designers in range of programs, through and cities of the and recorded movement described above through history. systems and content discussion, United intonation so music drawn patterns teaching the that accomplish given annotated Kingdom, that others from different take part in British, local and goals, including sketches, geographical understand traditions and outdoor and world history collecting, analysing, regions and when they from great outlined below, adventurous evaluating and and identifying are reading composers teachers should activity presenting data and exploded human and aloud or and combine challenges information diagrams, physical using familiar musicians overview and both prototypes, characteristics, words and depth studies to use technology safely, develop an individually help pupils pattern key phrases* respectfully and and within a understand pieces and topographical responsibly; recognise present ideas of the team both the long features and history of arc of design (including hills, compare development behaviour; identify a information music. mountains, their and the range of ways to report orally to a coasts and Make complexity of concerns about content range of select from rivers), and with specific aspects and contact. audiences* and use a land-use of the content. previous Pupils should be wider range patterns; and read carefully ones and taught of tools and understand how and show demonstrate equipment to some of these improvement changes in perform aspects have of words, to achieve Britain from practical changed over phrases and their the Age tasks time simple writing personal to the Iron [for example, best. Age identify the appreciate cutting, position and stories, the Roman shaping, significance of songs, Empire and joining and latitude, poems and its impact on finishing], longitude, rhymes in the Britain accurately Equator, language Britain’s select from Northern broaden their settlement and use a Hemisphere, vocabulary by wider range Southern and develop and of materials Hemisphere, their ability to Scots and the Tropics of understand components, Cancer and the Viking new words including Capricorn, and that are construction Arctic and introduced materials, Antarctic Circle, struggle for into familiar textiles and the the Kingdom written ingredients, of England
designers in history. range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information use technology safely, respectfully and responsibly; recognise behaviour; identify a range of ways to report concerns about content and contact. through discussion, annotated sketches, and exploded diagrams, prototypes, pattern pieces and design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, and cities of the United Kingdom, geographical regions and identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content. Pupils should be taught changes in Britain from the Age to the Iron Age the Roman Empire and its impact on Britain Britain’s settlement by and Scots the Viking and struggle for the Kingdom of England and intonation so that others understand when they are reading aloud or using familiar words and phrases* present ideas and information orally to a range of audiences* read carefully and show of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written recorded music drawn from different traditions and from great composers and musicians develop an of the history of music. movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their with previous ones and demonstrate improvement to achieve their personal best.
year5_ngps.docx