, sepal, pollination, pollinator, gemenation, seed dispersal | Explain the functions of the different parts of plants. Set up an investigation and make predictions. Make observations and conclusions. Identify different parts of a flower. Identify and describe the stages of the life cycle of flowering plants. | Present content in multiple ways – including: reading, listening, viewing, and interacting. Adapt the activities to students' capabilities. Provide the correct resources to support learning. | Garden Centre Worker, Tree Surgeon, Landscaper, Florist, Horticultural Therapist, Plant Photographer/Videographer, Plant Biologis. | Discussion on the functions of the different parts of plants. Discussion on how to identify different parts of a flower. Practical activities: Investigate to find out what plants need to grow well. Investigate how water is transported in plants |
|
Summer 1 Rocks |
Types of Rocks Grouping Rocks Fantastic Fossils Mary Anning Fossil Formation Soil Profiles | Informal, in-class assessment - oral and written daily skills check exercise. | Can respond and take turns in group activities. Shows tolerance of others even when challenging. | Words: igneous rock, sedimentary rock, metamorphic rock, maga, lava, sediment, permeable, impermeable, fossilisation, palaeontology, erosion | Give examples of natural and human-made rocks. Group rocks by their properties and identify simple similarities and differences. Explain the difference between a bone and a fossil. | Present content in multiple ways – including: reading, listening, viewing, and interacting. Adapt the activities to students' capabilities. Provide the correct resources to support learning. | Field Technician, Forensic Analyst, Geologist, Curator, Environmental Specialist, Fossil Librarian, Fungi Lichen Videographer. | Give examples of natural and human-made rocks. • Group rocks by their properties and identify simple similarities and differences. Explain the difference between a bone and a fossil. Practical activities: Examine different types of rocks. Investigate the permeability of different soils |
|
Summer 2 Living Things & Their Habitat |
Grouping Living Things Classifying Vertebrates Invertebrate Hunt Classification Keys Local Habitat Survey Environmental Changes | Informal, in-class assessment - oral and written daily skills check exercise. Informal, in-class assessment - oral and written daily skills check exercise. | Settles to work quickly but may seek reassurance from staff or peers. Works independently unless a problem arises- then seek help appropriately. | Words: living things, habitat, environment, local area, similarities, differences, Venn diagram, Carroll diagram. invertebrates, characteristics, classification, wild life, observation. | Generate criteria to use to sort living things. Generate questions about animals. See similarities and differences between vertebrates. Identify vertebrate groups. Identify the characteristics of living things. Suggest how to have a positive effect on the local environment. Record observations on a map. Name some endangered species. | Present content in multiple ways – including: reading, listening, viewing, and interacting. Adapt the activities to students' capabilities. Provide the correct resources to support learning. | Scientist, Archaeologist, Vet, Zookeeper, Zoologist, Marine Biologist, Park Ranger, Dog Groomer. | Discussion about what types of living things can be found in their local and wider environment. Discussion on how classification keys can help to group, identify and name a variety of living things. Practical activities: Identify invertebrates found in the local environment. Identify and name a variety of living things in their local and wider environment. |
Projects overview
In project-based learning, students are the center of learning and are learning actively to improve their competencies. [1]
Project-based learning is the method that places students at the center of the learning process. [2]
Out of these contemporary modern methods, project-based learning or PJBL has been widely recognized as a collaborative, progressive, student-centered, interactive, active and deep learning approach, particularly for engineering education. Learning resources on project-based learning models is multi-dimensional. The project task is lifted from the real problems to provide opportunities for students to improve their ability and to understand the implementation of the competence that is being studied. [3]
Project-based learning (PJBL) provides opportunities for students to build these qualities and more deeply learn traditional academic content and understand how it applies to the real world.
(Jalinus, Nabawi and Mardin, 2017)
Title: Brazil in all its glory
Subjects: Geography, Food, ADT, Science, Enrichment, Social Communication, Music
Purpose: For students to gain an understanding of the geography and demographic of Brazil. To develop an understanding of the Brazilian culture and history.
Decolonisation: The study of Brazilian cultures, looking at the tribes of the Amazon. Understanding the food, music and art of Brazil.
4 Characteristics: Consider other world celebrations that celebrate culture and diversity. Their purpose and links to Carnivale
Outside agency work: Visit to the Horniman museum, Samba workshop
Careers:
- Air steward/cabin crew
- Travel Agent
- Hairdresser/barber
- Beauty therapy
- Costume Design
- Farm worker/Labourer
- Musician
Title: Exploring 26.2 Miles of history
Subjects: History, ADT, Geography Science, Food, Travel Training, Emotional Regulation, Enrichment, Performing Arts
Purpose: To study the history and purpose of the London Marathon and its development of inclusivity and sustainability impact.
Decolonisation: Links to the Olympics and Paralympics. Working with charities with a focus on inequalities.
4 Characteristics: The introduction of the non-binary gender category in 2022.
Outside agency work: A charity workshop/ activity – Raising money for a charity linked to the London Marathon.
Careers:
- Construction
- Personal Trainer
- Fundraiser/Charity Work
- Police Officer
- Architect
- Taxi Driver
Title: Space
Subjects: Science, History, Maths, English, ADT, Social Communication, Enrichment
Purpose: For children to explore Space. To look at the timeline of Space Travel, to research the Planets and compare them, to develop a sense of the wider world and explore questions e.g. Is there life on other planets? To explore the life and careers of inspirational Space Scientists such as Tim Peake and Maggie Aderin-Pocock.
Decolonisation: Explore the crucial contributions made by black Space Scientists throughout History, such as Benjamin Banneker and current Space Scientists like Dr Maggie Aderin-Pocock.
4 Characteristics: Consider stargazing outside the western world and how many cultures use their own set of constellations that come from local legends.
Outside Agency Work: Visit the Planetarium at Greenwich Park (Autism Friendly Star Show)
Careers:
- Teacher
- Museum worker
- Astronaut
- Scientist
| Terms | Unit/S.O.W | Assessment Pieces | Achievement and Enjoyment (Growth) | Literacy/Numeracy | Outcomes/Key Knowledge | Opportunities for differentiation | Opportunities to apply and enrich learning (real-world learning) | Decolonising the curriculum |
|---|---|---|---|---|---|---|---|---|
| Autumn | Brazil in all its Glory | Geography Fact File ADT Carnival Mask Music Create a repeating pattern on drum that students have made. Food Make Brigadeiro. | Brazilian workshop. Opportunities to listen to and play Samba music. Make and try a wide range of Brazilian food. Mask making to develop understanding of Brazilian culture/carnivals. | To develop questioning skills. e.g. create questions to put to Rudy from Taru when he visits school in October. To develop debating skills e.g. Rainforest or Farming debate. | Purpose: For students to gain an understanding of the geography and demographic of Brazil. To develop an understanding of Brazilian culture and history. | Students to take part in range of practical activities (e.g. ADT, Food Tech, Music) that is accessible for all. Options to record written tasks on chrome books. | Outside agency work: Brazilian drumming workshop from Taru arranged for October 22nd, 2024. Careers: Travel, Beauty, Design. Science: Musical instruments Brazilian Music Finding the sound | Decolonisation: The study of Brazilian cultures, looking at the tribes of the Amazon. Understanding the food, music and art of Brazil. Consider other world celebrations that celebrate culture and diversity. Their purpose and links to Carnivale |
| Spring | 26.2 miles of History | History Create a timeline for London landmarks passed on the Marathon. Geography Describe the London Marathon and explain why it is important. ADT Create a model of Big Ben. | Trips to include use of different forms of public transport to: The London Eye, Tower of London, Greenwich Park | Researching charities supported by the Marathon. Devising maps/routes from school to landmarks along the Marathon. | Purpose: To study the history and purpose of the London Marathon and its development of inclusivity and sustainability impact. | Students take part in trips to visit London Landmarks. Students provided with facts and questions geared to their individual needs to help them explore the history of each landmark. | Outside agency work: A charity workshop/ activity - Raising money for a charity linked to the London Marathon. Careers: 1. Construction 2. Personal Trainer 3. Fundraiser/Charity Work 4. Police Officer 5. Architect 6. Taxi Driver | Decolonisation: Links to the Olympics and Paralympics. Working with charities with a focus on inequalities. The introduction of the non-binary gender category in 2022. |
| Summer | Space | History - produce a timeline to show the history of Space travel. ADT- Produce a Solar system mobile. | Trip to Greenwich Park -Planetarium. (Autism friendly show.) Try Astronaut Food. | English Read Science Fiction stories. Descriptive and imaginative writing about Planets. Develop debating skills in relation to question of life on other planets. Research and produce a biography of an astronaut. Maths Explore scale by drawing a playground Solar system. | Purpose: Students will explore the Planets | Students will take part in a range of practical activities e.g. creating a 3D Solar System that will be available to all. They will visit the Planetarium at Greenwich Park which will provide a visual Planets and Star Show in a relaxed environment. | Outside agency work: Royal Greenwich observatory Science museum, Planetarium. Careers 1. Teacher 2. Museum worker 3. Astronaut 4. Scientist | Decolonisation: Discussions around stargazing outside the western world and how many cultures use their own set of constellations that come from local legends. |
Brazil in all its glory
Subject rough overview
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 |
|---|---|---|---|---|---|
| Art: Create a painting in the style of the Brazilian Artist Lobo KS3 Brazil project AU1 ART artist Lobo bigger picture.docx Hums: Where is Brazil Science: Nutrition & Digestion Music: Identifying Samba music, play samba rythms/ layering Drama: Intro to Augsto boal and Theatre of the oppressed DT: Research on Brazil (Tourist attractions) Food: Explore the staple foods in Brazil | Art: Create a painting in the style of the Brazilian Artist Lobo Hums: Map skills Science: Sound waves Drama: ‘Image Theatre’ - Expressing Emotions DT: Research possible project (ganza, Mask, Fridge magnet) Food: Make brazilia cheese balls | Art: Create a painting in the style of the Brazilian Artist Lobo Hums: Life in the Favelas Science: Inheritance, chromosomes, DNA and genes Drama: ‘Forum theatre’ - Identifying issues DT: Explore Brazilian carnival for inspiration Food: Explore agriculture map of Brazil. Identify what is grown where | Art: Christ the Redeemer photography Hums: Deforestation and Climate Science: Inheritance, chromosomes, DNA and genes Drama: Role reversal - Developing empathy DT: Design ideas Food: Make Feijonda | Art: Brazilian Flag in pepper dye Hums: The Amazon Science: Photosynthesis Drama: Image theatre - Social themes DT: Making chosen project Food: Explore Brazilian deserts | Art: Romero Britto - Stained glass activity Hums: Ecosystems Science: Relationships in an ecosystem Drama: Forum theatre for change DT: Making chosen project Food: Making of individually chosen dessert |
26.2 Miles of History
Subject rough overview
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 |
|---|---|---|---|---|---|
| Art: Trainer design Hums: Rise of London Science: Skeletal and muscular systems Drama: London Riot introduction DT: Research on London (JtheR, GFoL, Buses, Landmarks, Marathon) Food: Link and recap with DT Foundation: Big Ben | Art: Trainer design Hums: Story of London Science: Gas exchange systems Drama: Media interpretation of events DT: Research souvenirs for London tourism Food: Cook practical 1 (english breakfast) Foundation: Tower Bridge | Art: Landmark landscapes Hums: London Bridge Science: Cellular respiration Drama: What actually happened to Mark Duggan DT: Product design ideas and final design Food: Food in the… times (roman, saxons etc) Foundation: The London Eye | Art: London transport design Hums: Great Fire of London Science: Earth and Atmosphere Drama: Stage Fighting DT: Make the chosen souvenirs Food: Cook practical 2 (fish and chips) Foundation: Cutty Sark | Art: Wire landmark - Shadow photography Hums: Guy Fawkes Science: Cost of Fuel Drama: Stereotypes/ crime and punishment quiz DT: Making chosen souvenirs and packaging Food: Food in the … times (vikings, normans, crusaders) Foundation: The Shard | Art: Wire landmark - Shadow photography Hums: Jack the Ripper Science: Describing Motion Drama: Split staging - Both sides of the story DT: Finish making and evaluate Food:Cooking practical 3 and 4 (roly polly and bread and butter pudding) Foundation: The London Marathon |
Space!
Subject rough overview
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 |
|---|---|---|---|---|---|
| ADT: Make “Galaxy Playdough.” Hums: Look at the history of Space travel. Science: Planets Drama: Food: Try dehydrated food used for Space travel. | ADT: Make mobile of Solar system Hums: Explore the life of an Astronaut. Science: Planets Drama: Food: | ADT: Continue with mobile of Solar System Hums: Look at contributions of Black Space Scientists throughout History. Science: Planets Drama: Food: | ADT:. Hums: How do non western cultures think about Space? Science: Planets Drama; Food: | ADT: Look at Artists famous for their interpretations of Space e.g. “Vortex” by Morysetta Hums: History of the International Space Station Science: Planets Drama: Food: | ADT: Create Art Work inspired by Mortsetta. Hums: History of the International Space Station. Science: PLanets Drama: Food: |
