curriculum content and design policy · see also reading assessment and book band guide for parents...

CURRICULUM CONTENT AND DESIGN POLICY

It is advised that this policy is read alongside the Learning, Teaching and Assessment Policy, March 2017

Early Years Yearly Overview English Curriculum Overview Skills Maps: Key Stage 1-2 Alan Peat Narrative Writing Toolkit Spelling Yearly Overviews: EYFS-Key Stage 2 (Phonics Phases 3-18) In Reception and Year 1 spelling lists are matched to teacher’s assessment of individual children’s phonics understanding to support teaching and learning of phonics matched to need and attainment. Here the school aims are for of all children to achieve the Phonics Screening Check in the summer term of Year 1 at Phase 5.

The phonics screening check is designed to confirm whether children have learnt phonic decoding to an appropriate standard. It will identify pupils who need extra help to improve their decoding skills. The check consists of 20 real words and 20 pseudo-words that pupils read aloud to the teacher. The check must be administered to all children in year 1 (with some exceptions).

Year 1 Parents and Carers are invited to attend a Phonics and Reading Workshop during the autumn term of their child’s entry to Year 1 with aims to clarify how the school will prepare children to complete the statutory Year 1 Phonics Screening Check and how parents and carers can support children outside of school.

More information about the statutory Year 1 Phonics Screening Check can also be accessed at: https://www.gov.uk/government/collections/phonics

See also Handwriting and Presentation Policy, January 2017 See also Reading Assessment and Book Band Guide for Parents and Carers See also Recommended Texts Guide: Igniting a Passion for Reading in Children at Marlborough Primary School

Mathematics Curriculum Overview Skills Maps: Key Stage 1-2 Science Curriculum Overview Skills Maps: Key Stage 1-2 Creative Curriculum Overview Skills Maps: Key Stage 1-2 RE Curriculum Overview RE Assessment Foci PHSE Topic Overview incorporating Marlborough Primary School’s strategic plan for developing Global Citizens through the Global Goals for Sustainable Development Computing Curriculum Overview Skills Maps: Key Stage 1-2 PE Curriculum Overview Skills Maps: Key Stage 1-2 MfL (Spanish) Curriculum Overview Skills Maps: Key Stage 2

Indicates how the ethos and principles of the United Nations Convention on the Rights of the Child, (UN CRC) will be embedded into curriculum learning, teaching and assessment Indicates where curriculum design includes specific focus on developing global citizens and exposing children to the seventeen Global Goals for Sustainable Development Indicates the educational visit or trip recommendations to ignite topic basic enquiry learning consolidate

Articles 12, 29, 31

https://www.gov.uk/government/collections/phonics

MARLBOROUGH NURSERY TOPIC OVERVIEW

NURSERY TOPIC OVERVIEW

This overview shows the intended spread of themes within topics for the year but is subject to change depending on children’s interests and input

CHARACTERISTICS OF EFFECTIVE LEARNING The characteristics of effective learning are a key element in the early year's foundation stage at Marlborough school. They detail the ways in which children should be learning skills and attitudes from their environment, experiences and activities. Children in the early years foundation stage should all be displaying the characteristics of effective learning every day.

PLAYING AND EXPLORING Finding out and exploring Playing with what they know Being willing to ‘have a go.’

ACTIVE LEARNING Being involved and concentrating Keeping trying Enjoying achieving what they set out to do

CREATING AND THINKING CRITICALLY Having their own ideas Making links Choosing ways to do things

TERM AUTUMN 1

AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 1

TOPIC THEME ALL ABOUT ME FOOD TEDDY BEARS PICNIC PEOPLE WHO HELP US GROWING ON THE MOVE KEY BOOKS Elmer

Books about school Familiar books from home

Handa’s surprise Gingerbread man

Goldilocks and the three bears We’re going on a bear hunt

Three little pigs Red riding hood Information books

Jaspers beanstalk Jack and the beanstalk Information books

Naughty bus What the ladybird saw Information books

LITERACY Phase 1 Phonics Throughout

Listening to stories and poems Enjoying rhyming and singing activities. Looking at books independently Mark making with a variety of materials

Joining in with stories and rhymes. Joining in with rhymes and alliteration Choosing books to read independently Mark making lists, recipes, menus

Listening to stories with increasing attention Knowing how stories are structured Mark making for a purpose in play

Anticipating key events in stories Showing interest in illustrations Showing interest in print in the environment Beginning to Give meaning to mark making

Knowing that print carries meaning Describing main story settings, events and principal characters. Recognising familiar words and signs Ascribing meaning to marks made in play

Knowing that print is read left to right in English Hear and says the initial sounds in words Ascribing meaning to marks in the environment Beginning to write own name

MATHEMATICS

Using number names and language as we play I can build and arrange construction shapes

Using number names more accurately as we play Reciting numbers 1-5 as we sing and play I can recognise shapes that are the same in the environment

Counting objects as we play I can use positional language

Recognising numerals 1-5 Matching an amount to a numeral I can choose shapes to build and create

Recording my counting using fingers or marks on paper Reciting the numbers 1-10 as i play or sings songs and rhymes I can describe shapes using everyday language

I can count a variety of objects and actions as i play I can compare sizes and shapes

TERM AUTUMN 1

AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 1

TOPIC THEME ALL ABOUT ME FOOD TEDDY BEARS PICNIC PEOPLE WHO HELP US GROWING ON THE MOVE UNDERSTANDING OF THE WORLD

Talking about our families and home. Making homes- large construction Home corner role play

Expressing likes and dislikes Observing talking about fruit and vegetables Making fruit salad and dips

Colour mixing with paints Bear hunt role play Exploring sounds and rhymes

Police role play Fingerprint painting Big bad wolf mask making

Growing cress Planting bulbs Caterpillars to butterflies Learning about babies and how they grow

Investigating different methods of transport Garage role play fixing cars Comparing different vehicles

EXPRESSIVE ARTS AND DESIGN

Exploring media Handprints Footprints Self portraits

Using tools, cooking Fruit flavours playdough Handa songs

Paint mixing exploration Shakers for music and movement Bear songs

Rhyming songs Building three pigs houses Wanted posters for the big bad wolf

Growing songs Observation drawing Using our senses

Transport songs Creating our own vehicles

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Settling in Making friends

Learning routines and taking part

Being confident to talk to adults and peers

Working with others Collaborating Independence in our learning

RRSA / UNCRC Articles 7, 8, 31 Articles 6, 24, 31 Articles 12, 29, 31 Articles 12, 14, 31 Articles 6, 24, 31 Articles 29, 31

SUGGESTED SUMMER TERM TRIPS

Visit to Local Park Visit to Harrow & Wealdstone Station Trip on a bus

MARLBOROUGH RECEPTION TOPIC OVERVIEW

RECEPTION TOPIC OVERVIEW

This overview shows the intended spread of themes within topics for the year but is subject to change depending on children’s interests and input

CHARACTERISTICS OF EFFECTIVE LEARNING The characteristics of effective learning are a key element in the early year's foundation stage at Marlborough school. They detail the ways in which children should be learning skills and attitudes from their environment, experiences and activities. Children in the Early Years Foundation Stage should all be displaying the characteristics of effective learning every day.

PLAYING AND EXPLORING Finding out and exploring Playing with what they know Being willing to ‘have a go.

ACTIVE LEARNING Being involved and concentrating Keeping trying Enjoying achieving what they set out to do

CREATING AND THINKING CRITICALLY Having their own ideas Making links Choosing ways to do things

TERM AUTUMN ONE

AUTUMN TWO SPRING ONE SPRING TWO SUMMER ONE SUMMER TWO

TOPIC THEME FRIENDS AND FAMILY

HEALTHY ME BRILLIANT BEARS OUT OF THIS WORLD THE GREAT OUTDOORS AMAZING ANIMALS

KEY BOOKS Elmer Rainbow fish

Handa’s surprise Oliver’s vegetables

Brown bear, brown bear Biscuit bear Whatever next

Man on the moon Traction man Supertayto

Gruffalo Stickman Jaspers beanstalk

Hungry caterpillar Hotchpotch Penguin small

LITERACY Phonics Throughout

Writing our names and the names of our friends Writing about things we like and things we like to do Name alliteration Rhyming names

Labelling food Writing shopping lists Letters to Handa Labelling body parts Fruit tasting- talking about likes and dislikes Describing fruit and vegetables

Writing simple sentences- I can see Using ICT to find out information about bears Writing recipes Shopping lists

What would you take to the moon? Lists and explanations Describing aliens Letter writing to the man in the moon Planet facts

Identifying places around the world using atlases and ICT Information writing about the local area Bean diary

Identifying places around the world using atlases and ICT Animal fact files Describing own made up animals Chick diary

MATHEMATICS

Numbers and counting Elmer colour and pattern 2d shapes in the environment

Fruit counting Ordering objects by length or height 3d shapes in the environment Using timers to explore the effect of exercise on our bodies Fruit pictograms

I can see colour hunt- data collection Ordering numbers One more one less Properties of 2d shapes

Measuring length Rocket mice Addition and subtraction using objects Weighing and comparing moon rocks

Counting on and back Calculations Counting in 2’s Making shapes using natural materials Properties of 3d shapes

Halving doubling and sharing Counting in 10’s Using mathematical knowledge to solve problems Sequencing events

TERM AUTUMN ONE

AUTUMN TWO SPRING ONE SPRING TWO SUMMER ONE SUMMER TWO

TOPIC THEME FRIENDS AND FAMILY

HEALTHY ME BRILLIANT BEARS OUT OF THIS WORLD THE GREAT OUTDOORS AMAZING ANIMALS

UNDERSTANDING OF THE WORLD

Talking about our families and home. Making homes- large construction Home corner role play

Expressing likes and dislikes Observing talking about fruit and vegetables Making fruit salad and dips

Colour mixing skittles experiment Making colour goggles Exploring sounds, making shakers

Rocket mice investigations Junk modelling making rockets Potato superheroes Playdough aliens

Sorting and classifying natural objects Growing cress heads Observing changes over time- growing beans

Observing changes over time- chicks Den building Salt dough animals

EXPRESSIVE ARTS AND DESIGN

Painting our friends Rainbow fish colour mixing Friendship bracelets

Fruit printing 3d modelling of fruit and vegetables

Paint mixing exploration Shaker songs, pitch and beat using children’s own shakers Bear songs

Foam marbling planets Planet songs Moon sand modelling

Natural art Water colour landscape painting Music and movement

Observational Drawing Egg parachutes Animal movement and music

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Making friends Sharing and taking turns

Keeping healthy

Working together Solving conflicts independently

Looking after our environment

Caring for living things

RRSA / UNCRC Articles 7, 8, 31 Articles 6, 24, 31 Articles 12, 14, 31 Articles 12, 29, 31 Articles 24, 31 Articles 6, 24, 31

Suggested Trips and visits

Trip to Local Park

Trip to Local Supermarket or Café

Trip to Local indoor Activity Centre

Trip to the Science Museum

Forest School Trip to a Farm

YEAR 1 ENGLISH CURRICULUM OVERVIEWS AND SKILLS MAPS (AUTUMN TERM)

YEAR 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12

AUTUMN

CLASS READER Class two at the zoo Who’s our new teacher? Aaaarrgghh Spider

Narrative Stories with predictable endings: Texts: Who’s our new teacher Class two at the zoo Aaaaargh Spider! PoR – Dear Zoo, The Gruffalo Peace at last Link to Music: joining in / writing chants/ simple songs Reading Outcome: Becoming familiar with key stories, recognising and joining in with predictable phrases, join in with discussions. being encouraged to link what they read or hear to their own experiences To read for pleasure and enjoyment Writing Outcome: Write simple sentences using patterned language, words and phrases taken from familiar stories. saying out loud what they are going to write about composing a sentence orally before writing it sequencing sentences to form short narratives. re-reading what they have written to check that it makes sense. Grammar Outcome: Recognising nouns and begin to make a distinction between common nouns and proper nouns How words can combine to make sentences (Use Alan Peat – W words) Separation of words with spaces Phonic / Spelling Outcome: Daily phonics - revise phase 3 HFW rooms Handwriting Outcome: Ensure pencil grip is correct Pencil held between finger and thumb Middle finger provides extra support All letters are formed correctly

Non-fiction - Lists and captions Link with visit to park – Science Seasons/ Art / Geography - own environment – Link labelling and captions to other curriculum areas Reading Outcome: drawing on what they already know or on background information and vocabulary provided by the teacher Written Outcome: Write labels and sentences for an in- class exhibition/museum display (link with other curriculum area) saying out loud what they are going to write about composing a sentence orally before writing it Grammar Outcome: How words can combine to make sentences Phonics /Spelling Outcome – Daily phonics - revise phase 3 HFW Handwriting Outcome: Ensure pencil grip is correct Pencil held between finger and thumb Middle finger provides extra support All letters are formed correctly diagonal joins Pieces of writing for moderation – 1 literacy + 1 Curriculum

Non-fiction - Recount (Link with visit to park – Science Seasons ) Reading Outcome: explain clearly their understanding of what is read to them Written Outcome: Write simple first person recounts based on personal experience, using adverbs of time to aid sequencing Grammar Outcome: Sequencing sentences to form short narratives Phonics /Spelling Outcome – Focus on applying taught diagraphs HFW Handwriting Outcome: Ensure pencil grip is correct Pencil held between finger and thumb Middle finger provides extra support All letters are formed correctly diagonal joins Writing assessment

Poetry Link with Science and seasons Vocabulary Building – Focus on poems that describe seasons Reading Outcome: Learn to appreciate rhymes and poems; Recite some by heart; Discuss word meanings; Link new meanings to those already known Written Outcome: Read, write and perform free verse; Say out loud what they are going to write about; Compose a sentence orally before writing it Grammar Outcome: Separation of words with spaces Phonics / Spelling Outcome: Daily Phonics – Phase 4 Focus on previously taught diagraphs and exploit opportunities that arise to teach new ones. HFW Handwriting Outcome: Ensure pencil grip is correct Pencil held between finger and thumb Middle finger provides extra support Practise formation of capital letters

YEAR 1 ENGLISH CURRICULUM OVERVIEWS AND SKILLS MAPS (SPRING TERM)


SPRING CLASS READER

Reading a variety of fairy tales

Non-fiction – Instructions (1 week) Following practical experience – link with curriculum area Reports (2 weeks) Reading Outcome: Read and follow simple instructions. Recognise time connectives used to sequence instructions and events. Explain clearly their understanding of what is read to them. Discuss word meanings, Link new meanings to those already known Written Outcome: A simple non-chronological report with a series of sentences to describe Grammar Outcome: Identify verbs in the present tense Use time connectives to sequence Recognise sentences start with a capital letter and end with a full stop. Identify questions Phonics /Spelling Outcome Phase 5 phonics HFW Handwriting Outcome: Ensure pencil grip is correct Pencil held between finger and thumb Middle finger provides extra support Horizontal joins Practise HFW

Poetry 1 / 2 weeks

Reading Outcome: Recite familiar poems off by heart Written Outcome: Read, write and perform free verse Grammar Outcome: Identify and use adjectives Start a sentence with a capital letter End a sentence with a full stop Phonics /Spelling Outcome Phase 5 phonics Focus on applying vowel diagraphs to writing Handwriting Outcome: Ensure pencil grip is correct Pencil held between finger and thumb Middle finger provides extra support Horizontal joins Practise HFW

Fiction – (4 / 5 weeks) – Fairy tales Gingerbread Man, Goldilocks, Three Billy Goats gruff, Reading Outcome: To read for pleasure and enjoyment To retell stories, ordering events and using story language Explore themes and characters through improvisation and role play Become very familiar with key stories, fairy stories and traditional tales, Written Outcome: Create a story board Compose a sentence orally before writing it. Sequence sentences to form short narratives. Re-read what they have written to check that it makes sense. Write a re – telling of a traditional story Grammar Outcome: Joining words and joining clauses using and Capital letters and full stops Phonics /Spelling Outcome Phase 5 phonics Handwriting Outcome: Ensure pencil grip is correct Pencil held between finger and thumb Middle finger provides extra support Horizontal joins Practise HFW Writing assessment Pieces of writing for moderation (2 children at developing (1 secure / 1 mastery)– 3 literacy + 3 Curriculum

YEAR 1 ENGLISH CURRICULUM OVERVIEWS AND SKILLS MAPS (SUMMER TERM)


SUMMER CLASS READER

Man on the moon Dougal’s Deep Sea Diary

Non-fiction – Explanations (3/4 weeks) Link to Science Reading Outcome: Check what they read makes sense Explain what they have read or been read to Read to find information Written Outcome: Draw pictures to illustrate a simple process and prepare several sentences to support the explanation Grammar Outcome: Use of because/and Use time connectives – First, Next, then, finally Identify different types of sentences (question, statement, command) Phonics /Spelling Outcome Phase 5 phonics Handwriting Outcome: Ensure pencil grip is correct Pencil held between finger and thumb Middle finger provides extra support Practise different joins

Poetry – vocabulary building 1 / 2 weeks

Reading Outcome: Learn to appreciate rhymes and poems, and to recite some by heart discuss word meanings Link new meanings to those already known Written Outcome: Write personal responses to poetry and recite familiar poetry Grammar Outcome: Develop use of capital letters and full stops Phonics /Spelling Outcome Phase 5 phonics Handwriting Outcome: Ensure pencil grip is correct Pencil held between finger and thumb Middle finger provides extra support Practise different joins

Fiction – (4 / 5 weeks) – Fantasy Beegu Aliens are coming Q Pootle Reading Outcome: To retell stories, ordering events and using story language Explore themes and characters through improvisation and role play Predict and infer using what they know Written Outcome: Create a story board Compose a sentence orally before writing it Sequence sentences to form short narratives Re-read what they have written to check that it makes sense Grammar Outcome: Use of because/and Use time connectives – First, Next, then, after, finally Phonics /Spelling Outcome Phase 5 phonics HFW Handwriting Outcome: Ensure pencil grip is correct Pencil held between finger and thumb Middle finger provides extra support Practise different joins

Non-fiction – recount (2 weeks) Link to curriculum

Reading Outcome: Checking that the text makes sense to them as they read, and correcting inaccurate reading Explain clearly their understanding of what is read to them Written Outcome: A simple non chronological report with a series of sentences to describe aspects of a subject

Grammar Outcome: Expanding sentences using a connective Use time connectives – First, Next, then, after, finally Use a questions Phonics /Spelling Outcome Phase 5 phonics HFW

Handwriting Outcome: Ensure pencil grip is correct Pencil held between finger and thumb Middle finger provides extra support Practise different joins



AUTUMN CLASS READER

Silly Billy – Anthony Browne, Operation Night Monster Read stories with familiar settings

Narrative Stories with familiar settings: Big Bag of Worries Silly Billy (Links with PSHE) Reading Outcome: Become increasingly familiar with and retelling a wider range of stories Discuss sequence of events in books and how items of information are related. Writing Outcome: Writing narratives about personal experiences and those of others Write using Story structure – beginning, middle. End Grammar Outcome: Use of capital letters, full stops and commas for lists. Expanded noun phrases to describe and specify Use the present and past tenses correctly and consistently including the progressive form. e.g. she is drumming, he was shouting. Secure use of compound sentences (coordination) using connectives: and/or/but/so Phonic / Spelling Outcome: Daily phonics - revise phase 5 Write from memory simple sentences dictated by the teacher that include words using GPCs, common exception words and punctuation taught so far Handwriting Outcome: Practise letters with diagonal joins Practise letters that join with c pattern – a d, g, o,q Practise letters with special formation– p, k, b,d

Poetry An introduction to different types of poems (Link with other areas of the curriculum)) Reading Outcome: Recognise simple rhyme and rhythm Identify patterns in a poem Learn a poem by heart Recite poems. Written Outcome: Write a shape poem on the theme linked with curriculum Make simple additions, revisions and corrections. Grammar Outcome: Adjectives, adverbs, alliteration use commas for lists Phonic / Spelling Outcome: Daily phonics - revise phase 5 Use long vowels found in the phonic sessions to match rhyming words. Handwriting Outcome: Practise letters with diagonal joins Ensure children make distinction between upper and lower case letters HFW

Non-fiction - Instructions (Link with performance (magic tricks) and Computing) Reading Outcome: Be introduced to non-ficton books that are structured in different ways Written Outcome: Write instructions for a magic trick, including diagrams Grammar Outcome: Recognise imperative verbs Sentences with different forms: statement, question, exclamation, command Bullet points Phonic / Spelling Outcome: Daily phonics phase 6 Handwriting Outcome: Practise letters with diagonal joins Practise letters that hang under the line – f,g,j,p,q,y HFW Pieces of writing for moderation – 1 literacy + 1 Curriculum

Fiction – Playscripts Link with end of term performance Reading Outcome: Read and identify features of a playscript Written Outcome: Write a simple script for a pair or a small group Grammar Outcome: Recognise use of different punctuation (?, !, bold type, use of capital letters, use of italics) Apostrophes to mark where letters are missing in spelling; and to mark singular possession in nouns [for example, the girl’s name] Phonic / Spelling Outcome: Daily phonics phase 6 Handwriting Outcome: Practise letters with diagonal joins Practise long ladder group – b, d,h,I,j,l HFW question marks,



SPRING CLASS READER

Read a range of traditional tales

Fiction – (4 / 5 weeks) – Fairy tales Reading Outcome: Become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales making inferences on the basis of what is being said and done Written Outcome: Write using Story structure – opening, build up, problem, resolution, ending Writing narratives about personal experiences and those of others. Plan and Write a retelling of a traditional story in role of one of the characters Grammar Outcome: Vary openers to sentences Use subordination (using when, if, that or because) and co-ordination (using or, and, or but). Use expanded noun phrases Use long and short sentences Speech bubbles Direct speech – speech marks Phonic / Spelling Outcome: Daily phonics phase 6 Handwriting Outcome: Practise letters with horizontal joins Practise– m, n, r HFW Writing assessment Pieces of writing for moderation (2 children at developing (1 secure / 1 mastery)– 3 literacy + 3 Curriculum

Poetry 1 / 2 weeks (Link with History – Great Fire of London, Science – materials) Bonfire dragon poem Reading Outcome: Listening to, discussing and expressing views about a wide range of contemporary and classic poetry at a level beyond that at which they can read independently continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear Written Outcome: Write their own poem based on a familiar poem Write their own poem using some grammar features they have learnt. Grammar Outcome: To select adjectives purposefully Begin to recognise adverbs Begin to recognise personification Begin to recognise onamatpia Phonic / Spelling Outcome: Daily phonics phase 6 Handwriting Outcome: Practise letters with horizontal joins

Non-fiction - Recount (Link with History – Great Fire of London, links to art - buildings ) Reading Outcome: Use their knowledge of sequence and story language when they are retelling and predicting events. (Sequencing the events of the Fire of London Written Outcome: To sequence events and recount them in appropriate detail Write first person recounts retelling historical events, using adverbs of time to aid Grammar Outcome: To use time connectives Begin to use some adverbial phrases for time, e.g. early one morning, at dusk, late that night... Phonic / Spelling Outcome: Daily phonics phase 6 Handwriting Outcome: Practise letters with horizontal joins Writing assessment



SUMMER CLASS READER

Light house keepers cat - Ronda and David Armitage

Fiction – (4 / 5 weeks) – Author Study – Mairi Hedderwick, Ronda and David Armitage Link to Geography Reading Outcome: Making inferences on the basis of what is being said and done Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves. Discussing the sequence of events in books and how items of information are related Written Outcome: Biography/ letter and story writing Writing own book - chapters Grammar Outcome:

Class reader Use of the progressive form of the past tense – She was writing when she was 12. Subordination (using when, if, that, because) and Co-ordiination ( using or and but). Phonic / Spelling Outcome: Daily phonics phase 6

Non-fiction – Explanations Reports (3/4 weeks) Link to Science – habitats – Charles Darwin - trip to London Zoo Reading Outcome: Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves. Ask and answer questions Written Outcome: Produce a flowchart ensuring content is clearly sequenced. Class Book (animals) Grammar Outcome: Subordination–and time connectives Vary openers to sentences Correct choice and consistent use of present tense and past tense throughout writing Phonic / Spelling Outcome: Daily phonics phase 6

Poetry – Nonsense Poems – Spike Milligan – Ning, nang Nong

Reading Outcome: Personal responses to poetry Recite familiar poems by heart. Written Outcome: Letters to the author, Own poems based upon ones read, Grammar Outcome: Practice use of alliteration Use adverbs Phonic / Spelling Outcome: Daily phonics phase 6



AUTUMN CLASS READER The Twits, Roald Dahl

Non- Fiction: Explanation text

Who killed Tutankhamun? Used for retrieving and collating information and identifying evidence for supporting a point. Linked to IPC Reading Outcome: Discuss features, Retrieve information, Use evidence in text to support ideas. Writing Outcome: Compose sentences using a wider range of structures write non-narrative using simple organisational devices such as headings and sub-headings Grammar Outcome: Begin to use paragraphs Use headings and sub headings Develop the use of punctuation Spelling Outcome: Spell words with additional prefixes and suffixes and understand how to add them to root words. Handwriting Use the diagonal and horizontal strokes that are needed to join letters. Understand which letters should be left unjoined.

Non-fiction – recount autobiography (link with Black History Month) Reading Outcome: Show understanding, Ask questions and answer questions Written Outcome: Create a fact file Write autobiography Grammar Outcome: Use subordination and co-ordination. Consistently use the present tense and past tense correctly. Spelling Outcome: Spell words with additional prefixes and suffixes and understand how to add them to root words. Handwriting Use the diagonal and horizontal strokes that are needed to join letters. Understand which letters should be left unjoined.

Fiction: Storm (character, setting & mood) Settings George’s Marvelous medicine Character description, narrative recount and instructions were done based on the book. Reading Outcome: locate evidence from text, infer and predict, focus on descriptive language, expression and punctuation. Written Outcome: Write a Character profile write a narrative with a clear structure, setting, characters and plot I can write a clear set of instructions Grammar Outcome: Use imperative verbs Use expanded noun phrases Use inverted commas to punctuate direct speech. Spelling Outcome: Use the first two or three letters of a word to check its spelling in a dictionary. Spell words with additional prefixes and suffixes and understand how to add them to root words. Handwriting Use the diagonal and horizontal strokes that are needed to join letters. Understand which letters should be left unjoined. Pieces of writing for moderation – 1 literacy + 1 Curriculum

Poetry

Creating images: Read, write and analyse poems by different poets. Reading Outcome: Share opinions, infer and predict, discuss structure. Discuss words and phrases that capture the reader’s interest and imagination Written Outcome: Read write and perform free verse Grammar Outcome:

Explore personification. Spelling Outcome: Spell the commonly mis-spelt words from the Y3/4 word list. Handwriting Use the diagonal and horizontal strokes that are needed to join letters. Understand which letters should be left unjoined.



SPRING CLASS READER Flat Stanley, Jeff Brown

Fiction

Traditional/Fairy Tales focusing on alternative versions (2 wks)- Planned book week Myths and legends- Exploring and comparing myths and legends. Studying the plots and creating their own myths( weeks). Reading Outcome: Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.

Identifying themes and conventions in a wide range of books (STORIES WITH MORALS INVOLING ANIMALS) drawing inferences such as inferring characters’ feelings, thoughts and and explaining the meaning of words in context Asking questions to improve their understanding of a text. Retrieve and record information from non- motives from their actions, and justifying inferences with evidence

Writing Outcome: Writing in role Write a new traditional tale convey a moral/message–creating settings, characters and plot.Compose and rehearse sentences orally (including dialogue), Progressively build a varied and rich vocabulary and an increasing range of sentence structures Grammar Outcome:

Use text which is rich in vocabulary to expand children’s vocabulary. Revision of 2A sentences, capital letters, commas and full stops Also focus on Adverb openers – how did he search? How did the eagle fly? Use commas after fronted adverbials Introduce paragraphs as a way to group related material. Spelling Outcome Recognise and spell homophones. Writing assessment Pieces of writing for moderation (2 children at developing (1 secure / 1 mastery)– 3 literacy + 3 Curriculum

Poetry 1 / 2 weeks

Read, recite, perform and write with key focus on language features and wordplay (1 week)

Reading Outcome: compare and comment on poems, discuss use of figurative language. Written Outcome: Write their own poem in the style of Grammar Outcome: Revising adjectives Prepositions Word families Spelling Outcome: Spell words correctly which are in a family.

Non-Fiction – Books related to different countries- linked to IPC Reports (3 weeks) Explanation- based on different text- linked to science unit (2 weeks) Reading Outcome: Retrieve information, explore features, skim and scan. using dictionaries to check the meaning of words that they have read Written Outcome: Teacher demonstrates research and note taking techniques using information and ICT texts on a subject and using a spider gram to organise the information. Children them turn this into a report. in non-narrative material, using simple organizational devices [for example, headings and sub-headings] Grammar Outcome: Revising verbs Revising tenses Extend the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although Introducing paragraphs as a way to group related material. Spelling Outcome: Spell words correctly which are in a family. Spell the commonly mis-spelt words from the Y3/4 word list. Writing assessment



SUMMER CLASS READER Ottoline & the Yellow Cat Mystery Story Tom’s Sausage Lion Micheal Morpurgo (PoR – CLPE)

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Fiction – (4 / 5 weeks) – UG-Boy genius of Stone Age Mystery/Adventure Stories developing different narrative techniques. Looking at story-telling, debate etc (4 weeks) Reading Outcome: Discuss themes and issues which arise, enabling children to make connections with their own lives Develop critical responses to story through drama and role play Explore features, Predict and infer, Give evidence from text. Written Outcome: To write in role To write an adventure story focusing on plot Grammar Outcome: Adverbs and conjunctions expressing cause Sentence structure Paragraphing Punctuation Spelling Outcome Recognise and spell homophones Use the first two or three letters of a word to check its spelling in a dictionary. Spell the commonly mis-spelt words from the Y3/4 word list. .

Non-fiction – great Kapok tree Newspaper Report Reading Outcome: Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and Reference books or (newspapers articles and television/radio reports) Drawing inferences Identifying main ideas from more than one paragraph and summarizing these Written Outcome: Write a news or sport report of an ‘unfolding event (commentary) including detail in ways that will engage the reader /viewer assessing the effectiveness of their own and others’ writing and suggesting improvements Grammar Outcome: Use of the present perfect form of verbs. Revision of speech marks for quotations Spelling Outcome Use the first two or three letters of a word to check its spelling in a dictionary. Spell the commonly mis-spelt words from the Y3/4 word list. .

Poetry – “Take One Poet” – Read, recite/perform and write own poems (2 weeks) Reading Outcome: Read a collection of poems by a particular poet. Read, perform, discuss themes and style and personally respond. Recite poems off by heart. Recognise how poets select words and use patterns of rhythm, rhyme and sound to create effects. Written Outcome: Compose own Poems Grammar Outcome: Revision of the verb tenses. Spelling Outcome Use the first two or three letters of a word to check its spelling in a dictionary. Spell the commonly mis-spelt words from the Y3/4 word list.

Non-fiction – Chat Show Challenge (debate) Discursive Reading Outcome: Share opinions and Ask questions.

Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence

Written Outcome: Present a point of view in the form of a letter, linking points persuasively and selecting style and vocabulary appropriate for the reader Grammar Outcome: Use cause and effect connectives, e.g therefore, as a result Rhetorical questions/statements/commands

Spelling Outcome Use the first two or three letters of a word to check its spelling in a dictionary. Spell the commonly mis-spelt words from the Y3/4 word list.



AUTUMN

CLASS READER

The Firework-Maker's Daughter, Philip Pullman

Fiction - Fantasy: Stories set in imaginary worlds Iron Man (3/4 weeks) Reading Outcome: Identify themes in stories To infer and empathise and deduce answers from the text. Writing Outcome: Writing in role Children plan, compose draft and edit a story about a journey they took to a different location Composing and rehearsing sentences orally (including dialogue), Progressively build a varied and rich vocabulary and an increasing range of sentence structure Grammar Outcome: Fronted adverbials – Later that day, I heard bad news – correctly punctuated with a comma Expanded noun phrases – The crystal, blue water, with tiny fish swimming through it Spelling Outcome: The prefixes super – superman, superstar and the prefix ir – irregular, irrelevant, irresponsible (Before a root word starting with r, in Revision of suffixes ture – creature and sure - measure, treasure

Poetry - Read, respond to, perform and write Narrative Poetry (2 weeks) Reading Outcome: Explore meaning and form of poems. Show understanding through intonation, tone, volume and action discuss words and phrases that capture the reader’s interest and imagination Read, respond and write narrative poetry Written Outcome: Write narrative poetry exploring use of structure, rhyme and language Grammar Outcome: Focus on punctuation and presentation Spelling Outcome: prefixes sub - subheading, subdivide, submerge Prefix re – redo, refresh, reappear

Non-fiction - Recount (journalistic writing) (2/3 weeks) Reading Outcome: Identify how language structure and presentation contribute to meaning Retrieve and record information from non-fiction Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Written Outcome: In non-narrative material, using simple organisational devices [for example, headings and sub-headings Assess the effectiveness of their own and others’ writing and suggesting improvements Grammar Outcome: Different types of sentences Paragraphs and punctuation Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names] Spelling Outcome: Revision of the suffix - ous Pieces of writing for moderation – 1 literacy + 1 Curriculum

Non-fiction - Reports (3 weeks) Reading Outcome: Identify main ideas drawn from more than 1 paragraph and summarise these Identify how language, structure, and presentation contribute to meaning Retrieve and record information from non-fiction Written Outcome: Write own report independently based on notes gathered from several resources Grammar Outcome: Use paragraphs to organsise ideas around a theme. Spelling Outcome: Spelling revision and assessments

YEAR 4 ENGLISH CURRICULUM OVERVIEWS AND SKILLS MAPS (SPRING TERM) YEAR 4 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12

SPRING CLASS READER

Stig of the Dump, Clive King

Fiction Myths and Legends (3 weeks) Spiderwick Stories from other cultures- The Lion & The Unicorn (2 weeks) Reading Outcome: Increase their familiarity with a wide range of books, including myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books Ask questions to improve their understanding of a text Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence Predict what might happen from details stated and implied. Summarising Writing Outcome: Plan/compose and draft and edit Write a myth focusing on effective characterisation eg : descriptions in the style of wanted Posters, job applications. Link dialogue to effective characterisation, interweaving speech and action Grammar Outcome: Use of speech and other punctuation to indicate speech Expanded Noun phrases – the slithery lizard with razor sharp teeth. Spelling Outcome: Prefix –inter – interact, international Writing assessment Pieces of writing for moderation (2 children at developing (1 secure / 1 mastery)– 3 literacy + 3 Curriculum

Poetry 1 / 2 weeks - Creating images: Read, write and perform Reading Outcome: Investigate poetic devices Discuss words and phrases that capture the reader’s interest and imagination Written Outcome: Write free verse focusing on rich vocabulary using a thesaurus to develop language Grammar Outcome: Noun phrases expanded by the addition of modifying adjectives, Spelling Outcome: Look for words to draw out a spelling objective – revision of homophones.

Non-fiction - Explanation (2 weeks) (Link with curriculum / Science) Reading Outcome: identify how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction explore themes and conventions. Written Outcome: Create a flowchart to explain how a new invention works Use the notes to write an explanation using an impersonal style. Grammar Outcome: Make an appropriate choice of pronoun and noun within and across sentences. nouns and preposition phrases (e.g. the teacher expanded to: the lively maths teacher with curly hair) Spelling Outcome: Spelling revision and assessments Writing assessment

YEAR 4 ENGLISH CURRICULUM OVERVIEWS AND SKILLS MAPS (SUMMER TERM) YEAR 4 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12

SUMMER CLASS READER

The Lion, The Witch and The Wardrobe, C.S Lewis

Fiction – (4 / 5 weeks) – Stories/novel with a theme Christophe’s Story (4 weeks) Reading Outcome: Explore themes and conventions Written Outcome: Relate the theme of the story and plan, draft write and edit a story reflecting that theme. Grammar Outcome: Sentence types, punctuation and paragraphing. Spelling Outcome: The suffix ation is added to verbs to form nouns. The rules already learnt still apply. Sensation, relaxation, participation

Non-fiction – Explanation and instructions (2/3 weeks) Link with Science Reading Outcome: identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction Written Outcome: Produce a flowchart Use this to write paragraphed explanations Grammar Outcome: Paragraphing Sentence types Spelling Outcome: Endings – tion, sion, ssion, cian – Invention, action, Confession, admission, permission, Tension, extension Magician, mathematician

Non-fiction – Discussion (2 weeks) (Link with curriculum / Science) Reading Outcome: Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence Written Outcome: Consider different sides of an argument and decide on a course of action, Summarise your reasons in a letter Grammar Outcome: Different openers and cause and effect connectives

Spelling Outcome: Spelling revision and assessments

Poetry – “Take One Poet” – Read, recite/perform and write own poems inspired by poet of their choice

Matilda who told lies and was burned to death by: Hilaire Belloc (1870-1953)

Reading Outcome: Recite some narrative poetry off by heart. Read and respond Written Outcome: Children can reproduce narrative poetry about a known tale. Grammar Outcome: Focus on punctuation Sentence types Spelling Outcome: Cover spellings required

YEAR 5 ENGLISH CURRICULUM OVERVIEWS AND SKILLS MAPS (AUTUMN TERM) YEAR 5 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12

AUTUMN CLASS READER Holes, Louis Sachar

Fiction – Orange’s In No Man’s Land – Laird / Friend or Foe – Morpurgo (including review of play scripts and dialogues) Reading Outcome: increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions Writing Outcome: Reflect on the main character from different viewpoints. Retell the story from several different perspectives in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action using a wide range of devices to build cohesion within and across paragraphs Grammar Outcome: Devices to build cohesion within a paragraph – then, after that Linking ideas across paragraphs using adverbials of time and tense choice – he had seen her before correct subject and verb agreement when using singular and plural,

Non-fiction - Instructions and explanations - recap (1 week) Reading Outcome: identifying how language, structure and presentation contribute to meaning Written Outcome: Detailed instructions with clear introduction and conclusion Grammar Outcome: Revision of word types and sentence types

Non-fiction - Recount (biographies and autobiographies) – Shackleton’s Journey – IPC link to Weather & Climate (3 weeks) Reading Outcome: reading books that are structured in different ways and reading for a range of purposes making comparisons within and across books Written Outcome: Compose a biographical account based on research Grammar Outcome: Relative clauses, beginning with who, which, where, why, whose that omit a relative pronoun Devices to build cohesion within a paragraph – then, after that Linking ideas across paragraphs using adverbials of time and tense choice – he had seen her before Pieces of writing for moderation – 1 literacy + 1 Curriculum

Poetry Read, respond to, perform and write Narrative Poetry (2 weeks) focusing on use of language to create an image/effect on the reader Reading Outcome: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience Written Outcome: Read, write and perform free verse Grammar Outcome: Punctuation – commas, brackets, dashes – (Presentation)


SPRING CLASS READER Kensuke’s Kingdom, Michael Morpurgo

Fiction Traditional tales/stories (Viewpoints) Greek Myths – IPC link to The Great, The Bold & The Brave unit – (3 weeks) Genre fiction – Don’t Let The Gods Out (2 weeks) Reading Outcome: Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions Deduce, predict, infer and summarise Writing Outcome: Reflect on the main character from different viewpoints. Retell the story from several different perspectives in narratives, Describe settings, characters and atmosphere Integrating dialogue to convey character Advance the action using a wide range of devices to build cohesion within and across paragraphs Grammar Outcome: Focus on punctuation for effect. – Brackets, dashes, commas. Short sentences Devices to build cohesion within a paragraph– then, after that Linking ideas across paragraphs using adverbials of time and tense choice – he had seen her before Writing assessment Pieces of writing for moderation (2 children at developing (1 secure / 1 mastery)– 3 literacy + 3 Curriculum

Poetry 1 / 2 weeks Spoken word Poetry (1 week) – listen to read and respond to rap/performance poetry and experiment with writing their own

Reading Outcome: Listen to, read and respond to poetry/rap Written Outcome: Experiment with their own writing and performing Grammar Outcome: Homophones

Non-fiction - Persuasive writing (including debating skills) (4 weeks) Reading Outcome: Read a range of persuasive texts and compare and discuss how language and text features add meaning to the reader. Justify opinions using the text Written Outcome: Show through a range of writing an understanding of how persuasive writing can be adapted for different audiences and purposes Grammar Outcome: adverbs indicating degrees of possibility – surely, perhaps and model verbs - might, should must Writing assessment


SUMMER CLASS READER Stormbreaker, Anthony Horowitz

Fiction – (4 / 5 weeks) – Fiction from our literary heritage (including suspense and mystery) Clockwork by Phillip Pullman or Storm breaker by Anthony Horowitz – author study (4 weeks) Reading Outcome: Compare texts, discuss themes and conventions Written Outcome: Explore a text in detail. Write in the style of the author to complete sections of the stories. Take the plot and theme from the text to plan and write their own version. Develop the skills of building up atmosphere in writing- e.g passages building up tension Grammar Outcome: Punctuation for effects – presentation features .

Non-fiction – Non-chronological report (2 weeks) Reading Outcome: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context Ask questions to improve their understanding retrieve, record and present information from non-fiction Distinguish between statements of fact and opinion Summarise the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas Written Outcome: identifying the audience for and purpose of the writing, Select the appropriate form and using other similar writing as models for their own Use further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Grammar Outcome: adverbs indicating degrees of possibility – surely, perhaps and model verbs - might, should must

Non-fiction – Discussion (including debating skills) (3 weeks) Reading Outcome: Justify opinions using the text Written Outcome: Write up a balanced discussion presenting two sides of an argument, following a debate Grammar Outcome: Devices to build cohesion within paragraphs and across paragraphs – linking phrases Writing assessment

Poetry – “Take One Poet” – Read, recite/perform and write own poems inspired by poet of their choice (2 weeks)

Reading Outcome: Make comparisons within and across books learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience Identify themes and conventions Compare poetry Written Outcome: Research a particular poet – Personal responses to poetry, recite familiar poems by heart Grammar Outcome: Use poems to exploit grammar teaching and revision



AUTUMN CLASS READER

Eye of the Wolf

Individual writing conferences to set meaningful targets.

Non-fiction - Non-chronological report Mission: Save Pompeii

(Survivor escape from Pompeii)

Reading Outcome: Continue to read and discuss an increasingly wide range of non-fiction and reference books or textbooks Read books that are structured in different ways and read for a range of purposes Summarise and deduce answers from the text Written Outcome: Report and present findings from enquiries including conclusions causal relationships and explanations of and degree of trust in results Grammar Outcome: Relative clauses, beginning with who, which, where, why, whose that omit a relative pronoun Devices to build cohesion within a paragraph – then, after that - conjunctions Linking ideas across paragraphs using adverbials of time and tense choice – he had seen her before Spelling Outcome: Homophones and other words that are often confused – who’s whose

Fiction Goodnight MR Tom (POR) Reading Outcome: Increase their familiarity with a wide range of books - fiction from our literary heritage, Deduce, predict, infer and questions To read a variety of texts set out in different ways Writing Outcome: To write in role and at length, developing ideas and characters in a new version of the story. Diary writing Grammar Outcome: Use of punctuation for effect – and linking phrases to build cohesion across paragraphs. Looking for structures for informal speech including question tags – “that’s what you want, don’t you?” Spelling Outcome: Continue to distinguish between homophones and other words which are often confused Synonyms

Poetry Poems about War – Link to Remembrance Day – Ted Hughes Reading Outcome: Responding personally to poems Discussing themes and conventions Written Outcome: Read, write and perform free verse using ambitious vocabulary Grammar Outcome: Punctuation – commas, brackets, dashes – (Presentation) Spelling Outcome: Use language of the poem to teach spelling patterns – develop vocabulary

Fiction stories The savage(POR) and other picture books (The journey – POR) Reading Outcome: To discuss themes and issues enabling children to make connections with their own lives checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context deduce, predict infer using evidence and summarize asking questions to improve their understanding identifying how language, structure and presentation contribute to meaning discuss and evaluate how authors use language, including figurative language, considering the impact on the reader Written Outcome: To write a narrative describing settings, characters and atmosphere and convey integrating dialogue to character and advance the action Grammar Outcome: Cohesion devices including ellipsis –punctuation for effect Passive voice Spelling Outcome: Words with silent letters (i.e letters whose presence cannot be predicted from the pronunciation of the word - doubt, island, knight etc Also revise previously taught patterns as they come up in context. Pieces of writing for moderation – 1 literacy + 1 Curriculum

Non-fiction - Discursive Text

The Great Debate – Graffiti or topic of interest

Reading Outcome: Summarise and deduce answers from the text Justify opinions using the text Written Outcome: Writing balanced and biased pieces Grammar Outcome: Looking for structures of both formal and informal language Passive voice


SPRING CLASS READER

Fantastic, Funny, Frightening! Anthology of genres

Non- Fiction -Biography and Auto- biography Reading Outcome: Writing Outcome: Use of formal language within writing Grammar Outcome: Relative clauses Semicolon, colon Cohesion across paragraphs

Fiction - Extending narrative Narrative Through film (Alma, Before sunrise- Literacy shed) Reading Outcome: To take account of viewpoint in a Story Deduce, predict, infer and Summarise Writing Outcome: To write in role and at length Grammar Outcome: Revisit relative clauses Passive voice Figurative Language Writing assessment Pieces of writing for moderation (2 children at developing (1 secure / 1 mastery)– 3 literacy + 3 Curriculum

Poetry 1 / 2 weeks Poetic Voice Link to PSHE (current issues, global warming, war)

Reading Outcome: Responding personally to Poems Compare texts, discuss themes and conventions Written Outcome: Write monologue based of one character from Literacy theme. Grammar Outcome: Revise key areas

Non-fiction - Journalistic Writing Use a variety of discussion texts for children to read Reading Outcome: Justify opinions using the text Retrieve and record Written Outcome: A series of discussion texts following lively debates on various subjects Grammar Outcome: Devices to build cohesion within paragraphs and across paragraphs – linking phrases

Assessment week

Fiction - Short story writing Reading Outcome: Read and analyse Written Outcome: Create own short story in style of a familiar author Grammar Outcome:


SUMMER CLASS READER

Way Home (Picture book) by Libby Hawthorn

Street Friends by Elizabeth Laird

Artichokes Hearts by Sita Brahmachari

Fiction - Narrative with flashbacks Mourning Dove, Germans in the wood Literacy shed Reading Outcome: Discuss themes and issues enabling children to make connections with their own lives Check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context Deduce, predict infer using evidence and summarise Written Outcome: To write a narrative with a flashback Describe settings, characters and atmosphere Integrate dialogue Grammar Outcome: Revising key areas

Fiction – (3 weeks) – Author study

Narrative

Reading Outcome: To extend children’s experience of the work a key author To explore and interpret the way Philip Pullman writes / Michael Morpurgo To understand and respond to the themes that are dealt with in his books Summarise, predict, deduce and infer Raise and refine personal responses Written Outcome: Debate/discussion texts Writing in role Writing in the style of the author A range of genres/outcomes Grammar Outcome: Linking ideas across paragraphs using a wider range of cohesive devices

Non-fiction – Autobiography Year book articles and designs

Non-fiction – Explanation text Link to theme park unit Written Outcome: Create and explanation Create a leaflet for a theme park Grammar Outcome: Revision

Non-fiction – Revisit Journalistic writing Reading Outcome: Summarise the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas Written Outcome: Identify the audience for and purpose of the writing; Select the appropriate form and use other similar writing as models for their own Grammar Outcome: Relative clauses Formal/impersonal style Dialogue Passive voice Colons and semi-colons

Fiction - Play script

A Midsummer Night’s Dream Performance

Reading Outcome:

Identify and discuss the various features of a play script, including characters, settings, themes and dilemmas, the author's intentions, the structure and organisation of the text and the way language is used to create effects on the reader.

Written Outcome: Employ these in their own writing as appropriate. Write a variety of sentences (including compound sentences), punctuate them correctly and use them appropriately in their writing.

ALAN PEAT NARRATIVE WRITING FRAME WHOLE SCHOOL OVERVIEW

RECEPTION Speaking in sentences that are grammatically correct. Story participation Listening and repeating Reciting poems and rhymes Singing

YEAR 1 YEAR 2 All EYFS Recognising and distinguishing common and proper nouns Recognising adjectives Recognising verbs Order words to make a simple sentence And – use “and” as a connective

All Year 1 Add correct punctuation to a sentence ( . ? ! ) List, (use of commas for list) 2Ad pairs (2 pairs adapted) BOYS

YEAR 3 YEAR 4 All Year 2 3 _ed (3 related adjectives) 2 pairs Double –ly ending

All Years 2 & 3 ing, -ed Verb, Person Emotion word, comma Similie ...like a … ...as a …

YEAR 5 YEAR 6 All Years 2, 3 & 4 De:De (description: details) Ad, same ad IMAGINE 3 examples SHORT The more, the more Personification of weather

All Years 2, 3, 4 & 5 O.(I) (outside/inside) 3 bad- (dash) question? Some; others Irony P.C (paired conjunctions) If, if, if, then Noun, which/who/where

ALAN PEAT NARRATIVE WRITING FRAMES

NARRATIVE TECHNIQUE

EXAMPLE RULE

B.O.Y.S.

1. She was happily playing a game, but got upset when she lost. 2. The cookies could be double chocolate chip, or oat and raisin. 3. It was a warm day, yet storm clouds gathered over the distant horizon. 4. Mr Fogarty was hungry, so he ate all the chocolate biscuits.

A B.O.Y.S sentence is a two-part sentence. The first part of the sentence always ends with a comma [,] and the last part always begins with a connective.

2Ad

1. Mr Twit was a dirty, horrible man with long, soggy spaghetti in his beard. 2. It was a sparse, dry desert with a calming, exotic oasis in the distance.

A 2Ad sentence has TWO adjectives before the first noun and TWO adjectives before the second noun. The sentence creates a clear picture for the reader.

Simile 1. The huge, green monster chased after the children like a tornado. 2. Although the pirate was as tall as a mountain, he was frightening. 3. He crept into the kitchen as quietly as a mouse.

A simile creates a picture in the reader’s mind. It compares one thing to another using …like a …. and as a ….

3_ed

1. Confused, shocked, scared, the Watson family ran from the burning building! 2. Excited, elated, thrilled, she won the dance competition.

A3_ed sentence starts with three adjectives, that end in –ed and describe emotions. The _ed words MUST be followed by commas. [,]

2 pairs

1. Exhausted and worried, cold and hungry, they did not know how much further they could go.

Begins with two pairs of related adjectives. Each pair is:

Followed by a comma [,]

Separated by and

De:De

1. I was exhaust: I hadn’t slept for more than two days. 2. She was bewildered: She didn’t know what to do next.

A Description: Detail or De:De sentence includes

A compound sentence in which two independent clauses are separated with a colon

The first clause is descriptive

The second sentence adds further detail

Verb, person

1. Running, Sarah almost tripped over her own feet. 2. Tiptoeing, he tried to sneak out across the landing without waking

anybody up.

A sentence starts with a verb to give it more importance. The verb is always followed by a comma [,] and then the name or personal pronoun (he, she, they, it) followed by the rest of the sentence.

NARRATIVE TECHNIQUE

EXAMPLE RULE

Outside: Inside O.(I.)

1. Kate at the cake that was given to her with enthusiasm and delight (Inside, however she wished she had turned down the offer.)

2. She smiled at the little cheeky boy. (At the same time she was hurt by his tricks.)

Outside: Inside sentences are made up of two related sentences. The first sentence tells the reader a character’s outward action and the second reveals their true feelings.

If, if, if, then

1. If the alarm clock hadn’t gone off, if the bus had been on time, if the road repairs had been completed, then his life would not have been destroyed.

2. If Hannibal hadn’t been lost, if Rome hadn’t won, if Carthage hadn’t fallen, then the Mediterranean would be very different today.

Summarising a dramatic plot (key points) at beginning or end of a story in groups of 3. The emphasis is on using a comma after each clause.

Emotion word, (comma)

1. Desperate, she screamed for help. 2. Terrified, he froze instantly to the spot 3. Happily, she skipped along the gravely path.

Emotion first followed by the actions that are caused by the emotion. Putting the word first gives more weight to the emotion. When teaching produce an A-Z list of emotions the children could use (e.g. Afraid, Brave, Cantankerous etc.)

NOUN, which, who, where

1. Snakes, which scare me, are not always poisonous. 2. My pet dog, who only has three legs, loves to chase seagulls. 3. The deserted beach, where the shipwreck was found, can only be

reached by sea.

Use commas to embed a clause in a sentence, add information that links with the sentence topic and start the clause with which, who or where.

Many Questions

1. Where is the treasure? the diamonds? the gold? the rubies? 2. What if she was lost? trapped? captured? murdered?

Start with a question and question mark, followed by further words or phrases which pose linked questions. Beware – you don’t need to start each phrase with a capital letter!

Ad, same ad 1. He was a fast runner, fast because he needed to be. 2. It was a cold planet, cold due to the distant sun.

Same adjective used twice. The second adjective repeated straight after the comma [,]

3 bad – (dash) questions?

1. Cold, dark, airlessness – which would kill the spaceman first? 2. Greed, jealousy, hatred – which of these is most evil?

Three negative adjectives followed by a dash [-] then a question which relates to the three adjectives.

Double ly ending

1. She sang soulfully and emotionally. 2. He exercised vigorously and enthusiastically. 3. They laughed loudly and shrilly.

The sentence must end in two adverbs which add detail to, and describe how the verb within the sentence is being carried out.

NARRATIVE TECHNIQUE

EXAMPLE RULE

All the Ws

1. Would there ever be another opportunity like this one? 2. Who would take over his role now? 3. What if you had all the money in the world? 4. Why do zebras have striped?

Your short sentence must start with one of the following W words: Who? What? When? Where? Why? Would? Was? Will? What if?

List Sentences

1. It was a dark, long and leafy lane. 2. It was a cold, wet, miserable and misty morning.

A LIST sentence must have 3 or 4 adjectives before the noun. Use and between the final 2 adjectives.

Some; other sentences

1. Some people love football; others just can’t stand it. 2. Some days are full of enjoyment; others begin and end terribly.

Some; others sentences are compound sentences which begin with the word some and have a semi-colon [;] to replace the word but.

P.C

1. Neither money nor gifts could make him visit the haunted mansion again. 2. It was both cold and unpleasant for him to work there.

P.C is short for Paired Conjunctions. This is when some words need a second word in order to make sense.

The more, the more

1. The more angry he became, the more he hammered his fist on the table.

emotion comma action related to emotion

This sentence type is particularly useful when developing a character trait in a story. The first more should be followed by an emotive word and the second more should be followed by a related action.

Short

1. Everything failed! 2. The ship exploded!

1-3 word sentences possible with an exclamation mark.

Personification of weather

1. The wind stroked the space shuttle gently before lift-off. (Caring) 2. Mustafa was beaten by the hail. (Attacked / aggressive)

A type of weather; wind, rain, sun, hail etc. is given a human mood.

______ ing, ______ ed

1. Dancing in the studio, she watched in the mirror as a ghost appeared. 2. Skipping along the street, he stopped abruptly when a car screeched past.

The sentence must begin with a verb ending in ‘ing’ followed by a location of the action.

Irony

1. Our ‘luxury’ hotel turned out to be a farm outbuilding. 2. With dawn breaking, the ‘beautiful view’ which the brochure described,

revealed itself to be a scrap-yard and a rubbish tip! 3. The ‘trip of our dreams’ was, in fact, our worst nightmare.

An irony sentence deliberately overstates how good or bad something is. The overstated word is then shown to be false through the remainder of the sentence which reveals the truth.

NARRATIVE TECHNIQUE

EXAMPLE RULE

Imagine 3 examples

1. Imagine a place where the sun always shines, where wars never happen, where no-one ever dies: in the Andromeda 5 system, there is such a planet.

The sentence begins with the word ‘imagine

Then describes three parts of something

The first two parts are separated by commas [,]

The third ends with a colon [:]

YEAR 1 SPELLING OVERVIEWS


Au

tum

n

(Ph

ase

3/4

)

Sure Pure Her Sister Pool Soon Spoon Be She See

Card Hard For Born Fail Mail Pain You Are My

Now See Car Or Oil Oak Fur Me Be She

Boil Feel Hoot Card Born How Coal Was You They

Boot Cow Yard Sail For Load Fear All Are My

Boxer Sleep Toil Farm Form Fail Right Now Down With

Tent Bent Felt Belt Wind Band Land Went From Just

Best Lost Cost Lift Gift Soft Loft Help Children It’s

Stop Step Spin Spot Steep Creep Sheep Come Where There

Coast Roast Toast Shrink Blink Think Thing So Do Some

Camp Champ Chimp Tramp Bench Punch Lunch Said Have Like

Green Steep Tree Shoot School Smooth Spoon Little One When


Spri

ng

(Ph

ase

5)

Play Day Clay Stray Spray Out About Cloud Found Sound Old Don’t

Pie Lie Tie Die Cried Sea Seat Bead Read Treat I’m By

Boy Toy Joy Enjoy Annoy Girl Sir Bird Skirt First House About

Blue Clue Glue True Value Law Jaw Paw Lawn Yawn Made Make

When What Which Why Where Who Wheel Toe Doe Goes Time Came

Blew Chew Grew Drew Knew Flew Threw Elephant Dolphin Alphabet Yours Day

Key Keys Monkey Donkey Money Honey Chimney Paul August Haunt Here Very

Take Game Same Name Snake Even These Ripe Pipe Pine Saw Put

Bone Pole Home Alone Those Use Rule June Cube Tube Oh Their

Fast Grass Path Bath Bacon Lady Wash Want Watch Wasp Mr. Mrs.

He She Me Mind Find Wild Old Cold Gold Fold Cooked Called

Full Bull Pull Bush Push Unit Music Stupid Tuba Duty Asked Could


Sum

me

r

(Ph

ase

5)

Low Grow Snow Show Slow Chief Brief Thief Field Shield Will Went

Head Dead Bread Ready Instead Her Fern Herb Verb Kerb That From

Could would Should Soup Group By My Try Dry Fry This Just

Very Happy Smelly Lolly Merry Cherry Ferry Carry Gym Crystal Then Help

School Christmas Chemist Nice Mice Price Gem Gent Magic Danger Them Children

Catch Patch Pitch Witch Stitch Nature Future Picture Mixture Adventure With It’s

Fudge Nudge Badge Bridge Hedge Lamb Comb Climb Crumb Thumb Now Said

Knit Knot Knee Knife Know Knew Knight Gnat Gnash Sign Down Have

Wrap Wrong Write Wrote Wreck House Mouse Horse Nurse Purse Your old

Listen Whistle Bristle Rustle Bustle Castle Happy Sunny Mummy Daddy Like For

Some Come Done Month Monday Mother Brother Ease Tease Please Time See

Beer Deer Cheer Father Rather All Ball Fall Call Hall So Come



Au

tum

n

(Ph

ase

6)

Stop Stops Park Parks Bunch Bunches Crash Crashes Match Matches Old Don’t

Stops Parks Chats Sings Wings Bunches Lunches Crunches Catches Matches I’m By

Fizz Fizzes Cross Crosses Cry Cries Cried Try Tries Tried Time House

Fizzes Whizzes Buzzes Crosses Flosses Misses Kisses Tries Dries Fries Your Day

Bake Baked Wave Waved Hope Hoped Smile Smiled Save Saved Made Make

Baked Waved Hoped Smiled Tiled Filed Faced Raced Saved Shaved Looked Called

Liked Liking Hope Hoping Come Coming Bake Baking Wave Waving Your Day

Liking Hiking Hoping Coping Coming Baking Making Taking Waving Shaving Made Make

Put Putting Clap Clapping Slim Slimming Stop Stopping Get Getting Looked Called

Putting Shutting Clapping Flapping Slimming Swimming Stopping Shopping Getting Letting Old Don’t

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Sum

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decide deciding decided undecided logic logical biology ecology chronology socialism criticism realism terrorism bear wreck autumn gnash limb guarantee committee

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fraction inconvenient cellar variation demonstration thought thankful receive triplets separate explosion disinterest primary category current currant assent ascent persuade accommodate

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YEAR 1 MATHEMATICS COHORT CURRICULUM OVERVIEWS AND SKILLS MAPS


Autumn

NUMBER: PLACE VALUE Count to ten, forwards and backwards, beginning

with 0 or 1, or from any given number.

Count, read and write numbers to 10 in numerals and words.

Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.

Given a number, identify one more or one less.

Count in multiples of twos.

NUMBER: ADDITION AND SUBTRACTION Represent and use number bonds and related subtraction

facts (within 10)

Add and subtract one digit numbers (to 10), including zero.

Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs.

Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations and missing number problems.

GEOMETRY: SHAPE Recognise and name

common 2D and 3D shapes, including rectangles, squares, circles and triangles, cuboids, pyramids and spheres.

Describe position, direction and movement, including whole, half, quarter and three quarter turns

NUMBER: PLACE VALUE Count to twenty, forwards and

backwards, beginning with 0 or 1, from any given number.

Count, read and write numbers from 1 to 20 in numerals and words.

Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.

Count in multiples of twos and fives

NUMBER: ADDITION AND SUBTRACTION Represent and use number bonds and related

subtraction facts within 20.

Add and subtract one digit and two digit numbers to 20, including zero.


Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7= ? – 9

Spring

TIME Tell the time to the hour and

half past the hour and draw the hands on a clock face to show these times.

Recognise and use language relating to dates, including days of the week, weeks, months and years.

Compare, describe and solve practical problems for time [for example, quicker, slower, earlier, later] and measure and begin to record time (hours, minutes, seconds)

Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening.

NUMBER: PLACE VALUE Count to 40 forwards and

backwards, beginning with 0 or 1, or from any number.

Count, read and write numbers from 1-40 in numerals and words.

Identify and represent numbers using objects and pictorial representations.

Given a number, identify 1 more or 1 less.

NUMBER: ADDITION AND SUBTRACTION Add and subtract

one digit and two digit numbers to 20, including zero.


Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations and missing number problems.

MEASUREMENT: LENGTH AND HEIGHT Compare,

describe and solve practical problems for: lengths and heights for example, long/short, longer/shorter, tall/short, double/half

Measure and begin to record lengths and heights.

NUMBER: MULTIPLICATION AND DIVISION Count in multiples of twos, fives and tens.

Solve one step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

NUMBER: FRACTIONS Recognise, find and name a half as

one of two equal parts of an object, shape or quantity.

Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

CONSOLIDATION

Summer

NUMBER: PLACE VALUE Count to and across 100, forwards and backwards,

beginning with 0 or 1, or from any given number.

Count, read and write numbers from 1-100 in numerals and words.

Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than, most, least.

Given a number, identify one more and one less.

NUMBER: FOUR OPERATIONS Represent and use number bonds and related subtraction

facts within 20.

Add and subtract one digit and two digit numbers to 20, including 0.

Read, write and interpret mathematical statements involving addition (+) subtraction (-) and equals (=) signs.

Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems.

Count in multiples of twos, fives and tens.

Solve one step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

MEASUREMENT: MONEY Recognise and know the value of different

denominations of coins and notes.

Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems.

MEASUREMENT: WEIGHT AND VOLUME Compare, describe and solve

practical problems for mass/weight [for example, heavy/light, heavier than, lighter than]; capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]

Measure and begin to record mass/weight, capacity and volume.

CONSOLIDATION



Autumn

NUMBER: PLACE VALUE Count in steps of 2, 3 and 5 from

0 and in tens from any number, forward and backward.

Recognise the place value of each digit in a two digit number (tens, ones)

Identify, represent and estimate numbers to 100 using different representations including the number line.

Compare and order numbers from 0 up to 100; use <, > and = signs.

Read and write numbers to at least 100 in numerals and words.

Use place value and number facts to solve problems.

NUMBER: ADDITION AND SUBTRACTION Recall and use addition and subtraction facts to 20 fluently, and derive and

use related facts up to 100.

Show that the addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot.

Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two digit number and ones; a two digit number and tens; two two digit numbers; adding three one digit numbers.

Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental and written methods.

MEASUREMENT: LENGTH AND MASS Choose and use appropriate standard

units to estimate and measure length/height in any direction (m/cm) and mass (kg/g) to the nearest appropriate unit, using rulers and scales.

Compare and order length and mass and record the results using >, < and =.

GRAPHS Interpret and

construct simple pictograms, tally charts, block diagrams and simple tables.

Ask+ answer simple questions by counting the number of objects in each category and sorting the categories by quantity.

Ask and answer questions about totalling and comparing categ

NUMBER: MULTIPLICATION AND DIVISION Recall and use multiplication and division facts

for the 2, 5 and 10 times tables, including recognising odd and even numbers.

Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) sign.

Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts.

Show that the multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot.

Spring

MEASUREMENT: MONEY Recognise and use symbols of pounds (£) and pence

(p); combine amounts to make a particular value.

Find different combinations of coins that equal the same amounts of money.

Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.

GEOMETRY: PROPERTIES OF SHAPES Identify and describe the properties of 2D shapes,

including the number of sides and line symmetry in a vertical line.

Identify and describe the properties of 3D shapes, including the number of edges, vertices and faces.

Identify 2D shapes on the surface of 3D shapes, [for example, a circle on a cylinder and a triangle on a pyramid].

Compare and sort common 2D and 3D shapes and everyday objects.

Order and arrange combinations of mathematical objects in patterns and sequences.

NUMBER: FRACTIONS Recognise, find, name and write fractions , , and of a length, shape, set of objects

or quantity.

Write simple fractions for example, ½ of 6 = 3

Recognise the equivalence of 2/4 and 1/2.

CONSOLIDATION

Summer

MEASUREMENT: TIME Tell and write the time to five

minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.

Know the number of minutes in an hour & the number of hours in a day.

Compare and sequence intervals of time.

MEASUREMENT: CAPACITY, VOLUME AND TEMPERATURE Choose and use appropriate

standard units to estimate and measure capacity (l/ml) and temperature (oC) to the nearest appropriate unit, using thermometers and measuring vessels.

Compare and order volume/capacity & record the results using >, < and =.

POST SATs PROJECT AND TRANSITION WORK



Autumn

NUMBER: PLACE VALUE Identify, represent and

estimate numbers using different representations.

Find 10 or 100 more or less than a given number; recognise the place value of each digit in a three digit number (hundreds, tens, ones).

Compare and order numbers up to 1000

Read and write numbers up to 1000 in numerals and in words.

Solve number problems and practical problems involving these ideas.

Count from 0 in multiples of 50 and 100

NUMBER: ADDITION AND SUBTRACTION Add and subtract numbers mentally, including: a three-digit number and

ones; a three-digit number and tens; a three digit number and hundreds.

Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction.

Estimate the answer to a calculation and use inverse operations to check answers.

Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

NUMBER: MULTIPLICATION AND DIVISION Recall and use multiplication and division facts for the 3, 4 and 8

multiplication tables.

Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) signs.

Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in context.

Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot.

MEASUREMENT Measure, compare, add and subtract:

lengths (m/cm/mm).


Measure the perimeter of simple 2D shapes.

Continue to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed and simple equivalents of mixed units.

Spring

NUMBER: MULTIPLICATION AND DIVISION Recall and use multiplication and division facts for

the 3, 4 and 8 multiplication tables.

Solve problems including missing number problems involving multiplication and division, positive integer scaling problems and correspondence problems in which n objects are connected to m objectives.

Write and calculate mathematical statements for multiplication and division using the multiplication tables they know, including for two-digit numbers times one-digit numbers, using mental methods and progressing to formal written methods.

MEASUREMENT Tell and write the time from an analogue clock, including

using Roman numerals, 12-hour and 24-hour clocks.

Estimate and read time with increasing accuracy to the nearest minute.

Record and compare time in terms of seconds, minutes and hours.

Use vocabulary such as o’clock, am/pm, morning, afternoon, noon and midnight.

Know the number of seconds in a minute and the number of days in each month, year and leap year.

Compare durations of events [for example calculate the time taken by particular events or tasks].

NUMBER: FRACTIONS Recognise and use fractions as numbers: unit fractions and non-unit fractions

with small denominators.

Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.

Count up and down in tenths.

Recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10

CONSOLIDATION

Summer

NUMBER: FRACTIONS Recognise and show, using diagrams, equivalent fractions with small

denominators.

Add and subtract fractions with the same denominator within one whole.

Compare and order unit fractions, and fractions with the same denominators.

Solve problems that involve all of the above.

GEOMETRY: PROPERTIES OF SHAPES Recognise angles as a property of

shape or a description of a turn.

Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle.

Identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

Draw 2-D shapes and make 3-D shapes using modelling materials.

Recognise 3-D shapes in different orientations and describe them.

MEASUREMENT: WEIGHT AND VOLUME Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g);

volume/capacity (l/ml).


Continue to measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units (for example, 1kg and 200g) and simple equivalents of mixed units (for example, 5m = 500cm).

STATISTICS Interpret and

present data using bar charts, pictograms and tables.

Solve one-step and two-step questions (for example, ‘How many more?’ and ‘How many fewer?’) using information presented in scaled bar charts and pictograms and tables.

CONSOLIDATION



Autumn

NUMBER: PLACE VALUE Count in multiples of 6, 7, 9. 25 and 1000.

Find 1000 more or less than a given number.

Count backwards through zero to include negative numbers.

Recognise the place value of each digit in a four digit number (thousands, hundreds, tens and ones)

Order and compare numbers beyond 1000.

Identify, represent and estimate numbers using different representations.

Round any number to the nearest 10, 100 or 1000.

Solve number and practical problems that involve all of the above and with increasingly large positive numbers.

Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.

NUMBER: ADDITION AND SUBTRACTION Add and subtract numbers with up to 4 digits using the

formal written methods of columnar addition and subtraction where appropriate.

Estimate and use inverse operations to check answers to a calculation.

Solve addition and subtraction two step problems in contexts, deciding which operations and methods to use and why.

NUMBER: MULTIPLICATION AND DIVISION Recall and use multiplication and division facts for multiplication tables

up to 12 x 12.

Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers.

Recognise and use factor pairs and commutatively in mental calculations.

Multiply two digit and three digit numbers by a one digit number using formal written layout.

Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

MEASUREMENT: AREA Find the area of rectilinear shapes by

counting squares.

Spring

NUMBER: FRACTIONS Recognise and show, using diagrams, families of common equivalent

fractions.

Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number.

Add and subtract fractions with the same denominator.

MEASUREMENT: TIME

Convert between different units of measure,

e.g. hour to minute.

Read, write & convert time between analogue and digital 12 and 24 hour clocks.

Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

NUMBER: DECIMALS Recognise and write decimal equivalents of any number of tenths or

hundredths.

Recognise and write decimal equivalents to

Find the effect of dividing a one or two digit number by 10 or 100, identifying the value of the digits in the answer as ones, tenths and hundredths.

Round decimals with one decimal place to the nearest whole number.

Compare numbers with the same number of decimal places up to two decimal places.

MEASUREMENT: MONEY Solve simple measure and

money problems involving fractions and decimals to two decimal places.

Estimate, compare and calculate different measures, including money in pounds and pence.

CONSOLIDATION

Summer

MEASUREMENT: PERIMETER AND LENGTH Convert between

different units of measure eg kilometre to metre.

Measure and calculate the perimeter of a rectilinear figure (including squares) in cm and m

GEOMETRY: ANGLES

Identify acute and obtuse angles and compare and order angles up to two right angles by size.

Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes.

GEOMETRY: SHAPE AND SYMMETRY Identify lines of symmetry in

2D shapes presented in different orientations.

Complete a simple symmetric figure with respect to a specific line of symmetry.

GEOMETRY: POSITION AND DIRECTION

Describe positions on a 2D grid as coordinates in the first quadrant.

Describe movements between positions as translations of a given unit to the left/ right and up/ down.

Plot specified points and draw sides to complete a given polygon.

STATISTICS Interpret and present discrete and

continuous data using appropriate graphical methods, including bar charts and time graphs.

Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

MEASUREMENT: AREA AND PERIMETER Measure and calculate the

perimeter of a rectilinear figure (including squares) in centimetres and metres.

Convert between different units of measure [for example, kilometre to metre]

Find the area of rectilinear shapes by counting squares.

CONSOLIDATION



Autumn

NUMBER: PLACE VALUE Read, write, order and compare numbers

to at least 1000000 and determine the value of each digit.

Count forwards or backwards in steps of powers of 10 for any given number up to 1000000.

Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers including through zero.

Round any number up to 1000000 to the nearest 10, 100, 1000, 10000 and 100000

Solve number problems and practical problems that involve all of the above.

Read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

NUMBER: ADDITION AND SUBTRACTION Add and subtract numbers mentally with increasingly

large numbers.

Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)

Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.

Solve addition and subtraction multi-step problems in contexts deciding which operations and methods to use and why.

NUMBER: MULTIPLICATION AND DIVISION Multiply and divide numbers mentally drawing upon known facts.

Multiply and divide whole numbers by 10, 100 and 1000.

Multiply numbers up to 4 digits by a one or two digit number using a formal written method, including long multiplication for 2 digit numbers.

Divide numbers up to 4 digits by a one digit number using the formal written method of short division and interpret remainders appropriately for the context.

Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers.

Recognise and use square numbers and cube numbers and the notation for squared (2) and cubed (3)

Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes.

Solve problems involving addition and subtraction, multiplication and division and a combination of these, including understanding the use of the equals sign.

STATISTICS Solve comparison, sum and difference

problems using information presented in a line graph.

Complete, read and interpret information in tables including timetables.

Spring

NUMBER: FRACTIONS Compare and order fractions whose denominators are

multiples of the same number.

Identify, name and write equivalent fractions of a given fraction, represented visually including tenths and hundredths.

Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements >1 as a mixed number [for example 2/5+4/5 =6/5= 1 1/5 ].

Add and subtract fractions with the same denominator and denominators that are multiples of the same number.

Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams.

Read and write decimal numbers as fractions [ for example 0.71 = 71/100 ].

Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.

NUMBER: DECIMALS Read, write, order and compare numbers with up to three decimal places.

Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents.

Round decimals with two decimal places to the nearest whole number and to one decimal place.

Solve problems involving number up to three decimal places.

Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.

Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling.

NUMBER: PERCENTAGES Recognise the per cent symbol (%) and understand that per cent

relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal.

Solve problems which require knowing percentage and decimal equivalents of 1/2 ,1/4 , 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25

CONSOLIDATION

Summer

GEOMETRY: ANGLES Know angles are

measured in degrees; estimate and compare acute, obtuse and reflex angles.

Draw given angles and measure them in degrees (˚).

Identify: angles at a point and one whole turn (total 360 ˚), angles at a point on a straight line and ½ a turn (total 180˚) other multiples of 90˚.

GEOMETRY: SHAPES Identify 3D shapes,

including cubes and other cuboids, from 2D representations.

Use the properties of rectangles to deduce related facts and find missing lengths and angles.

Distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

GEOMETRY: POSITION AND DIRECTION Identify, describe

and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

MEASUREMENT: CONVERTING UNITS Convert between different

units of metric measure (for example, km and m; cm and m; cm and mm; g and kg; l and ml).

Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints.

Solve problems involving converting between units of

time.

NUMBER: PRIME NUMBERS Know and use

the vocabulary of prime numbers, prime factors and composite (non-prime) numbers.

Establish whether a number up to 100 is prime and recall prime numbers up to 19.

MEASUREMENT: AREA AND PERIMETER Measure and calculate

the perimeter of composite rectilinear shapes in cm and m.

Calculate and compare the area of rectangles (including squares), and including using standard units, cm2, m2 estimate the area of irregular shapes.

MEASUREMENT: VOLUME Estimate volume (for

example using 1cm3 blocks to build cuboids (including cubes) and capacity (for example, using water)).

Use all four operations to solve problems involving measure.

CONSOLIDATION



Autumn

NUMBER: PLACE VALUE Read, write, order and

compare numbers up to 10 000 000 and

determine the value of each digit.

Round any whole number to a required degree of accuracy.

Use negative numbers in context, and calculate intervals across zero.

Solve number and practical problems that involve all of the above

NUMBER: ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION Solve addition and subtraction multi step problems in contexts, deciding

which operations and methods to use and why.

Multiply multi-digit number up to 4 digits by a 2 digit number using the formal written method of long multiplication.

Divide numbers up to 4 digits by a 2 digit whole number using the formal written method of long division, and interpret remainders as whole number

remainders, fractions or by rounding as appropriate for the context.

Divide numbers up to 4 digits by a 2 digit number using the formal written method of short division, interpreting remainders according to context.

Perform mental calculations, including with mixed operations and large numbers.

Identify common factors, common multiples and prime numbers.

Use their knowledge of the order of operations to carry out calculations involving the four operations.

Solve problems involving addition, subtraction, multiplication and division.

FRACTIONS Use common factors to simplify fractions; use common multiples to express fractions in the same denomination.

Compare and order fractions, including fractions > 1

Generate and describe linear number sequences (with fractions)

Add and subtract fractions with different denominations and mixed numbers, using the concept of equivalent fractions.

Multiply simple pairs of proper fractions, writing the answer in its simplest form (for example ¼ x ½ = 1/8)

Divide proper fractions by whole numbers [for example 1/3 ÷ 2 = 1/6]

Associate a fraction with division and calculate decimal fraction equivalents [ for example, 0.375] for a simple fraction [for example 3/8]

Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

Spring

NUMBER: DECIMALS Identify the value of each

digit in numbers given to three decimal places and multiply numbers by 10, 100 and 1000 giving answers up to 3 decimal places (dp).

Multiply one digit numbers with up to 2dp by whole numbers.

Use written division methods in cases where the answer has up to two decimal places.

Solve problems which require answers to be rounded to specified degrees of accuracy.

NUMBER: PERCENTAGES Solve problems

involving the calculation of percentages [for example, of measures such as 15% of 360] and the use of percentages for comparison.

Recall and use equivalences between simple FDP including in different contexts.

MEASUREMENT Solve problems involving the calculation and

conversion of units of measure, using decimal notation up to three decimal places where appropriate.

Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3dp.

Convert between miles and kilometres.

Recognise that shapes with the same areas can have different perimeters and vice versa.

Recognise when it is possible to use formulae for area and volume of shapes.

Calculate the area of parallelograms and triangles.

Calculate, estimate and compare volume of cubes and cuboids using standard units, including cm3, m3 and extending to other units (mm3, km3).

NUMBER: ALGEBRA Use simple formulae.

Generate and describe linear number sequences.

Express missing number problems algebraically.

Find pairs of numbers that satisfy an equation with two unknowns.

Enumerate possibilities of combinations of two variables.

NUMBER: RATIO Solve problems involving the relative

sizes of two quantities where missing values can be found by using integer multiplication and division facts.

Solve problems involving similar shapes where the scale factor is known or can be found.

Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

GEOMETRY AND STATISTICS Illustrate and name

parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius.

Interpret and construct pie charts and line graphs and use these to solve problems.

Calculate the mean as an average.

CONSOLIDATION

Summer

GEOMETRY: PROPERTIES OF SHAPES Draw 2D shapes using given

dimensions and angles.

Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals and regular polygons.

Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

GEOMETRY: POSITION AND DIRECTION

Describe positions on the full coordinate grid (all four quadrants).

Draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

POST SATs PROJECT AND TRANSITION WORK

SCIENCE CURRICULUM OVERVIEW AND SKILLS MAP

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

ANIMALS INCLUDING HUMANS identify and name a variety of common

animals including fish, amphibians, reptiles, birds and mammals

identify and name a variety of common animals that are carnivores, herbivores and omnivores

describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

12, 13, 17, 28, 29 A-LIFE WORKSHOP IN SCHOOL VISIT TO THE ROYAL PARKS FOUNDATION

ANIMALS INCLUDING HUMANS notice that animals, including

humans, have offspring which grow into adults

find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

12, 13, 17, 24, 28, 29 A-LIFE WORKSHOP IN SCHOOL VISIT TO THE ROYAL PARKS FOUNDATION

ANIMALS INCLUDING HUMANS identify that animals, including

humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

identify that humans and some other animals have skeletons and muscles for support, protection and movement.

12, 13, 17, 24, 28, 29 A-LIFE WORKSHOP IN SCHOOL, HANDS ON WORKSHOP SKELETONS

ANIMALS INCLUDING HUMANS describe the simple functions of the

basic parts of the digestive system in humans

identify the different types of teeth in humans and their simple functions

construct and interpret a variety of food chains, identifying producers, predators and prey.

12, 13, 17, 28, 29 A-LIFE WORKSHOP IN SCHOOL, IT TAKES GUTS SHOW

ANIMALS INCLUDING HUMANS

describe the changes as humans develop to old age.

12, 13, 17, 28, 29 VISIT FROM A-LIFE

ANIMALS INCLUDING HUMANS identify and name the main parts

of the human circulatory system, and describe the functions of the heart, blood vessels and blood recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

describe the ways in which nutrients and water are transported within animals, including humans.

12, 13, 17, 28, 29 VISIT FROM A-LIFE

SEASONAL CHANGES observe changes across the four

seasons observe and describe weather

associated with the seasons and how day length varies.

12, 13, 17, 28, 29 VISIT TO THE ROYAL PARKS FOUNDATION

LIVING THINGS AND THEIR HABITATS

explore and compare the differences between things that are living, dead, and things that have never been alive

identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

identify and name a variety of plants and animals in their habitats, including microhabitats

identify how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

12, 13, 17, 28, 29 VISIT TO THE ZOO VISIT FROM ESSEX WILDLIFE TRUST VISIT TO ROYAL PARKS FOUNDATION

ROCKS compare and group together

different kinds of rocks on the basis of their appearance and simple physical properties

describe in simple terms how fossils are formed when things that have lived are trapped within rock

recognise that soils are made from rocks and organic matter.

12, 13, 17, 28, 29 VISIT FROM PALEOLAB VISIT TO THE NATURAL HISTORY MUSEUM

LIVING THINGS AND THEIR HABITATS 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

recognise that environments can change and that this can sometimes pose dangers to living things.

12, 13, 17, 28, 29 VISIT TO KEW GARDENS

LIVING THINGS AND THEIR HABITATS describe the differences in the life

cycles of a mammal, an amphibian, an insect and a bird

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

12, 13, 17, 28, 29 VISIT FROM WILD SCIENCE, LIFE CYCLES WORKSHOP

LIVING THINGS AND THEIR HABITATS

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.

12, 13, 17, 28, 29 VISIT FROM WILD SCIENCE: CLASSIFICATIONS WORKSHOP


PLANTS identify and name a variety of

common wild and garden plants, including deciduous and evergreen trees

identify and describe the basic structure of a variety of common flowering plants, including trees.

12, 13, 17, 28, 29 VISIT TO THE LOCAL PARK VISIT FROM ESSEX WILDLIFE TRUST VISIT TO ROYAL PARKS FOUNDATION

PLANTS observe and describe how seeds

and bulbs grow into mature plants find out and describe how plants

need water, light and a suitable temperature to grow and stay healthy.

12, 13, 17, 28, 29 VISIT TO KEW GARDENS VISIT TO ROYAL PARKS FOUNDATION

PLANTS identify and describe the functions

of different parts of flowering plants: roots, stem/trunk, leaves and flowers

explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

investigate the way in which water is transported within plants

explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

12, 13, 17, 28, 29 VISIT TO KEW GARDENS VISIT TO ROYAL PARK FOUNDATIONS VISIT FROM ESSEX WILDLIFE TRUST

SOUND identify how sounds are made,

associating some of them with something vibrating

recognise that vibrations from sounds travel through a medium to the ear

find patterns between the pitch of a sound and features of the object that produced it

find patterns between the volume of a sound and the strength of the vibrations that produced it

recognise that sounds get fainter as the distance from the sound source increases

12, 13, 17, 28, 29 VISIT FROM SCIENCE OF SOUND WORKSHOP

EARTH AND SPACE describe the movement of the Earth,

and other planets, relative to the Sun in the solar system

describe the movement of the Moon relative to the Earth

describe the Sun, Earth and Moon as approximately spherical bodies

use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

12, 13, 17, 28, 29 VISIT FROM PLANATARIUM VISIT TO GREENWICH OBSERVATORY

EVOLUTION AND INHERITANCE recognise that living things have

changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago

recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

12, 13, 17, 28, 29 EVOLUTION AND INHERITANCE WORKSHOP RUN BY PRIMARY SCIENCE WORKSHOPS VISIT TO THE NATURAL HISTORY MUSEM

EVERYDAY MATERIALS distinguish between an object and

the material from which it is made identify and name a variety of

everyday materials, including wood, plastic, glass, metal, water, and rock

describe the simple physical properties of a variety of everyday materials

compare and group together a variety of everyday materials on the basis of their simple physical properties.

12, 13, 17, 28, 29

USE OF EVERYDAY MATERIALS identify and compare the

suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

12, 13, 17, 28, 29 VISIT TO THE VICTORIA AND ALBERT MUSEUM VISIT TO THE SCIENCE MUSEM

LIGHT recognise that they need light in

order to see things and that dark is the absence of light

notice that light is reflected from surfaces

recognise that light from the sun can be dangerous and that there are ways to protect their eyes

recognise that shadows are formed when the light from a light source is blocked by a solid object

find patterns in the way that the size of shadows change.

12, 13, 17, 28, 29 VISIT FROM WORKING SCIENCE WORKSHOP ON LIGHT

STATES OF MATTER compare and group materials

together, according to whether they are solids, liquids or gases

observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)

identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

12, 13, 17, 28, 29

PROPERTIES AND CHANGES OF MATERIALS

compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

demonstrate that dissolving, mixing and changes of state are reversible changes

explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

12, 13, 17, 28, 29 VISIT TO THE SCIENCE MUSEUM

LIGHT recognise that light appears to

travel in straight lines use the idea that light travels in

straight lines to explain that objects are seen because they give out or reflect light into the eye

explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

12, 13, 17, 28, 29 VISIT TO THE SCIENCE MUSEM


FORCES AND MAGNETS

compare how things move on different surfaces

notice that some forces need contact between two objects, but magnetic forces can act at a distance

observe how magnets attract or repel each other and attract some materials and not others

compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials

describe magnets as having two poles

predict whether two magnets will attract or repel each other, depending on which poles are facing.

12, 13, 17, 28, 29 VISIT FROM BALESTRA FORCES WORKSHOP

ELECTRICITY identify common appliances that run

on electricity construct a simple series electrical

circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

recognise some common conductors and insulators, and associate metals with being good conductors.

12, 13, 17, 28, 29 VISIT FROM WORKING SCIENCE WORKSHOP ON ELECTRICITY VISIT TO THE SCIENCE MUSEUM, ELECTRIFYING ELECTRICTY SCIENCE TRAIL

FORCES explain that unsupported objects fall

towards the Earth because of the force of gravity acting between the Earth and the falling object

identify the effects of air resistance, water resistance and friction, that act between moving surfaces

recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

12, 13, 17, 28, 29 VISIT FROM HANDS ON SCIENCE, EQUAL AND OPPOSITE ROCKETS

ELECTRICITY associate the brightness of a lamp

or the volume of a buzzer with the number and voltage of cells used in the circuit

compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches

use recognised symbols when representing a simple circuit in a diagram.

12, 13, 17, 28, 29 VISIT TO THE SCIENCE MUSEM

WORKING SCIENTIFICALLY: KS1 asking simple questions and recognising that they can be answered in different

ways observing closely, using simple equipment performing simple tests identifying and classifying using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions.

12, 13, 17, 28, 29

WORKING SCIENTIFICALLY: LOWER KS2 asking relevant questions and using different types of scientific enquiries to answer

them setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate

measurements using standard units, using a range of equipment, including thermometers and data loggers

gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

identifying differences, similarities or changes related to simple scientific ideas and processes

using straightforward scientific evidence to answer questions or to support their findings.

12, 13, 17, 28, 29

WORKING SCIENTIFICALLY: UPPER KS2 planning different types of scientific enquiries to answer questions, including

recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing

accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and

labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal

relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments.

12, 13, 17, 28, 29

RECOMMENDED LINKS A-life: http://www.a-life.co.uk/ Balestra Forces workshop http://www.primaryscienceworkshops.co.uk/fantastic-forces/4590031218 Essex Wildlife Trust: http://www.essexwt.org.uk Hands on Science Workshop: https://www.hands-on-science.co.uk/workshop/skeletons/ Paleolab: http://www.palaeolab.co.uk/ Primary Science Workshops: http://www.primaryscienceworkshops.co.uk/evolution-and-inheritance/4590059917 Royal Parks Foundation: http://www.supporttheroyalparks.org/learn/primary_schools/ks1_and_ks2 Wild Science http://wildsci.co.uk/life-cycles/ Working Science Workshops http://www.workingscience.co.uk/32-general/services/21-innovative-science-workshops-for-primary-schools.html

http://www.a-life.co.uk/

http://www.primaryscienceworkshops.co.uk/fantastic-forces/4590031218

http://www.essexwt.org.uk/

https://www.hands-on-science.co.uk/workshop/skeletons/

http://www.palaeolab.co.uk/

http://www.primaryscienceworkshops.co.uk/evolution-and-inheritance/4590059917

http://www.supporttheroyalparks.org/learn/primary_schools/ks1_and_ks2

http://wildsci.co.uk/life-cycles/

http://www.workingscience.co.uk/32-general/services/21-innovative-science-workshops-for-primary-schools.html

HISTORY/GEOGRAPHY/ART AND DESIGN YEAR 1 YEARLY OVERVIEW

YEAR 1

AUTUMN SPRING SUMMER 12, 13, 17,23, 24, 28, 29 Autumn – Theme – Neil Armstrong HISTORY: Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should ask and answer questions, choosing and using parts of stories and other sources To show that they know and understand key features of events. To know events beyond living memory that are significant nationally or globally Skills: I can use words and phrases like old, new and a long time ago I can explain how I have changed since I was born. I can explain how some people have helped us to have better lives. I can spot old and new things in a picture. I can explain what an object from the past might have been used for. GEOGRAPHY: Locational knowledge Name and locate the world’s seven continents and five oceans Geographical skills and fieldwork use world maps, atlases and globes to identify the continents and oceans studied at this key stage Skills: I can tell the 7 continents on a map. I can identify the 5 oceans of the world. I can use geographical vocabulary to explain a place TRIPS: AUTUMN- SCIENCE MUSEUM SPRING- BETHENAL GREEN TOY MUSEUM SUMMER- SOUTHEND VISIT TO A DIGITAL LAB OR A PHOTOGRAPHY WORKSHOP VISIT TO HISTORY MUSEUM

12, 13, 17,23, 24, 28, 29 Spring – theme -Toys HISTORY: They should use a wide vocabulary of everyday historical terms. . They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. Skills: I can recognise that some objects belonged to the past I can ask and answer questions about old and new objects. I can spot old and new things in a picture. I can explain what an object from the past might have been used for. GEOGRAPHY: Human and physical geography Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles Use basic geographical vocabulary to refer to: season and weather key human features, including: city, town, village, farm and house. Skills: I can keep a weather chart and answer questions about the weather. I can explain some of the main things that are in hot and cold places. I can explain how the weather changes throughout the year and name the seasons. VISIT TO KEW GARDENS ART: Pupils should be taught: to use a range of materials creatively to design and make products to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space learn about the work of a range of artists, craft makers and designers,

describing the differences and similarities between different practices and disciplines, and making links to their own work. Skills I can cut, roll and coil materials. I can show how people feel in paintings and drawings.

12, 13, 17,23, 24, 28, 29 Summer-Theme- Holidays HISTORY: To learn about changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life Skills: I can spot old and new things in a picture. I can explain what an object from the past might have been used for. GEOGRAPHY Place knowledge understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Geographical skills and fieldwork use world maps, atlases and globes to identify the continents and oceans studied at this key stage Skills: I can explain where I live and tell someone my address. I can name the four countries in the United Kingdom and locate them on a map. I can name some of the main towns and cities in the United Kingdom. VISIT TO A BEACH ART: Pupils should be taught: to use a range of materials creatively to design and make products to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space learn about the work of a range of artists, craft makers and designers, describing the differences

and similarities between different practices and disciplines, and making links to their own work. Skills I can show how people feel in paintings and drawings. I can create moods in artwork. I can use pencils to create lines of different thickness in my drawings. I can describe what I can see and give an opinion about the work of an artist. I can ask questions about a piece of art.

ART: Pupils should be taught: to use a range of materials creatively to design and make products to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques in using

colour, pattern, texture, line, shape, form and space about the work of a range of artists, craft makers and designers,

describing the differences and similarities between different practices and disciplines, and making links to their own work. Skills I can name the primary and secondary colours. I can create a repeating pattern in print. I can use IT to create a picture. DESIGN: Technical knowledge Build structures, exploring how they can be made stronger, stiffer and more stable Explore and use mechanisms [for example, levers, sliders, wheels and axles] Cooking and nutrition As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Use the basic principles of a healthy and varied diet to prepare dishes Understand where food comes from. Skills I can cut food safely (rocket food smoothie) I can make my model stronger. I can explain to someone else how I want to make my product. I can choose appropriate resources and tools. I can make a simple plan before making.

DESIGN: Design purposeful, functional, appealing products for themselves and other users based on design criteria Generate, develop, mode and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and

communication technology Make Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate Explore and evaluate a range of existing products Evaluate their ideas and products against design criteria Skills I can use my own ideas to make something. I can describe how something works. I can make a product, which moves.

DESIGN: Cooking and nutrition As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Use the basic principles of a healthy and varied diet to prepare dishes Understand where food comes from. Skills I can choose appropriate resources and tools. I can make a simple plan before making. I can use my own ideas to make something. I can make a dish from a different country.

HISTORY/GEOGRAPHY/ ART AND DESIGN CURRICULUM YEAR 2 TOPIC YEARLY OVERVIEW

YEAR 2 AUTUMN SPRING 1 SUMMER 12, 13, 17,23, 24, 28, 29 Autumn – Theme – Super human HISTORY Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented To learn about 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 in different periods. Skills: I can use words and phrases like: before, after, past, present, then and now. I can recount the life of someone famous from Britain who lived in the past. I can explain what they did earlier and what they did later. I can give examples of things that were different when my grandparents were children. I can find out things about the past by talking to an older person. I can answer questions using books and the internet. I can research the life of a famous person from the past using different sources of evidence. GEOGRAPHY: TRIPS: AUTUMN- PIZZA EXPRESS SPRING-MUSEUM/HISTORICAL MONUMENT SUMMER- LOCAL AREA STUDY VISIT TO SCIENCE MUSEUM WITH FOCUS ON HUMAN BODY ART: Pupils should be taught: to use a range of materials creatively to design and make products Skills I can choose and use three different grades of pencil when drawing. I can use charcoal, pencil and pastels to create art. I can mix paint to create all the secondary colours. I can create brown with paint. I can create tints with paint by adding white. I can create tones with paint by adding black.

12, 13, 17,23, 24, 28, 29 Spring – Theme – Time travellers HISTORY Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented To learn about significant historical events, people and places in their own locality Skills: I can use words and phrases like: before, after, past, present, then and now. I can recount the life of someone famous from Britain who lived in the past. I can explain what they did earlier and what they did later. I can give examples of things that were different when my grandparents were children. I can find out things about the past by talking to an older person. I can answer questions using books and the internet. I can research the life of a famous person from the past using different sources of evidence. Significant historical events, people and places in their own locality GEOGRAPHY: Locational knowledge name and locate the world’s seven continents and five oceans name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Skills I can name the continents of the world and locate them on a map. I can name the world oceans and locate them on a map I can name the capital cities of England, Wales, Scotland and Ireland. I can find where I live on a map of the United Kingdom. VISIT TO THE TOY MUSEUM/WORKSHOP

12, 13, 17,23, 24, 28, 29 Summer – Theme – Our world HISTORY GEOGRAPHY: Place knowledge understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and physical geography Use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation. key human features, including: factory, farm, office, port, harbour and shop Geographical skills and fieldwork use 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 Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. Skills I can say what I like and do not like about the place I live in. I can say what I like and do not like about a different place. I can describe a place outside Europe using geographical words. I can describe some of the features of an island. I can describe the key features of a place from a picture using words like: beach, coast, forest, hill, mountain, ocean and valley. I can explain how jobs may be different in other locations. I can explain how an area has been spoilt or improved and give my reasons. I can explain the facilities that a village, town and city may need and give reasons. I can describe a place outside Europe using geographical words I can find where I live on a map of the United Kingdom. ART: Pupils should be taught: to use a range of materials creatively to design and make products

DESIGN: Cooking and nutrition As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Use the basic principles of a healthy and varied diet to prepare dishes Understand where food comes from. Skills I can think of an idea and plan what to do next. I can describe the ingredients I am using.

ART: Pupils should be taught: to use a range of materials creatively to design and make products about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Skills I can use different effects within an IT paint package DESIGN: Design Generate, develop, mode and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and

communication technology Make Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Technical knowledge Build structures, exploring how they can be made stronger, stiffer and more stable Evaluate Explore and evaluate a range of existing products Skills I can explain why I have chosen specific textiles. I can measure materials to use in a model or structure.

to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space Skills I can use a view-finder to focus on a specific part of an artefact before drawing it. I can create a printed piece of art by pressing, rolling, rubbing and stamping. I can make a clay pot. I can join two clay finger pots together. I can suggest how artists have used colour, pattern and shape. I can create a piece of art in response to the work of another artist. DESIGN: Design purposeful, functional, appealing products for themselves and other users based on design criteria Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] Evaluate their ideas and products against design criteria Technical knowledge Explore and use mechanisms [for example, levers, sliders, wheels and axles], Skills I can choose tools and materials and explain why I have chosen them. I can join materials and components in different ways. I can explain what went well with my work.

HISTORY/GEOGRAPHY/ART AND DESIGN CURRICULUM PRIMARY CURRICULUM YEAR 3 TOPIC YEARLY OVERVIEW

YEAR 3 AUTUMN SPRING SUMMER 12, 13, 17,23, 24, 28, 29 Autumn – Theme – Pre-historic ages HISTORY Changes in Britain from the Stone Age to the Iron Age Skills I can describe events from the past using dates when things happened. I can use a timeline within a specific period of history to set out the order that things may have happened. I can use my mathematical knowledge to work out how long ago events happened. I can use research skills to find answers to specific historical questions. I can research in order to find similarities and differences between two or more periods of history. GEOGRAPHY: Locational knowledge To locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Skills I can use the correct geographical words to describe a place. I can use an atlas by using the index to find places. I can name a number of countries in the Northern Hemisphere. I can name and locate the capital cities of neighbouring European countries. TRIPS: AUTUMN-BRTISH MUSEUM SPRING-EARTHQUAKE/VOLCANO SHOW SUMMER-HEADSTONE MANOR ART: Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing,

painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Skills I can show facial expressions in my art. I can use sketches to produce a final piece of art.

12, 13, 17,23, 24, 28, 29 Spring – Theme – Egyptians HISTORY The achievements of the earliest civilizations- Focus on Ancient Egypt Skills I can use research skills to find answers to specific historical questions. I can research in order to find similarities and differences between two or more periods of history. GEOGRAPHY: Human and Physical Geography

Describe and understand key aspects of: Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Skills I can describe how volcanoes are created. I can locate and name some of the world’s most famous volcanoes. I can describe how earthquakes are created VISIT TO A BEACH ART: Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing,

painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Skills I can show facial expressions in my art. I can use sketches to produce a final piece of art. I can use different grades of pencil to shade and to show different tones and textures. I can Create a background using a wash. I can use a range of brushes to create different effects in painting. I can use digital images and combine them with other media in my art. I can use IT to create art, which includes my own work and that of others. I can recognise when art is from different cultures. Egyptian headdress

12, 13, 17,23, 24, 28, 29 Summer – Theme – Our Globe HISTORY A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 A local history study Skills I can explain some of the times when Britain has been invaded I can use a timeline within a specific period of history to set out the order that things may have happened. I can use my mathematical knowledge to work out how long ago events happened. I can use research skills to find answers to specific historical questions. I can research in order to find similarities and differences between two or more periods of history. GEOGRAPHY: Locational knowledge To identify 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) Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied use 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 Skills I can use some basic Ordinance Survey map symbols. I can use grid references on a map. I can use the correct geographical words to describe a place VISIT TO SCIENCE MUSEUM WITH FOCUS ON VOLCANOES/EARTH ART: Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting

and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Skills I can show facial expressions in my art. I can use sketches to produce a final piece of art. I can use different grades of pencil to shade and to show different tones and textures. I can create a background using a wash. I can use a range of brushes to create different effects in painting. I can identify the techniques used by different artists.

I can use different grades of pencil to shade and to show different tones and textures. I can create a background using a wash. I can use a range of brushes to create different effects in painting. I can identify the techniques used by different artists. I can use digital images and combine them with other media in my art. I can use IT to create art, which includes my own work and that of others. I can compare the work of different artists. Cave paintings Stone Age houses DESIGN: Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at individuals or groups Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross- sectional and exploded diagrams, prototypes,

pattern pieces and computer-aided 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, according to their functional properties and aesthetic qualities

Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals in design and technology have

helped shape the world Technical knowledge Apply their understanding of how to strengthen, stiffen and reinforce more complex structures Understand and use mechanical systems in their products [for example,

gears, pulleys, cams, levers and linkages] Understand and use electrical systems in their products [for example, series

circuits incorporating switches, bulbs, buzzers and motors] Apply their understanding of computing to program, monitor and control understand and apply the principles of a healthy and varied diet, prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques, understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Cooking and nutrition Understand and apply the principles of a healthy and varied diet, Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques, Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Skills I can prove that my design meets some set criteria.

Costumes DESIGN: Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross- sectional and exploded diagrams, prototypes,

pattern pieces and computer-aided 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, according to their functional properties and aesthetic qualities

Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals in design and technology have



circuits incorporating switches, bulbs, buzzers and motors] Apply their understanding of computing to program, monitor and control understand and apply the principles of a healthy and varied diet, prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques, understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Cooking and nutrition Understand and apply the principles of a healthy and varied diet, Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques, Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Skills I can prove that my design meets some set criteria. I can follow a step-by-step plan, choosing the right equipment and materials. I can design a product and make sure that it looks attractive. I can choose a textile for both its suitability and its appearance. I can select the most appropriate tools and techniques for a given task. I can make a product, which uses both electrical and mechanical components. I can work accurately to measure, make cuts and make holes. I can describe how food ingredients come together.

I can use digital images and combine them with other media in my art. I can use IT to create art, which includes my own work and that of others. I can recognise when art if from different historical periods. Artist – Andy Warhol Use clay to make models DESIGN: Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross- sectional and exploded diagrams, prototypes, pattern

pieces and computer-aided 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, according to their functional properties and aesthetic qualities

Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals in design and technology have helped

shape the world Technical knowledge Apply their understanding of how to strengthen, stiffen and reinforce more complex structures Understand and use mechanical systems in their products [for example, gears,

pulleys, cams, levers and linkages] Understand and use electrical systems in their products [for example, series

circuits incorporating switches, bulbs, buzzers and motors] Apply their understanding of computing to program, monitor and control understand and apply the principles of a healthy and varied diet, prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques, understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Cooking and nutrition Understand and apply the principles of a healthy and varied diet, Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques, Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Skills I can prove that my design meets some set criteria. I can follow a step-by-step plan, choosing the right equipment and materials. I can design a product and make sure that it looks attractive. I can choose a textile for both its suitability and its appearance. I can select the most appropriate tools and techniques for a given task. I can make a product, which uses both electrical and mechanical components. I can work accurately to measure, make cuts and make holes. I can describe how food ingredients come together.

I can follow a step-by-step plan, choosing the right equipment and materials. I can design a product and make sure that it looks attractive. I can choose a textile for both its suitability and its appearance. I can select the most appropriate tools and techniques for a given task. I can make a product, which uses both electrical and mechanical components. I can work accurately to measure, make cuts and make holes. I can describe how food ingredients come together. I can make a product, which uses both electrical and mechanical components. I can work accurately to measure, make cuts and make holes. I can describe how food ingredients come together.

HISTORY/GEOGRAPHY/ART AND DESIGN PRIMARY CURRICULUM YEAR 4 TOPIC YEARLY OVERVIEW

YEAR 4 AUTUMN SPRING SUMMER 12, 13, 17,23, 24, 28, 29

HISTORY: Autumn – Theme –Rad Romans To learn about the Roman Empire and its impact on Britain Skills: I can plot events on a timeline using centuries. I can explain how the lives of wealthy people were different from the lives of poorer people. I can research what it was like for children in a given period of history and present my findings to an audience. GEOGRAPHY: Locational knowledge name and locate 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 Skills I can carry out research to discover features of villages, towns or cities. I can collect and accurately measure information (e.g. rainfall, temperature, wind speed, noise levels etc). I can explain why people may choose to live in one place rather than another. I can locate the Tropic of Cancer and Tropic of Capricorn. I can explain the difference between the British Isles, Great Britain and the United Kingdom. I can find at least six cities in the UK on a map. I can name and locate some of the main islands that surround the United Kingdom. TRIPS: AUTUMN- VERULANIUM-St Albans SPRING-BRITISH MUSEUM/ LUNCH AT CHINA TOWN SUMMER- KIDZANIA Understand how key events and individuals in design and technology have helped shape the world.

VISIT TO SCIENCE MUSEUM ART: Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing,

painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history (Romans). Skills I can show facial expressions and body language in sketches and paintings. I can show reflections in my art.

12, 13, 17,23, 24, 28, 29

HISTORY: Spring – Theme –Ancient China The achievements of the earliest civilizations- Focus on Shang Dynasty of Ancient China Skills: I can explain how historic items and artefacts can be used to help build up a picture of life in the past. I can explain how an event from the past has shaped our life today. GEOGRAPHY: Place knowledge understand 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 Skills I can plan a journey to a place in England I can explain why people may be attracted to live in cities I know the countries that make up the European Union. I can name the areas of origin of the main ethnic groups in the United Kingdom and in our school.

VISIT TO HEATHROW TERMINAL OR AIR-SITE

ART: Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] Skills I can use line, tone, shape and colour to represent figure and forms in movement. I can sculpt clay and other moldable materials. DESIGN: Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Make Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of

others to improve their work Understand how key events and individuals in design and technology have helped shape the world Technical knowledge Apply their understanding of how to strengthen, stiffen and reinforce more complex structures Understand and use mechanical systems in their products [for example, gears, pulleys, cams,

levers and linkages] Skills I can produce a plan and explain it.

12, 13, 17,23, 24, 28, 29

HISTORY: Summer – Theme –Britain beyond 1066 A local history study A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 Skills: I can use my mathematical skills to round up time differences into centuries and decades. I can research two versions of an event and explain how they differ. GEOGRAPHY:

ART: Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques,

including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] Skills I can use marks and lines to show texture in my art I can print onto different materials using at least four colours. I can explain some of the features of art from historical periods. 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 Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design

criteria and consider the views of others to improve their work Skills I can produce a plan and explain it. I can evaluate and suggest improvements for my designs. I can evaluate products for both their purpose and appearance. I can explain how I have improved my original design. I can present a product in an interesting way. I can measure accurately. I can persevere and adapt my work when my original ideas do not work.

I can integrate my digital images into my art. I can experiment with the styles used by other artists. I can explain some of the features of art from historical periods. DESIGN: Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross- sectional and exploded diagrams, prototypes,

pattern pieces and computer-aided 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, according to their functional properties and aesthetic qualities Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and

consider the views of others to improve their work Understand and use electrical systems in their products [for example, series

circuits incorporating switches, bulbs, buzzers and motors] (covered under science curriculum) Apply their understanding of computing to program, monitor and control (covered under computing curriculum) understand and apply the principles of a healthy and varied diet, prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques, understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. (covered under science curriculum) Cooking and nutrition Understand and apply the principles of a healthy and varied diet, Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques, Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. (all covered under the science curriculum) Skills I can use ideas from other people when I am designing. I can produce a plan and explain it. I can evaluate and suggest improvements for my designs. I can evaluate products for both their purpose and appearance. I can explain how I have improved my original design. I can present a product in an interesting way. I can measure accurately. I can persevere and adapt my work when my original ideas do not work. I know how to be both hygienic and safe when using food.

I can evaluate and suggest improvements for my designs. I can evaluate products for both their purpose and appearance. I can explain how I have improved my original design. I can present a product in an interesting way. I can measure accurately. I can persevere and adapt my work when my original ideas do not work. I know how to be both hygienic and safe when using food.

I know how to be both hygienic and safe when using food.

HISTORY/GEOGRAPHY/ART AND DESIGN CURRICULUM YEAR 5 TOPIC YEARLY OVERVIEW


HISTORY: Autumn – Theme –Ancient Greece The achievements of the earliest civilizations- Focus on Ancient Greece Skills: I can draw a timeline with different historical periods showing key historical events or lives of significant people. I can compare two or more historical periods; explaining things which changed and things which stayed the same. I can share information about the lifestyle of an ancient civilisation. I can identify crops grown in ancient times. I can compare ancient civilization with modern world. GEOGRAPHY: Locational Knowledge Name and locate countries 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. Geography Skills and Fieldwork Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied TRIPS: AUTUMN-BRITISH MUSEUM SPRING- MUSEUM OF LONDON SUMMER-LONDON TRANSPORT MUSEUM/HARROW AND WEALDSTONE STATION/LOCAL GEOGRAPHICAL STUDY ART: National Curriculum

- Ancient Greece - Trip: British Museum - Workshop

Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing,

painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Skills – I can identify and draw objects and use marks and lines to produce texture. I can use shading to create mood and feeling. I can express emotion in my art. I can create an accurate print design following criteria. DESIGN: Use research and develop design criteria to inform the design of innovative,

12, 13, 17,23, 24, 28, 29 HISTORY: Spring – Theme –Anglo-Saxons&Scots Britain’s settlement by Anglo-Saxons and Scots This could include:

• Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire

• Scots invasions from Ireland to north Britain (now Scotland)

• Anglo-Saxon invasions, settlements and kingdoms: place names and village life

• Anglo-Saxon art and culture • Christian conversion – Canterbury, Iona and

Lindisfarne Skills: I can draw a timeline with different historical periods showing key historical events or lives of significant people. I can compare two or more historical periods; explaining; things which changed and things which stayed the same I can test out a hypothesis in order to answer questions. GEOGRAPHY: Place knowledge understand 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 Skills: I can use atlases to identify regions. I can identify geographical features in different countries. I can compare a region of United Kingdom with a one in Europe. I can identify similarities and differences between different regions. ART: Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques,

including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Skills – I can identify and draw objects and use marks and lines to produce texture.

12, 13, 17,23, 24, 28, 29 HISTORY: Summer – Theme –Looking Around A local history study a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066) A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 A significant turning point in British History, for example, the first railways or battle of Britain. Skills: I can compare two or more historical periods; explaining things which changed and things which stayed the same I can explain how Parliament affects decision making in I can explain how our locality has changed over time things which changed and things which stayed the same I can test out a hypothesis in order to answer questions. I can describe how crime and punishment has changed over a period of time. GEOGRAPHY: Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. Skills: I can plan a journey to a place in another part of the world, taking account of distance and time. I can explain why many cities are situated on or close to rivers. I can explain why people are attracted to live by rivers. I can explain the course of a river.

I can name and locate many of the world’s most famous rivers in an atlas. I can name and locate many of the world’s most famous mountainous regions in an atlas. I can explain how a location fits into its wider geographical location with reference to human and economical features. ART: Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Skills – I can identify and draw objects and use marks and lines to produce texture. I can successfully use shading to create mood and feeling. I can organise line, tone, shape and colour to represent figures and forms in movement. I can use shading to create mood and feeling.

functional, appealing products that are fit for purpose, aimed at particular individuals or groups Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross- sectional and exploded diagrams, prototypes,

pattern pieces and computer-aided 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, according to their functional properties and aesthetic qualities Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals in design and technology have



circuits incorporating switches, bulbs, buzzers and motors] Apply their understanding of computing to program, monitor and control Skills I can come up with a range of ideas after collecting information from different sources. I can produce a detailed, step-by-step plan. I can suggest alternative plans; outlining the positive features and draw backs. I can explain how a product will appeal to a specific audience. I can evaluate appearance and function against original criteria. I can use a range of tools and equipment competently. I can make a prototype before make a final version. I show that I can be both hygienic and safe in the kitchen.

I can organise line, tone, shape and colour to represent figures and forms in movement. I can use shading to create mood and feeling. I can express emotion in my art. I can use images, which I have created, scanned and found; altering them where necessary to create art. DESIGN: Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross- sectional and exploded diagrams, prototypes, pattern pieces and

computer-aided design Make Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate Understand how key events and individuals in design and

technology have helped shape the world Technical knowledge Apply their understanding of how to strengthen, stiffen and reinforce more complex structures Understand and use mechanical systems in their

products [for example, gears, pulleys, cams, levers and linkages] Understand and use electrical systems in their products

[for example, series circuits incorporating switches, bulbs, buzzers and motors] Apply their understanding of computing to program, monitor and control Skills I can come up with a range of ideas after collecting information from different sources. I can evaluate appearance and function against original criteria. I can use a range of tools and equipment competently. I can make a prototype before make a final version.

I can research the work of an artist and use their work to replicate a style. DESIGN: Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups 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, according to their functional properties and aesthetic qualities Evaluate Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Cooking and nutrition Understand and apply the principles of a healthy and varied diet, Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques, Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Skills I can produce a detailed, step-by-step plan. I can evaluate appearance and function against original criteria. I can use a range of tools and equipment competently. I show that I can be both hygienic and safe in the kitchen.

HISTORY/GEOGRAPHY CURRICULUM YEAR 6 TOPIC YEARLY OVERVIEW


HISTORY: Autumn – Theme –Vikings and Anglo –Saxon The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor This could include:

• Viking raids and invasion • resistance by Alfred the Great and Athelstan, first king of England • further Viking invasions and Danegeld • Anglo-Saxon laws and justice

Edward the Confessor and his death in 1066 Skills: I can summarise the main events from a period of history, explaining the order of events and what happened. I can describe the features of historical events and way of life from periods I have studied; presenting to an audience. I can explain why events in history took place. GEOGRAPHY- Locating areas Locational knowledge Identify 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). Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Skills I can answer questions by using a map. I can name the largest desert in the world and locate desert regions in an atlas. I can identify and name the Tropics of Cancer and Capricorn as well as the Arctic and Antarctic Circles. I can explain how time zones work and calculate time differences around the world. TRIPS- AUTUMN- BRITISH MUSEUM SPRING-KODAK BUILDING/HEADSTONE MANOR SUMMER- BRITISH MUSEUM ART: Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing,

painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Skills I can explain why I have used different tools to create art. I can explain why I have chosen specific techniques to create my art.

12, 13, 17,23, 24, 28, 29

HISTORY: Spring – Theme –Our Local History A local history study A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 Skills: I can summarise how Britain has had a major influence on the world. I can summarise how Britain may have learnt from other countries and civilizations (historically and more recently). I can identify and explain differences, similarities and changes between different periods of history. I can identify and explain propaganda. I can describe a key event from Britain’s past using a range of evidence from different sources. GEOGRAPHY- Maps of Britain Locational Knowledge Name and locate countries 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 skills and fieldwork Use 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 Skills I can use Ordnance Survey symbols and 6 figure grid references I can use compass to navigate I can use symbols and key on a map ART: Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing,

painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Skills – I can over print to create different patterns. I can use feedback to make amendments and improvement to my art. I can use a range of e-resources to create art. 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

12, 13, 17,23, 24, 28, 29

HISTORY: Summer – Theme –Indus Valley Civilisation The achievements of the earliest civilizations- Focus on Indus valley civilization Skills: I can place features of historical events and people from the past societies and periods in a chronological framework. I can summarise the main events from a period of history, explaining the order of events and what happened I can describe the features of historical events and way of life from periods I have studied; presenting to an audience. I can identify the achievements of an ancient civilization. GEOGRAPHY- Ordinance& Orienteering Geographical skills and fieldwork Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. Skills I can use maps, aerial photographs, plans and e-resources to describe what a locality might be like. I can describe how some places are similar and dissimilar in relation to their human and physical features

VISIT TO THORPE PARK

ART: Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing,

painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Skills – I can explain why I have used different tools to create art. I can explain why I have chosen specific techniques to create my art. I can explain the style of my work and how it has been influenced by a famous artist. DESIGN: Make

I can explain the style of my work and how it has been influenced by a famous artist. DESIGN: Design Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross- sectional and exploded diagrams, prototypes, pattern pieces and

computer-aided 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, according to their functional properties and aesthetic qualities Technical knowledge (covered in science) Apply their understanding of how to strengthen, stiffen and reinforce more complex structures Understand and use mechanical systems in their products [for example, gears, pulleys,

cams, levers and linkages] Understand and use electrical systems in their products [for example, series circuits

incorporating switches, bulbs, buzzers and motors] Apply their understanding of computing to program, monitor and control Skills I can use market research to inform my plans and ideas. I can follow and refine my plans. I can justify my plans in a convincing way. I can show that I consider culture and society in my plans and designs. I show that I can test and evaluate my products.

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals in design and technology have

helped shape the world Skills I can come up with a range of ideas after collecting information from different sources. I can evaluate appearance and function against original criteria. I can use a range of tools and equipment competently. I can make a prototype before make a final version.

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, according to their functional properties and aesthetic qualities Cooking and nutrition Understand and apply the principles of a healthy and varied diet, Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques, Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Skills I can explain how products should be stored and give reasons. I can work within a budget. I can evaluate my product against clear criteria.

RELIGIOUS EDUCATION, (RE) CURRICULUM TOPIC YEARLY OVERVIEW AND SKILLS MAPS

AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2

NURSERY SPECIAL PLACES Similarities and differences QfL: Are we all the same? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

CELEBRATIONS Festivals QfL: What do you celebrate? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

SPECIAL PLACES Holy places QfL: Can you name a holy place? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

COMMUNITY AND BELONGING People who care for you QfL: Who makes you happy? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT FROM A LOCAL POLICE OFFICER / FIRE SERVICE / LOLLIPOP LADY ETC

STORIES Stories and feelings QfL: What makes you special? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

SPECIAL PLACES Why are some places holy to people? QfL: Do you visit a holy place? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT TO A LOCAL PLACE OF WORSHIP

RECEPTION SPECIAL PLACES Similarities and differences QfL: What are our similarities and differences? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

CELEBRATIONS Festivals QfL: How do you celebrate? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

SPECIAL PLACES Holy places QfL: What makes a place holy? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT TO A LOCAL PLACE OF WORSHIP

COMMUNITY AND BELONGING People who care for you QfL: Why is it important to be cared for? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

VISIT FROM A LOCAL POLICE OFFICER / FIRE SERVICE / LOLLIPOP LADY ETC VISIT FROM A MUM AND BABY TO DISCUSS CARING FOR A NEWBORN

STORIES Stories and feelings QfL: What can you learn about from a story? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

SPECIAL PLACES Why are some places holy to people? QfL: Why do people visit holy places? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

YEAR 1 CELEBRATIONS Special days QfL: Does everybody celebrate the same way? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

CHRISTIANITY Christian family QfL: How important is Jesus to a Christian family? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

ISLAM Muslim family QfL: What is the importance of As-Salamu-Alaykum? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT TO LOCAL MOSQUE

JUDAISM Jewish family QfL: Does celebrating Shabbat and Chanukah make a Jewish family closer to God? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT FROM A LOCAL RABBI

HINDUISM Hinduism relationship with God QfL: Why is Ganesha so important to Hindus? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

COMMUNITY AND BELONGING Special places QfL: What makes a place special to a person? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT TO LOCAL PARK

YEAR 2 STORIES Stories of wonder Bahai, Jain, Zoroastrian QfL: Can stories help us lead a good life? How are beliefs shared through stories? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

COMMUNITY AND BELONGING People who care for us QfL: What does one person do to care for another? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT FROM A LOCAL POLICE OFFICER / FIRE SERVICE / LOLLIPOP LADY ETC

HINDUISM Stories of wonder Hinduism and Buddhism QfL: What do stories tell you about the religion? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

BELIEFS AND PRACTICES Special books QfL: How do different religions treat/learn from their special books? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

RITES OF PASSAGE AND GOOD WORK Stories of wonder Islam and Sikhism QfL: What similarities do they share? Holy books, places of worship 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT TO LOCAL SIKH TEMPLE

JESUS’ MIRACLES Stories of wonder Judaism and Christianity QfL: What similarities do they share? Story from new testament and old testament. Daniel in the line of death 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT FROM A LOCAL PREIST / VICAR

KEY QUESTIONS FOR CLASS DISCUSSION IN ALL YEAR GROUPS: Why is water important? Why is light important? What do you celebrate? How do you celebrate? Can we all be the same? If yes, Why? If no, why?

YEAR 3 PRAYER AND WORSHIP God’s rule QfL: Can you compare your class rules against the rules of God? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

CREATION STORY Creation stories QfL: Where did we come free? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

COMMUNITY AND BELONGING Signs and symbols QfL: What are the similarities and differences between religious symbols? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

CHRISTIANITY The Bible QfL: Does the Bible help a Christian live a good life? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

JESUS’ MIRACLES Life of Jesus QfL: What is the most significant event in Jesus’ life? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT TO A LOCAL CHURCH

SIKHISM Who are the Sikhs? QfL: What is the best way for Sikhs to show commitment to God? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT FROM A SIKH LEADER

YEAR 4 CREATION Being Human QfL: Is it ok to believe in different things? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

BAHAI Who are the Bahais? QfL: Is the idea of ‘one human race’ important? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

ISLAM Islam QfL: How do the five pillars lead Muslims to a good life? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT TO LOCAL MOSQUE

COMMUNITY AND BELONGING Important figures in religions QfL: Would a religion be different without a key figure? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT FROM TWO DIFFERENT RELIGIOUS LEADERS FROM THE COMMUNITY

ISLAM QfL: The Quran QfL: Why is the Quran important to a Muslim? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

BELIEFS AND MORAL VALUES Talking to God QfL: Is it essential to pray to God? If so, Why? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

YEAR 5 JAINS Who are the Jains? QfL: How do the Jains show commitment to God? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

RESPONSIBILITY Respect for all life QfL: Who is responsible for life on Earth? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT FROM NATIONAL CHARITY LEADER / GROUP

HINSUISM Focus on Hinduism? QfL: Can God be everywhere and in everything? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

HINDUISM Hindu stories and drama QfL: How are Hindu stories reflected in real life? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT TO A MANDIR

PRAYER AND WORSHIP Places of worship QfL: Why are places of worship so important? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

LIFE OF THE BUDDHA Who are the Buddhist? QfL: Can the teachings of Buddha make the world a better place? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

YEAR 6 BELIEFS AND MORAL VALUES What do I believe? QfL: Do our beliefs and morals have an impact on our lives? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

ZOROASTRIANS Who are the Zoroastrians? QfL: How do the Zoroastrians care for one another? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

RITES OF PASSAGE AND GOOD WORKS Rites of passage QfL: What is a rite of passage and why is it important? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

BELIEFS AND MEANING STORIES Sacred messages QfL: Is prayer important? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42

BELIEF INTO ACTION Judaism QfL: How do Jews show commitment to God? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT TO LOCAL SYNAGOGUE

BELIEFS AND MORAL VALUES What is right? What is wrong? QfL: Is it possible for everyone to be happy? 1, 2, 12, 13, 14, 15, 17, 24, 28, 29, 30, 40, 42 VISIT FROM GLOBAL CHARITY LEADER / GROUP

RELIGIOUS EDUCATION, (RE) CURRICULUM ASSESSMENT FOCI

LEARNING ABOUT RELIGIONS LEARNING FROM RELIGIONS

YEAR 1 I can remember a religious story and talk about it I can recognise symbols and talk about them I can use a range of religious words and phrases I can talk about other religions and compare their life with mine

I can talk about things that happen to me and express my emotions I can understand the differences between right and wrong I can talk about what is important to me and why

YEAR 2 I can discuss and show similarities in religions I can use religious words and phrases in discussion and understand

the importance of those words I can retell religious stories I know that religion can be expressed in different ways

I can understand the difference between right and wrong I can show respect for faith commitments and now understand the importance of

belief I can be sensitive when asking questions and when speaking about my beliefs

YEAR 3 I can identify the impact that religions have on believers’ lives My religious vocabulary is developing when describing similarities and

differences between religions I can describe some forms of religious expression

I can make links between myself and others and I am aware that these can influence my life

I can ask important religious questions, comparing my own and others ideas I can make links between values and commitments and discuss how it influences

their own behaviour

YEAR 4 I can make comparisons between the beliefs within and between some religions

I can describe the personal impact from religion I can use religious vocabulary accurately

I can describe what inspirers and influences myself and others I can ask meaningful questions regarding identity and commitments relating them

to my life and others’ I can ask questions about life and answer with reference to some religions

YEAR 5 My religious vocabulary is increasingly wide and I can explain the religious impact on individuals and communities

I can explain how religious sources are used in religions and suggest why they have such an importance within the community

I can compare the way believers express their beliefs and ideas and explain how these make a difference to their lives

I can discuss the challenges of belonging to a religion and understand that I need to be respectful towards others

I can ask meaningful questions and suggest answers regarding identity and commitments relating them to my life and others’

I can express insights into my own beliefs

YEAR 6 I can use religious vocabulary to give informed accounts of religious and beliefs

I can explain why the impact of religions and beliefs between communities varies

I understand the importance of different forms of religious, spiritual and moral expression

I can speak about my own identity and my own views on belonging to a community

I can use reasoning and examples to express understandings into the relationship between beliefs, teachings and world issues

I can reflect upon the challenges of belonging to a religion within our world

PERSONAL, SOCIAL AND HEALTH EDUCATION, (PSHE) CURRICULUM TOPIC YEARLY OVERVIEW AND SKILLS MAPS


YEAR 1 WE’RE ALL STARS! 1. Devising a class charter 2. Getting to know each other 3. Problem-solving 4. Looking after each other 5. Happy playtimes 6. Making choices

3: GOOD HEALTH AND WELL-BEING 4: QUALITY EDUCATION

BE FRIENDLY, BE WISE 1. Making friends 2. Falling out with a friend 3. Managing anger 4. Anti-bullying 5. Hazards in the home and fire safety 6. Road safety

3: GOOD HEALTH AND WELL-BEING 12: RESPONSIBLE CONSUMPTION AND PRODUCTION

LIVING LONG, LIVING STRONG 1. RSE: keeping clean 2. RSE: growing and changing 3. RSE: families and care 4. Looking after our teeth 5. Staying healthy 6. Setting a simple personal goal

3: GOOD HEALTH AND WELL-BEING

DARING TO BE DIFFERENT 1. Our likes and dislikes 2. Feeling proud 3. Being special 4. Recognising worries 5. Staying calm and relaxed 6. Standing up for myself


DEAR DIARY 1. Asking for help 2. Feeling loved and cared for 3. Managing uncomfortable feelings – proud and jealous 4. Thoughts, feelings and behaviour 5. Dealing with worries 6. Supporting each other


JOINING IN AND JOINING UP 1. Listening effectively 2. Expressing opinions 3. Knowing right and wrong 4. Needs of living things 5. Developing responsibility - looking after animals 6. Who else looks after animals?

3: LIFE ON LAND 16: PEACE, JUSTICE AND STRONG INSTITUTIONS

YEAR 2 IT’S OUR WORLD 1. Devising a class charter 2. Getting to know each other 3. Communities we belong to 4. Saving energy around the school 5. Recycling 6. Pollution

3: GOOD HEALTH AND WELL-BEING 4: QUALITY EDUCATION 7: AFFORABLE AND CLEAN ENERGY 12: RESPONSIBLE CONSUMPTION AND PRODUCTION 13: CLIMATE ACTION

SAY NO! 1. Drugs Ed: medicines 2. Drugs Ed: household substances 3. Drugs Ed: the dangers of smoking 4. Drugs Ed: the dangers of alcohol 5. Feeling safe: real and imaginary hazards 6. Anti-bullying


MONEY MATTERS 1. Why do we have money? 2. Keeping money safe 3. Can I afford it? 4. Wants and needs 5. What does it mean to be rich? 6. Setting a simple goal

1: NO POVERTY 12: RESPONSIBLE CONSUMPTION AND PRODUCTION

WHO LIKES CHOCOLATE? 1. Foods from around the world 2. Customs and rituals 3. Special day foods and celebrations 4. How much chocolate do we eat? 5. Where does chocolate come from? 6. Fair trade principles

1: NO POVERTY 10: REDUCED INEQUALITIES

PEOPLE AROUND US 1. Special people 2. People who help us 3. Feeling lonely 4. Different kinds of families 5. Difficult choices - leaving home 6. People and places around the world

3: GOOD HEALTH AND WELL-BEING 15: LIFE ON LAND

GROWING UP 1. RSE: differences: boys and girls 2. RSE: differences: male and female 3. RSE: naming the body parts 4. Being unique 5. Making change happen 6. Changing our behaviour


YEAR 3 WE’RE ALL STARS! 1. Devising a class charter 2. Gifts and talents 3. Exploring feelings 4. Working cooperatively 5. Happy playtimes 6. Having opinions


BE FRIENDLY, BE WISE 1. The importance of friends 2. Falling out with a friend 3. Managing anger 4. Anti-bullying 5. What to do in an emergency 6. E-safety


LIVING LONG, LIVING STRONG 1. RSE: differences: male and female 2. RSE: personal space 3. RSE: family differences 4. Feeling happy 5. Staying healthy 6. Overcoming barriers to reaching goals

3: GOOD HEALTH AND WELL-BEING 10: REDUCED INEQUALITIES

DARING TO BE DIFFERENT 1. Similarities and differences 2. Feeling good about yourself 3. Surprises 4. Hopeful and disappointed 5. Hiding or showing feelings 6. Standing up for myself


DEAR DIARY 1. Knowing where to go for help 2. Taking responsibility 3. Making wise choices 4. Managing uncomfortable feelings - loss 5. Dealing with worries 6. Supporting each other


JOINING IN AND JOINING UP 1. Jobs at home and in school 2. Representation – local council 3. Voting and debating 4. Having a say in the school community 5. Voluntary, community and pressure groups 6. Fund-raising

4: QUALITY EDUCATION 16: PEACE, JUSTICE AND STRONG INSTITUTIONS


YEAR 4 IT’S OUR WORLD 1. Devising a class charter 2. Understanding rules and laws 3. Saving energy (1) 4. Saving energy (2) 5. Climate change (1) 6. Climate change (2)

3: GOOD HEALTH AND WELL-BEING 4: QUALITY EDUCATION 12: RESPONSIBLE CONSUMPTION AND PRODUCTION 13: CLIMATE ACTION 16: PEACE, JUSTICE AND STRONG INSTITUTIONS

SAY NO! 1. Drugs Ed: risk taking 2. Drugs Ed: legal and illegal drugs 3. Drugs Ed: effects and risks of smoking 4. Drugs Ed: effects and risks of drinking alcohol 5. Keeping safe in my local area: say no to gangs 6. Anti-bullying

3: GOOD HEALTH AND WELL-BEING 16: PEACE, JUSTICE AND STRONG INSTITUTIONS

MONEY MATTERS 1. Keeping track of my money 2. Paying for goods 3. Family expenses 4. Planning and budgeting 5. Charity work 6. Fund-raising for charity

1: NO POVERTY 2: ZERO HUNGER 3: GOOD HEALTH AND WELL-BEING

WHO LIKES CHOCOLATE? 1. The real cost of chocolate 2. What is fair trade? 3. Consumer power 4. The media and information 5. Advertising 6. Recognising and challenging stereotypes

1: NO POVERTY 2: ZERO HUNGER 3: GOOD HEALTH AND WELL-BEING 5: GENDER QUALITY 10: REDUCED INEQUALITIES

PEOPLE AROUND US 1. Similarities and differences 2. How we are all connected 3. Living and working cooperatively 4. Recognising and challenging prejudice 5. Gender stereotypes 6. Contributing to society – jobs people do

5: GENDER EQUALITY 11: SUSTAINABLE CITIES AND COMMUNITIES

GROWING UP 1. RSE: growing and changing 2. RSE: body changes and reproduction 3. RSE: what is puberty? 4. Wishes, hopes and dreams 5. Positive change 6. Unwelcome change


YEAR 5 WE’RE ALL STARS! 1. Devising a class charter 2. Gifts and talents 3. Exploring feelings 4. Working cooperatively 5. Communication skills 6. Role models


BE FRIENDLY, BE WISE 1. Different types of friends 2. Conflict resolution 3. Managing anger 4. Anti-bullying 5. First Aid


LIVING LONG, LIVING STRONG 1. RSE: talking about puberty 2. RSE: male and female changes 3. RSE: puberty and hygiene 4. The concept of wellbeing 5. Being an effective learner 6. Role models


DARING TO BE DIFFERENT 1. Differences of opinion 2. Agreeing and disagreeing 3. Risky choices 4. Standing out from the crowd 5. Being assertive 6. Anti-bullying


DEAR DIARY 1. Knowing where to go for help 2. Managing uncomfortable feelings - embarrassment 3. Put-downs and boost ups 4. Breaking friends 5. Forgiveness 6. Supporting each other


JOINING IN AND JOINING UP 1. Anti-social behaviour and the consequences of crime 2. Rules and laws 3. The local courts 4. Voting and debating 5. Having a say in the school community 6. Fund-raising

1: NO POVERTY 2: ZERO HUNGER 3: GOOD HEALTH AND WELL-BEING 15: LIFE ON LAND 16: PEACE, JUSTICE AND STRONG INSTITUTIONS

YEAR 6 IT’S OUR WORLD 1. Devising a class charter 2. Understanding democracy 3. Environmental awareness and responsibility 4. Climate change (1) 5. Climate change (2) 6. Sustainability issues

3: GOOD HEALTH AND WELL-BEING 4: QUALITY EDUCATION 12: RESPONSIBLE CONSUMPTION AND PRODUCTION 13: CLIMATE ACTION 16: PEACE, JUSTICE AND STRONG INSTITUTIONS

SAY NO! 1. Drugs Ed: risk taking and dealing with pressure 2. Drugs Ed: legal and illegal drugs 3. Drugs Ed: say no to smoking 4. Drugs Ed: attitudes to alcohol 5. Keeping safe in my local area: say no to knives 6. Anti-bullying

3: GOOD HEALTH AND WELL-BEING 16: PEACE, JUSTICE AND STRONG INSTITUTIONS

MONEY MATTERS 1. Earning money 2. Value for money 3. Lending and borrowing money 4. Achieving goals 5. Deductions and expenses 6. Poverty

1: NO POVERTY 3: GOOD HEALTH AND WELL-BEING 4: QUALITY EDUCATION 11: SUSTAINABLE CITIES AND COMMUNITIES

WHO LIKES CHOCOLATE? 1. Rich and poor nations 2. Trade across the world 3. Global footprints 4. Food shortages and hunger 5. Fairness and responsibility 6. Reporting the news

3: GOOD HEALTH AND WELL-BEING 4: QUALITY EDUCATION 10: REDUCED INEQUALITIES 11: SUSTAINABLE CITIES AND COMMUNITIES 12: RESPONSIBLE CONSUMPTION AND PRODUCTION

PEOPLE AROUND US 1. National, religious and ethnic identities in the UK 2. Different types of relationships 3. Stereotyping and judgement 4. Put-downs and conflict 5. Ending friendships 6. Forgiveness


GROWING UP 1. RSE: puberty and reproduction 2. RSE: relationships and reproduction 3. RSE: conception and pregnancy 4. RSE: being a parent 5. Common responses to change 6. Transition and moving on


COMPUTING CURRICULUM TOPIC YEARLY OVERVIEW AND SKILLS MAPS

THROUGHOUT AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2

YEAR 1 Going places safely A-B-C searching Keep it private My creative work Sending email

DBP Induction Password safety Programming

Movement Drawing

Hardware Programming

Movement

Drawing Hardware quiz

Safer Internet Wk Programming Problem solving

Cyberbullying Programming

Drawing Debugging

Communicating Programming

Problem solving

Debugging Movement

Programming

Problem solving

Movement Jobs in computing

YEAR 2 Staying safe online Follow the digital trail Screen out the mean Keyword searching Sites I like

DBP Induction Respect fact file Online safety quiz Programming

Movement

Debugging Drawing

Debugging fact file Programming

Problem solving

Debugging Movement

Safer Internet Wk Programming Problem solving

Understanding algorithms Programming

Problem solving Debugging

Programs fact file Programming

Code blocks

Programming

Code blocks Organising files and folders

YEAR 3 Powerful passwords My online community Things for sale Show respect online Writing good emails + Cyberpass (LGFL)

DBP Induction Online safety facts Programming

Adv. code Cyberbullying

Programming

Adv. ode blocks Inputs and outputs

Safer Internet Wk Programming

Control

Loops and sequences Programming Control

(Film Comp.) Programming

Sequence Jobs in computing

Email safety Programming

Repetition Forums and blogs Password safety

YEAR 4 Rings of responsibility Private and personal information Cyberbullying Keyword strategies Copying and plagiarism + Cyberpass (LGFL)

DBP Induction Multimedia facts Styling fact file Programming

Formatting Conversation

Programming

Adv. control Search engines

Safer Internet Wk Password safety Programming

Music Respect storybook

Programming

Music Cyberbullying Password safety

(Film Comp.) Program structure Programming

Adv. Control File management

Networks Programming

Adv. Control Email safety IP rights

YEAR 5 Password security Digital Citizenship Spam & phishing Citation Picture editing + Cyberpass (LGFL)

DBP Induction Cond. selection & variables Programming Piano keyboard

Programming

Piano keyboard Variables

Safer Internet Wk Programming

Race track Conditional selection

Programming

Race track

(Film Comp.) Chatrooms Programming

Quiz

Programming

Quiz Robotics Viruses

YEAR 6 Talking safely online Digital responsibility Privacy rules Cyberbullying Media stereotypes + Cyberpass (LGFL)

DBP Induction Programming

Ace Race Cond. selection & variables

Programming

Constellations

Deep space Password safety Cyberbullying

Safer Internet Wk HTML styling Programming

Piano toolbox Chatrooms

Binary code & computer languages Programming

Quiz toolbox Viruses

(Film Comp.) Computing history Programming

Sound toolbox Functional thinking

Programming

Functional thinking

COMPUTING CURRICULUM SKILLS PROGRESSION – ASSESSMENT CRITERIA

DIGITAL LITERACY (SWGfL/LGfL)

INFORMATION TECHNOLOGY (DB Primary)

COMPUTING SCIENCE (DB Primary)

YEAR 1 Awareness of online safety principles

Alphabetical searching techniques

Introduction to privacy issues

Naming and dating own creative work

Introducing email

Mouse and keyboard skills, opening and saving files and applications.

Entering simple text and graphics.

Browsing, using menus and hyperlinks.

Understanding network and device file storage

Locating online information from predetermined sites.

Controlling simple r/c devices, programmable toys and on-screen objects.

Capturing sounds and images

Manipulate on-screen objects and simple simulations

YEAR 2 Safe surfing awareness

Awareness of digital footprints

Understanding of cyberbullying and mitigation strategies

Keyword searching skills

Rating of information websites

Understanding files structures on networks, devices and web-based technologies.

Begin to understand why file names are important and use meaningful filenames

Prediction of simple program behaviour.

Controlling r/c devices, and on-screen objects with instructions (algorithms).

Use on-screen objects to follow paths

Fixing simple program errors (debugging).

Use on-screen objects to follow paths, considering scale and efficiency.

YEAR 3 Applying basic password security

Awareness of online communities

Understanding the purpose and techniques used in online marketing

Appreciating the need to show respect online

Effective email creation skills

Create structured file areas on networks, devices and web based technologies.

Use meaningful filenames and versions when saving and redrafting work.

Independent research using multiple search tools.

Understand that instructions can be written in advance and deployed later.

Begin to use loops for coding efficiency.

Start writing code, testing and correcting simple programming errors.

YEAR 4 Appreciating principles of responsible digital citizenship

Distinguishing between public and private information, and awareness of identity theft

Awareness of cyberbullying behaviour, impact and how to respond

Advanced keyword searching skills

Understanding of issues of plagiarism and citation.

Use meaningful filenames and versions when saving and redrafting work.

Explain what happens if different search tools are used to find out about the same thing.

Develop use of loops to increase coding efficiency.

Develop understanding of how to write computer code, test and correct simple programming errors

YEAR 5 Secure password creation strategies

Working together to create digital citizenship pledge

Strategies for avoiding and mitigating spam

Online citation techniques

Awareness of digital image manipulation, and perceptions of beauty and health

Understand that data needs to be deleted and/or backed up.

Begin to use search facilities to locate files and understand how these work.

Develop understanding of how some search tools are better for purpose than others

Independently use multiple search tools, selecting data for use in other applications and using varied methods for capturing data.

Use r/c devices, and on-screen objects, to simulate ‘live’ issues (quickest route etc.)

Begin to use loops, variables and conditions to increase programming efficiency; explain scale and efficiency in simulations.

YEAR 6 Communicating safely online

Strategies to promote effective digital citizenship

Awareness of data protection rules relating to children’s personal information

Awareness of cyberbullying and coping strategies

Understanding of media stereotyping, including gender roles.

Evaluating file search facilities for purpose

Explore use of multiple search techniques and data sources

Understand how to write computer code, test and correct simple programming.

Use loops, variables and conditions to increase programming efficiency

PHYSICAL EDUCATION (PE) CURRICULUM TOPIC YEARLY OVERVIEW AND SKILLS MAPS


OUTDOOR PE Experience use of variety of games equipment with a particular emphasis on: o Bean bags, quoits,

medium and large balls. Develop and practice a variety of ways of sending, receiving and travelling with a ball with particular emphasis on: o Rolling and stopping

medium sized balls o Individually bounce,

catch and throw. Play and make up games which involve chasing, dodging, avoiding and encourage spatial awareness and awareness of others. Importance of fair play and following instructions. 12, 13, 15, 23, 24, 28, 29, 31

OUTDOOR PE Use greater variety of games equipment with a particular emphasis on: o Range of small balls (size, type,

weight, texture) o Ropes, hoops, targets o Small balls and bats Develop and practice ways of sending, receiving and travelling with a ball with a particular emphasis on: o Throw and catch with a partner o Bounce and travel individually and

with a partner o Bat and ball work individually and

with a partner (static, self-serve o , teacher serve, partner serve.) Play and make up games which involve chasing, dodging, avoiding and encourage spatial awareness and awareness of others. Play simple striking, fielding and invasion type games. Understand the reasons for a warm up and the changes in their bodies as they exercise. 12, 13, 15, 23, 24, 28, 29, 31

OUTDOOR PE To understand and play small sided games and simplified versions of invasion games and striking and fielding games. Common skills and principles including attack and defence in invasion games and striking and fielding games. Improve skills of sending, receiving, striking and travelling with a ball. 12, 13, 15, 23, 24, 28, 29, 31

OUTDOOR PE (Swimming) Use recognised arm and leg actions on front and back. Swim unaided for a sustained period of time over a distance of at least 25m. Use a range of recognised strokes and personal survival skills. 12, 13, 15, 23, 24, 28, 29, 31

OUTDOOR PE To understand and play small sided games and simplified versions of: o Invasion games (football, netball,

tag rugby, hockey, basketball) o Striking and fielding games

(softball, cricket, rounders). o Net games (tennis, volleyball) Common skills and principles, including attack and defence in: o Invasion games (football, netball,


(softball, cricket, rounders). o Net games (tennis, volleyball) Improve skills of sending, receiving, striking and travelling with a ball in: o Invasion games (football, netball,


(softball, cricket, rounders). o Net games (tennis, volleyball) 12, 13, 15, 23, 24, 28, 29, 31

OUTDOOR PE To understand and play small sided games and simplified versions of: o Invasion games (football, netball, tag

rugby, hockey, basketball) o Striking and fielding games (softball,

cricket, rounders). o Net games (tennis, volleyball) Common skills and principles, including attack and defence in: o Invasion games (football, netball, tag


cricket, rounders). o Net games (tennis, volleyball) Improve skills of sending, receiving, striking and travelling with a ball in: o Invasion games (football, netball, tag


cricket, rounders). o Net games (tennis, volleyball) 12, 13, 15, 23, 24, 28, 29, 31

GYMNASTICS Explore all the basic gymnastic actions, on the floor and on apparatus, with an emphasis on developing: travelling stillness jumping and landing develop floor sequences (individually) of 3 different movements Develop ability to join simple movements together on apparatus. Learn the importance of changing for gymnastics. Learn how to lift, carry, place and use mats and benches safely. 12, 13, 15, 23, 24, 28, 29, 31

GYMNASTICS Continue to explore all the basic gymnastic actions, on the floor and on apparatus, with an emphasis on developing: o rolling o balancing o turning Increase length of individual floor sequences to include up to 5 different movements with an understanding of beginning and end. Extend ability to perform simple sequences on apparatus. Begin to develop observational skills with one criteria and be able to describe what they see. Begin to learn about the changes that occur to their bodies as they do gymnastics. Learn how to lift, carry, place and use stacking tables safely. 12, 13, 15, 23, 24, 28, 29, 31

GYMNASTICS Cover the full range of gymnastics skills on floor and apparatus with an emphasis on developing: o flight o travelling Develop sequences of up to 7 movements which include elements of flight, travelling and which focuses on the compositional principles of: o level o change of direction o changes of speed Develop observational skills using single criteria but with increasing use of correct terminology when describing what they have seen. 12, 13, 15, 23, 24, 28, 29, 31

GYMNASTICS Cover the full range of gymnastics skills on floor and apparatus with an emphasis on developing: o balancing o body shapes Develop sequences of up to 9 movements which include elements of flight, travelling and which focuses on the compositional principles of: o flow o relationships Introduce partner work (shadowing). Introduce small equipment into sequences e.g. hoops. Develop observational skills using two criteria. Develop use of correct terminology when describing and evaluating what they have seen. 12, 13, 15, 23, 24, 28, 29, 31

GYMNASTICS Cover the full range of gymnastics skills on floor and apparatus with an emphasis on developing: o rotation o inversion Develop sequences of up to 11 movements which include elements of flight, travelling and which focuses on the compositional principles of: o range o timing/rhythm Develop partner work (matching and mirroring) Use bean bags and quoits within sequences. Further develop observation skills by introducing additional criteria where appropriate and increase use of correct terminology. 12, 13, 15, 23, 24, 28, 29, 31

GYMNASTICS Further develop the full range of gymnastics skills on floor and apparatus with an emphasis on developing: Develop sequences of up to 11 movements which includes the full range of basic gymnastics movements and which takes account of the full range of compositional principles. Develop work as part of a group. Use balls to extend challenge of sequence and skill development on floor. Introduce reciprocal approaches to teaching and learning. 12, 13, 15, 23, 24, 28, 29, 31


DANCE Explore different ways of responding to music, percussion, simple stories and singing games with an emphasis on developing skills of o changing direction o changing speed o changing level with increasing quality and control. Create and perform simple movement patterns (3 movements) Use set movement patterns to Perform a range of traditional dances. Express and communicate ideas and feelings through creating their own simple dances, with an emphasis on happy and sad. Copy simple dance moves. Begin to learn how their heart and lungs work when dancing. 12, 13, 15, 23, 24, 28, 29, 31

DANCE Continue to explore different ways of responding to music, percussion, simple stories and singing games with an emphasis on developing skills of changing rhythm with increased quality and control. Create and perform longer patterns of movement (5 movements). Use set movement patterns to perform a range of traditional English country dances. Continue to explore and communicate ideas and feelings through creating their own simple dances with an emphasis on:

o angry o calm o frightened o excited o calm o surprised

Begin to develop observational skills with one criteria and be able to describe and copy what they see. Begin to learn about and describe the changes that occur to their bodies as they dance. 12, 13, 15, 23, 24, 28, 29, 31

DANCE Further develop control, coordination and balance in the following basic movements within a dance context. o Travelling, jumping, turning,

stillness Create a simple motif of up to 16 counts Explore contrast of level, speed, direction and describe what they have done. Experience working with a range of stimuli: o Percussion o Natural sounds o Short pieces of music o Action words Introduce elements of different dance forms with the emphasis on traditional dances of the British Isles. 12, 13, 15, 23, 24, 28, 29, 30, 31

DANCE Further develop the basic movements and begin to develop: o Poise o Elevation Create 16 count motif Develop these elements by exploring size and shape and describe what they have done. Experience working with a broader range of stimuli e.g.

o Basic objects o Simple verse o Percussion o Story

Develop elements of different dance forms with emphasis on European dances. 12, 13, 15, 23, 24, 28, 29, 30, 31

DANCE Increase range of body movements within a dance context with particular emphasis on: o Gesture Create a motif of 32 counts. Enrich movements by using a variety of shape, direction, speed. Introduce tension. Develop the ability to express feelings and moods using a range of stimuli with particular emphasis on: o Persuasion o Music they have created o Verse o Music Further develop elements from different dance forms with emphasis on historical/cultural dances. 12, 13, 15, 23, 24, 28, 29, 30, 31

DANCE Increase range of body movements within a dance context with particular emphasis on: o Gesture o Linking movements Create a motif of 32 counts to include all basic dance movements. Further enrich movements by variation of size, level and continuity. Develop the ability to express ideas using a range of stimuli with particular emphasis on different sources of language (story, verse, own writing) and different types of music. Further develop elements of different dance forms with the emphasis on historical/cultural dances. 12, 13, 15, 23, 24, 28, 29, 30, 31

MODERN FOREIGN LANGUAGE (MFL): SPANISH YEARLY OVERVIEW AND SKILLS MAPS 2017-2018

RRSA / UNCRC AUTUMN SPRING SUMMER

YEAR 3 12,13,17,28,29 Greetings

Classroom Instructions

Name and Age

Numbers 1-12

Classroom Objects

Spanish Christmas

Where do you Live?

European Countries, Cities and Nationalities

Numbers 11-21

Days of the week

Family Members

Spanish Easter

Pets

Numbers 21-31

Months of the Year / Dates

Colours

Spanish Festivals

Bull Run/ Sin Fermin

YEAR 4 12,13,17,28,29 Animals (Pets) Wild animals

Animals (Likes)

Numbers 31 -40

Spanish Currency (Euros)

Spanish Christmas

Time (Times o’clock)

Times of the Day

Numbers 30-100

Birthday

Easter

European Countries

Cities (In Spain)

Compass Points

Spanish Festival

YEAR 5 12,13,17,28,29 Drinks and Snacks

Ordering Drinks and Snacks

Numbers 1-100

Time (Times o ‘clock/Half past/ Quarter past/ Quarter to)

Timetable

Subjects

Subjects (Likes & Dislikes)

School Timetable

Easter

Parts of the Body (face/ body)

Sports

Sports (doing and playing) and days of the week

Sports (Likes and dislikes)

YEAR 6 12,13,17,28,29 Clothing

Clothing (To wear)

Adjectives

Spanish currency (Euros)

Spanish Christmas

Places in a City

Simple Directions

Asking for Directions

Using Language Creatively

Easter

Transport

Passport

Spanish Game

curriculum content and design policy · see also reading assessment and book band guide for parents...

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