Summary table of curriculum relevance
Volcanoes
Literacy – All countries
Use knowledge of different organisational features of texts to find
information effectively.
Write non-narrative texts using structures of different text-types.
Group related material into paragraphs.
Geography – England and Wales
Knowledge and understanding of patterns and processes
4a) Recognise and explain patterns made by individual physical and human features
in the environment.
4b) Recognise some physical and human processes and explain how these can cause
changes in places and environments.
Environment and society - Northern Ireland
Pupils will explore the features of, and variations in, places, including
physical. Change over time in places.
Environmental studies – Scotland
Developing an understanding of physical processes in the earth’s atmosphere
and surface.
It's electric!
Literacy – All countries
Use knowledge of different organisational features of texts to find information
effectively.
Summarise and shape material and ideas from different sources to write convincing
and informative non-narrative texts.
Group related material into paragraphs.
Science – England and Wales
Physical Processes – Electricity
Looking at the part science has played in the development of many useful things.
Science and Technology – Northern Ireland
Pupils will explore the cause and effect of energy, forces and movement.
Environmental studies – Scotland
Properties and uses of energy
Developing an understanding of energy through the study of the properties and
uses of heat, light, sound and electricity.
An evacuee's story
Literacy – All countries
Make notes on and use evidence from across a text to explain events or ideas.
Infer writers' perspectives from what is written and from what is implied.
Experiment with different narrative form and styles to write their own stories.
History – England and Wales
2b) The children will know about characteristic features of the periods and
societies studied, including the ideas, beliefs, attitudes and experiences of
men, women and children in the past.
11b) Britain since 1930 - a study of the impact of the Second World War.
Environment and society – Northern Ireland
Pupils will explore how change is a feature of the world and may have consequences
for our lives.
Environmental studies – Scotland
People, events and societies of significance in the past Developing an understanding
of distinctive features of life in the past and why certain societies, people
and events are regarded as significant.
How to make a mummy
Literacy
Identify and make notes of the main points of text
Write non-narrative texts using structures of different text-types
Signal sequence, place and time to give coherence
History – England and Wales
Pupils should be taught about characteristic features of the periods
and societies studied, including the ideas, beliefs, attitudes and experiences
of men, women and children in the past.
A study of the key features, including the everyday lives of men, women and
children of a past society e.g. Ancient Egypt.
Environment and society – Northern Ireland
Environmental studies – Scotland
Developing understanding of people, events and societies of significance
in the past
Using your teeth
Literacy
Identify and make notes of the main points of text
Write non-narrative texts using structures of different text-types
Use layout, format graphics and illustrations for different purposes
Science – England and Wales
Pupils should know about the functions and care of teeth.
Science and technology – Northern Ireland
Environmental studies – Scotland
Know the function of the four tooth types
Starting a new settlement
Literacy
Identify and summarise evidence from a text to support a hypothesis
Show relationships of time, reason and cause through subordination and connectives
Geography – England and Wales
To ask geographical questions [for example, 'What is this landscape
like?', 'What do I think about it?']
To identify and describe what places are like.
Environment and society – Northern Ireland
Environmental studies – Scotland
People and Place – give reasons for the location of a settlement.
Looking at food chains
Literacy
Identify and make notes of the main points of text.
Write non-narrative texts using structures of different text-types.
Use layout, format graphics and illustrations for different purposes.
Science – England and Wales
To use food chains to show feeding relationships in a habitat.
To know that nearly all food chains start with a green plant
Science and technology – Northern Ireland
Environmental studies – Scotland
Construct simple food chains
Looking at the water cycle
Literacy
Make notes on and use evidence from across a text to explain events
or ideas.
Integrate words, images and sounds imaginatively for different purposes.
Geography – England and Wales
To learn about the weather and water and the effect on landscapes and
people.
Environment and society – Northern Ireland
Environmental studies – Scotland
People and Place – describing elements of the weather.
How does the heart work?
Literacy
Make notes on and use evidence from across a text to explain events
or ideas
Adapt non-narrative form and style to write a factual text.
Science- England and Wales
To know that the heart acts as a pump to circulate the blood through
vessels around the body, including through the lungs.
Science and technology – Northern Ireland
Environmental studies – Scotland
Identify main organs and describe broad functions of the organs of
the human body.
What makes day and night?
Literacy
Make notes on and use evidence from across a text to explain events
or ideas
Understand underlying themes, causes and points of view
Vary the pace and develop the viewpoint through the use of direct and reported
speech, portrayal of action and selection of detail.
Science – England and Wales
How day and night are related to the spin of the Earth on its own axis
Science and technology – Northern Ireland
Environmental studies – Scotland
To link the pattern of day and night to the position of the sun.
The Ancient Greeks and the battle of Marathon
Literacy
Make notes on and use evidence from across a text to explain events
or ideas
Experiment with different narrative form and styles to write their own stories
In non-narrative, establish, balance and maintain viewpoints.
History – England and Wales
To identify and describe reasons for, and results of, historical events,
situations, and changes in the periods studied
To recognise that the past is represented and interpreted in different ways,
and to give reasons for this.
Environment and society – Northern Ireland
Environmental studies – Scotland
Developing understanding of people, events and societies of significance in
the past.
Finding information in the library
Literacy
Identify how different texts are organised , including reference texts,
on paper and on screen.
Compare different types of narrative and information texts and identify how
they are structured.
Other curriculum links: This activity supports research in
all areas of the curriculum.