Sonar Curriculum - A Bucketful of Beans

A Bucketful of Beans

Synopsis:

Children investigate where a variety of food comes from, making links to location, climate and biome. They consider 'carbon footprint' and the impact on the environment as they plot the journey of a cocoa bean from its origin to the UK. They will design and create their own healthy smoothie considering the seasonality of the ingredients.

Geography

Locational Knowledge Locate some countries of Europe and N/S America using maps and identify some environmental regions, key physical/human features, cities

Human & Physical Geography Begin to describe some key aspects of human geography (settlement/land use and distribution of natural resources)

Skills & Fieldwork Confidently use world maps, atlases and globes and begin to use digital mapping

Place Knowledge Begin to explain geographical similarities and differences (region of UK, European country and N/S America)

D&T

Design Use research to inform design

Evaluate Evaluate own ideas and designs against given design criteria and consider the views of others to improve their work Investigate a range of existing products that address real / relevant problems, in a range of relevant contexts eg home, leisure, school

Make Select from and use a wide range of tools, equipment, materials and components accurately

Food Technology Apply understanding of seasonality and its link to ingredients Apply principles of a healthy, varied diet when preparing variety of savoury dishes

Science

Make Observations Develop skills of systematic observation

Perform Tests Set up simple practical enquiries Understand comparative and fair tests

Ask Questions Ask relevant scientific questions and suggest how to answer eg practical test vs secondary sources Develop different types of scientific enquiry

Gather Data Gather, record and present data in variety of ways eg drawings, labelled diagrams, charts Report on findings orally and in writing using scientific language

Analyse Data Use results to draw simple conclusions and make predictions Identify similarities, differences, changes related to scientific processes and ideas

Writing

Language & Vocabulary Use similar writing to identify and understand vocabulary and language (“magpie” words and phrases to use in own writing) Create characters, setting and plot Use varied and rich vocabulary including: adjectives, expanded noun phrases, adverbs, preposition phrases, collective nouns, similes and alliteration Vary sentences openers for effect eg adverbs, preposition phrases and subordinate clauses Discuss words and features of texts that capture the reader’s interest

Plan, Draft, Edit & Evaluate Draw on examples of writing (structure, vocabulary and grammar) when planning their own work Compose and practise sentences orally using an increasingly wide range of vocabulary and sentence structure Assess own and others’ writing, suggesting improvements Suggest changes to grammar and vocabulary AProof -read work for spelling and punctuation errors Discuss and record ideas Organise paragraphs round a theme

Grammar & Punctuation Express time, place and cause using: conjunctions - (when, before, after, while, because), adverbs - (then, next, soon, therefore) - prepositions (before after, during, in, because of)Use wider range of subordinating conjunctions (before, after, while, when, if, because, although)

Text Structure & Features Organise paragraphs around a theme Use simple organisational devices eg headings, sub -headings Build on KS1 wide range of stories, poetry, plays, myths, legends, non -fiction and reference books Recognise themes eg good over evil, use of magical devices Be exposed to books that are structured in different ways Identify how language, structure, vocabulary, grammar and presentation contribute to meaning

Transcription Spell wide range of homophones)Spell words that are often misspelt Use a dictionary to spell words correctly

Maths