Summary table of curriculum relevance
Tudor kings and queens
Literacy – all countries
Use knowledge of different organisational features of texts to find information effectively.
Make notes on and use evidence from across a text to explain events or ideas.
Identify and make notes of the main points of text
History – England and Wales
Chronological understanding
Place events, people and changes into correct periods of time
Use dates and vocabulary relating to the passing of time, including ancient, modern, BC, AD, century and decade.
Organisation and communication
Recall, select and organise historical information
Use dates and historical vocabulary to describe the periods studied.
Breadth of study: Britain and the wider world in Tudor times
A study of some significant events and individuals, including Tudor monarchs, who shaped this period and of theeveryday lives of men, women and pupils from different sections of society.
The world around us – Northern Ireland
Changes over time
Pupils should be enabled to explore some of the major changes in the past which have affected our lives today.
Environmental studies – Scotland
People in the past – within the chosen context, whether homes, Vikings, Romans, etc., pupils will learn about selected main features of life in the past, e.g. clothes, transport, homes, work and leisure.
Where on earth?
Literacy – all countries
Identify and summarise evidence from a text to support a hypothesis.
Use knowledge of different organisational features of texts to find information effectively.
Infer writers’ perspectives from what is written and from what is implied.
Identify and make notes of the main points of text.
Understand underlying themes, causes and points of view.
Geography – England and Wales
Knowledge and understanding of places
Identify and describe what places are like (for example, in terms of weather, jobs)
Describe where places are
Recognise how places fit within a geographical context.
Breadth of study – Localities
A locality in the United Kingdom.
A locality in a country that is less economically developed.
The world around us, Geography – Northern Ireland
Place – pupils should be enabled to explore:
- Where do I live?
- What is in my world?
Social studies, People, place and environment – Scotland
People and place – pupils will make comparisons between people and places, for example, location, size, resources, lifestyles, housing, transport or education.
Playing with words
English – England and Wales
Reading: Language structure and variation
To read texts with greater accuracy and understanding, pupils should be taught to identify and comment on features of English at word, sentence and text level, using appropriate terminology (for example, how adjectives and adverbs contribute to overall effect, the use of varying sentence length and structure, connections between chapters or sections).
Writing: Language structure
Pupils will write functionally, personally and imaginatively, to convey meaning in language appropriate to audience and purpose; in so doing, they will pay careful attention to punctuation and structure, spelling, handwriting and presentation, and acquire knowledge about language.
English language – Scotland
Writing:
Pupils will write functionally, personally and imaginatively, to convey meaning in language appropriate to audience and purpose; in so doing, they will pay careful attention to punctuation and structure, spelling, handwriting and presentation, and acquire knowledge about language.
Language and literacy – Northern Ireland
Reading
Reading – Consider, interpret and discuss texts, exploring the ways in which language can be manipulated in order to affect the reader or engage attention.
Writing – Write for a variety of purposes and audiences, selecting, planning and using appropriate style and form.
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.
The world around us, Geography - Northern Ireland
Pupils will explore the features of, and variations in, places, including
physical. Change over time in places.
Social studies, People place and environment – 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.
The world around us, Science and technology – Northern Ireland
Pupils will explore the cause and effect of energy, forces and movement.
Sciences – 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.
The world around us, History – Northern Ireland
Pupils will explore how change is a feature of the world and may have consequences
for our lives.
Social studies, People, past events and societies – 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 – all countries
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.
The world around us, History – Northern Ireland
Social studies, People, past events and societies – Scotland
Developing understanding of people, events and societies of significance
in the past
Using your teeth
Literacy – all countries
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.
The world around us, Science and technology – Northern Ireland
Sciences – Scotland
Know the function of the four tooth types
Starting a new settlement
Literacy – all countries
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.
The world around us, Geography – Northern Ireland
Social studies, People, place and environment – Scotland
People and Place – give reasons for the location of a settlement.
Looking at food chains
Literacy – all countries
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
The world around us, Science and technology – Northern Ireland
Sciences – Scotland
Construct simple food chains
Looking at the water cycle
Literacy – all countries
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.
The world around us, Geography – Northern Ireland
Social studies, People, place and environment – Scotland
People and Place – describing elements of the weather.
How does the heart work?
Literacy – all countries
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.
The world around us, 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 – all countries
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
The world around us, Science and technology – Northern Ireland
Sciences – Scotland
To link the pattern of day and night to the position of the sun.
The Ancient Greeks and the battle of Marathon
Literacy – all countries
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.
The world around us, History – Northern Ireland
Social studies, People, past events and societies – 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.
Me, myself and I
Literacy – all countries
Use knowledge of different organisational features of texts to find information effectively.
Infer writers’ perspectives from what is written and from what is implied.
Experiment with different narrative form and styles to write their own stories.
Integrate words, images and sounds imaginatively for different purposes.
Art and Design – England and Wales
Evaluating and developing work
Review what they and others have done and say what they think and feel about it
Investigating and making, art, craft and design
represent observations, ideas and feelings, and design and make images and artefacts.
try out tools and techniques and apply these to materials and processes, including drawing.
Art and Design – Scotland
create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture.
Art and Design – Northern Ireland
Researching, gathering and interpreting information from direct experiences, observations, memory, imagination and a range of traditional and digital sources. Developing an appreciation of the work of artists, designers and craft workers from their own and other cultures, past and present.
My community
Literacy – all countries
Make notes on and use evidence from across a text to explain events or ideas.
Write non-narrative texts using structures of different text-types.
PSHE and Citizenship – England and Wales
Developing confidence and responsibility and making the most of their abilities.
Developing good relationships and reflecting the differences between people.
Social wellbeing – Scotland
Express their own views on values which are important to the home, school and community.
Personal Development and Mutual Understanding – Northern Ireland
Mutual understanding in the local and the wider community.