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Penshurst - Passion
Penshurst - Learning

Penshurst Primary School

The Penshurst Curriculum

At Penshurst we pride ourselves in our innovative thematic curriculum. Literacy, numeracy and progress in learning is at the heart of our studies yet the flexibility within the themes also allows us to ensure that pupils develop personal skills and a respect for each other and their community. The following information provides a brief overview of each theme, from the pupils’ perspective.

Overview of the Penshurst Curriculum 2017/18

Year 1 Themes of learning

Dinosaurs

Dinosaurs

Areas of Learning

We will research

  • Events beyond living memory that are significant nationally or globally.
  • Diifferent dinosaurs which existed and how we learn about dinosaurs and their fossils through archaeology and palaeontology e.g. Mary Anning
  • What it means to be a carnivore, herbivore and omnivore. Are there any similarities or differences?

We will investigate

  • Study events beyond living memory that are significant nationally or globally.
  • Where flying dinosaurs migrated to on a map. Which oceans did they need to cross?
  • Which dinosaurs were land dwellers and which lived in the ocean?

We will explore

  • Using world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.
  • Different prehistoric artefacts and fossils that are displayed in famous museums.

We will make/produce

  • A visual timeline of when each of the dinosaurs were alive.
  • Create artefacts to appear in a museum
  • Create a model of a dinosaur using different materials

We will perform

  • An archaeological dig - children will pretend that they are archaeologists and palaeontologists to dig up fake bones / artefacts carefully, using a range of equipment.

 

A Sailor went to Sea, Sea, Sea

A Sailor went to Sea, Sea, Sea

Areas of Learning

We will research

  • The world's seven continents and five oceans
  • Historical events, people and places in their own locality

We will investigate

  • Where the continents and oceans are on a map.
  • Localities, considering how man has changed the landscape or underwater landscape.
  • The effect that over-fishing is having on the food chain / environment.

We will explore

  • Physical characteristics that may differ between localities and how these might affect the fishing of that area.
  • How the art of fishing has changed over time, including the equipment used.
  • The work of a range of artists making links to their own work

We will make/produce

  • A wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

We will perform

  • Sea shanty songs and create their own after researching life on board a trawler.

Mad Hatter's Tea Party

Mad Hatter’s Tea Party

Areas of Learning

We will research

  • Traditional menus for a tea party
  • Recipes for the food we will serve at our tea party

We will investigate

  • Balanced diets and healthy lifestyles
  • What people like to eat at parties, through questionnaires and pictograms

We will explore

  • What a tea party is and whether they exist in other cultures

We will make/produce

  • A menu for the tea party
  • A hat to illustrate our chosen character
  • Food to be eaten at the party
  • A list of games and their rules for the party

We will perform

  • The dance of a ‘Mad Hatter’
  • Songs and rhymes associated with parties
  • The party games we plan for our tea party

Challenge

Your challenge is to arrange a tea party for the Mad Hatter. Everyone will attend as their favourite character from a story, wearing a hat that gives clues to who you are.

Year 2 Themes of learning

In a Dark, Dark House

In a Dark, Dark House

Areas of Learning

We will research

  • The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life from different periods.
  • All of the different habitats that living things can have.

We will investigate

  • The work of a range of artists describing the differences and similarities between practices and disciplines.

We will explore

  • Nocturnal creatures, their similarities and differences, and their habitats.

We will make/produce

  • A shelter outside that could be slept in when dark.
  • Purposeful products, evaluating against the design criteria.

 

The Time Machine

The Time Machine

Areas of Learning

We will research

  • The lives of significant individuals who have contributed to national and international achievements.
  • The work of great artists over time and develop techniques of colour, pattern, texture, line, shape, form and space.

We will investigate

  • Events beyond living memory that is significant nationally or globally.

We will explore

  • The work of Ben Kimberly Prins whose posters depict numerous inventions and Salvador Dali whose artwork contains inventions that have shaped our future. Also look at Leonardo Da Vinci’s technical drawings.

We will make/produce

  • Purposeful products evaluating against design criteria.

We will perform

  • Music across a range of historical periods, genres, styles and traditions, including the works of great composers and musicians

Ahoy Me Hearties

Ahoy Me Hearties
Areas of Learning

We will research 

  • Live of significant individuals in the past who have contributed to national and international achievements eg. Grace O'Malley, mary Rear, Blackbeard.  Compare hostoric pirates to modern day pirates.

We will investigate

  • The world’s seven continents and five oceans (understand the difference between a continent, country and county)
  • We are detectives...we will solve a muystery by reading, sending and replying to emails, and by listening to a witness statement.  They use a fact file sheet to create a table and identify the culprit.

We will explore

  • Simple compass directions (North, South, East and West) and locational and directional language (near and far, left and right) to describe location and features on a map e.g. create a treasure map
  • Technology purposefully to create, organise, store, manipulatye abd retrieve digital content 

We will make/produce

  • Create pirate flags/ coins developing a wide range of art and design using techniques in using colour, pattern, texture, line, shape, form and space

 

The Royal Baby

The Royal Baby

Areas of Learning

We will research

  • The lives of significant individuals  e.g. Elizabeth II etc

We will investigate

  • The changes within living memory e.g.How has the Royal Family grown? Family trees

We will explore

  • The capital cities of Uk and look at its surrounding seas (cities/palaces etc)
  • How music is created, produced and communicated (pitch, tempo, duration, dynamics, timbre, texture and structure)

We will make/produce

  • Purposeful products evaluating against design criteria e.g. be an architect.

 

Down at the Bottom of the Garden

Down at the bottom of the garden

Areas of Learning

We will research

  • life cycles of plants and habitats and the creatures that might live in them, including mini-beasts
  • traditional tales and legends about fairies, imps and elves
  • mini-beasts in our local environment and how they live and survive

We will investigate

  • if any of the tales we read have common features such as magic/3 wishes etc
  • how plants grow
  • We will explore
  • our beliefs in what is fact and what is fiction

We will make/produce

  • boggart sculptures using natural materials
  • fairy doors, evaluate current products first
  • various scale items for fairy use
  • drawings of fruit using texture
  • moving insects/fairies using pulleys and split pins

We will perform

  • music using natural materials found outside
  • dance inspired by mini-beasts and their lives

Year 3 and 4 Themes of learning

Deepest Darkest Peru

Deepest Darkest Peru

Areas of Learning

We will research

  • Great artists, architects and designers in history.
  • The artist Paul Cezanne and his Landscapes. Experiment with using different strokes and layering to to apply the paint.

We will investigate

  • A non-European society that provides contrasts with British history.

We will explore

  • The climate differences between Peru and London
  • Mayan/Incan/Aztec Art
  • How music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

We will make/produce

  • Marmalade
  • A new label for Paddington’s suitcase.
  • Music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.

Challenge

 

The Chocolate Room

The Chocolate Room

We will research

  • When chocolate was first made, and how it is made today, looking closely at each stage of manufacture and how technology has changed production over time.
  • The artist Andy Warhol

We will investigate

  • Seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
  • The effects that a lifetime supply of chocolate might have on the various parts of the body.

We will explore

  • The different senses and use describing words when tasting chocolate.
  • Why chocolate is not the best material for Prince Pondicherry to build his palace with. Explore changing states.

We will Visit

  • York Chocolate Story

Ee By Gum!

Ee By Gum!

Areas of Learning

We will research

  • How Hull and / or Hessle have changed over time, including the land use and portion of land that was for each use.

We will investigate

  • Counties and cities of the United Kingdom, geographical regions and their 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.
  • Geographical similarities and differences through studying the human and physical geography of Hessle and comparing to Cape Town

We will explore

  • The eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.

 

Disaster

Disaster

Areas of Learning

We will research

  • The position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
  • Study the work of the artist Stephanie Peters

We will investigate

  • Key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
  • Where major disasters have occurred, what happened and why? How does it impact on communities?
  • Whether there is a pattern for where specific disasters are located?

We will explore

  • Tectonic plates and how these affect natural disasters
  • A range of disasters and how these occur, and how this affects the community and environment around that area.

We will make/produce

  • Replicating the way in which Stephanie Peters applies the paint. What impact do the colours that she use have on the piece? What would happen if the colours were much more vibrant?

Enchanting Evolution

Enchanting Evolution

Areas of Learning

We will explore

  • Maps etc. to locate animals and discover why they choose to locate there. Link to animal conservation and why it is needed

We will make/produce

  • Sketches of various animals both real and fictional
  • A character from Narnia with clay or paint a new imaginary setting for Narnia

 

 

Tomb Raider

Tomb Raider

Areas of Learning

We will research

  • the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of Ancient Egypt

Historical events, people and places in their own locality

We will investigate

  • Hieroglyphics and other forms of communication/wtriting. How were Pyramids built?
  • How did they get the water from the Nile to build the Pyramids?

We will explore

  • The world’s countries, using maps to focus on Europe, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

We will make/produce

  • Clay sculptures of the pyramids

We will perform

  • Perform songs/dances from the lost civilisations

The Amazing Amazon

Dinosaurs

Areas of Learning

We will research

  • Geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

We will investigate

  • Counties and cities of the United Kingdom, geographical regions and their 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

We will explore

  • The difference between a river, stream, ocean and sea. Research rivers in the UK and how areas have changed over time and why? How groups of people help protect rivers and wildlife.

 

Volcanoes

Volcanoes

Areas of Learning

We will research

  • to locate some of the world's best known volcanoes and name the countries and continents where they can be found
  • significant volcanic eruptions through history

We will investigate

  • the physical features of environments and looking at the effects of volcanoes on settlements
  • how archaeologists have discovered a lost city and how tourists now visit to find out more

We will explore

  • different forms of rock, classifying them and discovering the changes that can occur when they are heated or cooled within a volcano

We will make/produce

  • our item for a gift shop
  • a working volcano

We will perform

  • music through striking different materials to discover the different sounds they make

Year 5 Themes of learning

The Fantastic Flying Journey

The Fantastic Flying Journey

Areas of Learning

We will research

  • Counties and cities of the United Kingdom, geographical regions and their 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.

We will investigate

  • The position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night).

 

Defying Gravity

Defying Gravity

Areas of Learning

We will research

  • Amy Johnson and why she is famous. What does her achievement mean for subsequent and future generations? How might she have influenced women?

We will investigate

  • Maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

We will explore

  • A wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

We will make/produce

  • A visual timeline of the most iconic aviation designs and creations, including ballons and Zeplins.

 

Secret Agent

Secret Agent

Areas of Learning

We will research

  • Where would be the best country for a secret agent to work/hide

We will investigate

  • The climate in the countries studied? How do the seasons differ to UK?

We will explore

  • Famous artists, architects/landmarks and designers around the world
  • Understand seasonlaity and know where and how a variety of ingredients are grown, reared, caught and processed eg. reserach speciality dishes from countries visited. 

We will make/produce

  • Speciality dishes from countries visited

 

Medieval Magic

Medieval Magic

Areas of Learning 

We will research

  • What was it like to live in Yorkshire in medieval times? How has the area changed before and after 1066? 

We will make/produce

  • Scultures / Painting from the time
  • Medieval products using mechanisms and evaluate their finished product

We will perform

  • Music across a range of historical periods, e.g. listen to music and play instruments of the time

Year 6 Themes of learning

Right to Flight

Right to Flight

Areas of Learning

We will research

  • Significant turning points in British history such as the Battle of Britain.
  • What it was like to be an evacuee in WWII and life at home.

We will investigate

  • Historic wars to modern day wars. How are they different/the same? What could conflict look like in the future?
  • The effect music had on communities

We will explore

  • Events leading up to and following the Battle of Britain.
  • The world’s countries, using maps to focus on Europe (including the location of Russia), key physical and human characteristics, countries, and major cities.

We will make/produce

  • Wartime propaganda posters
  • Wartime artefacts.out of clay

We will perform

  • Music across a range of historical periods.
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