National Curriculum Links

Links to the Curriculum

Here is a post to show how the app we have created will support the school with links to the curriculum…

Due to the nature of the app it requires plenty of reading and involves some difficult vocabulary therefore it is mainly aimed at KS2.

The main curriculum links are to the area of science. The curriculum states: scientific enquiry should include observing over time; pattern seeking; identifying; classifying and researching using secondary sources. The app enables children to identify a tree across all the seasons as it includes identification by leaf, buds, fruit, twigs and bark. It has links to other secondary sources for them to research further.

In the Science curriculum, it states that children should build up an extended specialist vocabulary. The app provides plenty of new vocabulary that is clearly defined for children and gives them the opportunity to follow this up further with links to useful websites.

Here are some other curriculum objectives, arranged by year group, that the app could be useful for.

Year 3

– identify and describe the functions of different parts of flowering plants: roots,

stem/trunk, leaves and flowers

– explore the part that flowers play in the life cycle of flowering plants, including

pollination, seed formation and seed dispersal.

Year 4

– recognise that living things can be grouped in a variety of ways

– explore and use classification keys to help group, identify and name a variety of living

things in their local and wider environment

Non-statutory guidance

– pupils should use the local environment throughout the year to raise and answer

questions that help them to identify and study plants and animals in their habitat

– pupils should explore possible ways of grouping a wide selection of living things that include animals and flowering plants and non-flowering plants.

Year 5

– describe the life process of reproduction in some plants and animals

Non-statutory guidance

– pupils should study and raise questions about their local environment throughout the

year. They should observe life-cycle changes in a variety of living things, for example,

plants

– pupils should find out about different types of reproduction, including sexual and asexual reproduction in plants

– pupils might work scientifically by: observing and comparing the life cycles of plants and

animals in their local environment with other plants and animals around the world (in the rainforest, in the oceans, in desert areas and in prehistoric times), asking pertinent

questions and suggesting reasons for similarities and differences.

Year 6

– describe how living things are classified into broad groups according to common

observable characteristics and based on similarities and differences, including micro-

organisms, plants and animals

– give reasons for classifying plants and animals based on specific characteristics.

Non-statutory guidance

– pupils might work scientifically by: using classification systems and keys to identify some animals and plants in the immediate environment. They could research unfamiliar animals and plants from a broad range of other habitats and decide where they belong in the classification system.

The app may also be used for Geography and looking at the environment in and around the school. It may also be used for topics such as sustainability or similar.

Lauren

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