eaton park academy whole school curriculum …€¦our poem. last year we did a jungle poem, this is...
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Eaton Park Academy
Whole school curriculum overview 2017 - 2018
This document provides a clear overview and progression for each of the core and foundation subjects taught from
Year 1 to Year 6 throughout the year, broken down in to half-terms.
All core and foundation subject learning is derived from the new 2014 National Curriculum. The majority of the
foundation subjects are taught through a themed approach within each year band. Each year band has a different topic
for each half-term and planning and ideas for these topics are provided from the Inspire creative curriculum.
Subjects are taught as follows:
Taught as a discrete subject Taught cross-curricular
English – linked to class novel/topic/theme
Mathematics
Science
Languages – KS2
Physical Education
Music
PSHE - Jigsaw
**Cross curricular links are made as appropriate within
these subjects.
Art and Design
Computing
Design and Technology
Geography
History
Religious Education
**Planning for lessons through the topic is provided
through the Inspire curriculum.
ENGLISH
Term
Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
1 Traditional Tales
Goldilocks and
the Three Bears
Narrative
Retell and then
and oral
innovation of
the setting.
Non-fiction
Instructions for
how to make a
jam sandwich.
Poetry
‘Teddy Bear,
Teddy Bear
Turn Around’
Writing -
transcription
Naming the
letters of the
alphabet in
order.
Handwriting
Sitting at the
table and
holding the
pencil.
Beginning to
form some
Traditional Tales
Little Red Riding
Hood (Sarah
Preston)
Narrative
Retell using time
connecting
adverbials.
Poetry
Basket poetry –
what can go in?
Style of Foster.
(Potentially might
look at the
Christmas version
of the ‘Jolly
Postman’ and
practise writing
letters to Mum’s
and Dad’s/Santa)
Writing –
transcription
Using letter names
to distinguish
between
alternative
spellings of the
same sound.
Handwriting
Narrative
The Tiger
Who Came
for Tea
(Sarah
Preston)
Retell and
written
innovation.
Tea party
with parents.
Write a letter
to invite
them.
Non-fiction –
report about
tigers.
Writing –
transcription
The days of
the week.
Writing –
transcription
The spelling
rule for
adding –s or
–es as the
plural
marker for
nouns and
Narrative
The Lighthouse
Keepers Lunch
Narrative
Retell with a
punctuation
focus. Can you
use a, full stop,
question mark
and
exclamation
mark?
Challenge to
use a comma in
a list.
Poetry
The Sound
Collector
Write our own
Eaton Park
Sounds that we
collect and
then perform
our poem. Last
year we did a
jungle poem,
this is a
possibility.
Writing –
transcription
Traditional
Tales
The Magic
Porridge Pot
(Shonette
Basin)
Narrative
Retell with a
focus of using
exciting
vocabulary.
Compound
and simple
sentences.
Innovation –
What would
your magic
porridge do?
News report
on the new
pot that has
been found.
Non-fiction
Instructions-
How to make
porridge. Can
you improve
from our jam
sandwich
instructions?
Narrative
Black Dog
Narrative
First Person
Retell
Explore and
write each
page of the
story. Be
amerced in the
reveal of the
black dog and
how he
changes.
Writing –
transcription
Words
containing
each of the
40+ phonemes
already taught.
Handwriting
Handwriting
families.
Joined up
writing.
letters and
numbers.
Lower-case letters
and upper-case
letters.
the third
person
singular
marker for
verbs.
Using the prefix
un– and using –
ing, –ed, –er
and –est where
no change is
needed in the
spelling of root
words.
Narrative
Explore the
video ‘Partly
Cloudy’ on
Literacy Shed.
Adverbs.
Writing –
transcription
Writing
sentences from
dictation.
2 Narrative
The Day the
Crayons Quit
Own version of
story changing
an element.
Instructions
Science related
instruction
writing.
Writing –
transcription
Segmenting
spoken words
into phonemes
and representing
these by
graphemes.
Handwriting
Correct sizing of
letters and
numbers and
perfect letter
formation.
Jack and the
Beanstalk
Narrative
Changing an
element e.g.
ending, character.
Poetry
Poetry reciting and
innovation
Writing –
transcription
Common
homophones and
alternate spellings.
Handwriting
Beginning cursive
handwriting.
Traditional
Tale to be
decided
Narrative
Retell and
imitate a
familiar
story.
Narrative
Changing an
element e.g.
ending,
character.
Writing –
transcription
Common
exception
words and
contractions.
Handwriting
Correct
spacing of
letters and
number.
Traditional
Tales
Whole book
week.
Little Red
Riding Hood.
Narrative
Diary entry.
Story from the
perspective of
the wolf.
Narrative
Write own
version of the
story.
MeerKat Mail
(Emily
Gravett).
Non-fiction
Non-
chronological
report.
Poetry
Structured
animal poems.
Handwriting
Continuing
cursive
handwriting.
Writing –
transcription
The possessive
apostrophe
and suffixes.
Zahra (literacy
shed).
Narrative
Stories from
other cultures-
a day in the
life of the girl.
Non-fiction
Report on
African village
or lack of
water etc.
3 Traditional Tales
Three Billy
Goats
Narrative
Retell of the
story followed
by an
innovation.
Handwriting
Cursive writing
– which letters
join.
The Stone Age Boy
Non – fiction
Non-
chronological
report about life in
the stone age,
Narrative – Retell
of The Stone Age
boy using
knowledge learnt
from non chron.
Writing –
transcription
Using word banks
to find words and
check spelling.
Alice in
Wonderland.
Instructions:
Food for
Alice’s tea
party.
Poetry –
Acrostic food
poem to link
to Alice’s tea
party.
The Twits
(Roald Dahl)
Narrative
Character
description- Mr
Twit
Poetry – Spine
poem about
The Twits.
Diary entry-
events where
the animals get
their own back
Handwriting
Cursive writing
– Joining
letters.
Writing –
transcription
The Tunnel –
Anthony
Brown.
Narrative:
-Character
description of
the siblings.
Recount and
innovation of
the tunnel
story.
Sea of Dreams:
Narrative:
Recount/Diary-
Tell the story
from the
Seagulls point
of view.
Non –fiction
Non-
chronological
report of a pet.
Beginning
irregular
plurals.
4 Suspense story
(talk for writing
focus)
The Red Eye.
Narrative
Retell
Innovate
Invent
Writing –
transcription
The possessive
apostrophe.
Awful Auntie
(David Walliams).
Narrative
Character
description of
Aunt Alberta
Writing
explanation text of
how to be an
awful sibling.
Non-fiction
Non-chronological
report about owls.
The Witches
(Roald
Dahl).
Narrative
Diary entry
from the
perspective
of the boy
watching the
witches’
conference.
Non-fiction
Write a
persuasive
letter as to
why
Grandma
should leave
the hotel
and witches.
Writing –
transcription
Using a
dictionary to
find words
and check
the spelling.
The Witches
(Roald Dahl).
Narrative
Write story
from
Grandma’s
point of view.
Poetry
Kennings poem
describing a
witch.
Writing –
transcription
Irregular
plurals.
.
Fantastic Mr
Fox
(Roald Dahl).
Narrative
Character
description of
the Farmers-
create own
farmer and
bring into the
story.
Recount
chapter(s)
from Mr Fox’s
point of view.
Poetry
Counting
poem of the
animals that
work with Mr
Fox and his
family.
Blackfish
(taken from
the
Documentary)
Non-fiction
Write a
persuasive
letter to
Seaworld
persuading
them to set the
Orcas free
from captivity.
Handwriting
Beginning to
write with a
pen.
5 Charlie and the
Chocolate
Factory
Description
Describe the
character of
Charlie using
our inferences
Diary
In role as
Charlie on his
birthday.
Poetry
Fast Poems
using inferences
from the text
Charlie and the
Chocolate Factory
Non-Fiction
Explanation Text –
design a sweet
Non-Fiction
Factfile/ leaflet to
persuade people
to go to Cadbury
World
Narrative
Tell the story from
a different
character’s point
of view – focus on
speech and
language choices
Kensuke’s
Kingdom.
Letter -
informal
Postcards
home/ letters
home to
friends and
family to let
them know
about his
adventures
on the boat
Description
Setting
description
for Kensuke’s
Island
Kensuke’s
Kingdom
Narrative
Change story to
a play script.
Non-Fiction
Non-
chronological
report on
Orangatans/
types of apes
Persuasive
Writing
Formal Letters
to discuss the
importance of
learning outside
for young
people based
on Michael’s
experiences
Hugo Cabret
Non-fiction
Discussion –
should Hugo
steal the toy or
not?
Poetry
Kennings.
Narrative
To use a
chapter from
the story to
develop our
own story
writing ideas –
a thief in a
different
setting
Hugo Cabret
Non-Fiction
Book or Film
Review –
comparison of
the two
Non-Fiction
Newspapers
on a major
event taken
from the real
events in the
story
6 Fox by
Margaret Wild
Diary
Writing in the
role of Magpie.
Reading sessions
–
Character
analysis/formal
presentations
based on
understanding
of the
text/Prediction
and inference
with justification
Goodnight
Mister Tom for
class novel and
during history
sessions.
Non-fiction -
Natural disasters
Report/Newspaper
report – news
upon recent
Hurricane Irma
Persuasion – letter
to ask for funding
/ appeal video
scripts
Grammar sessions
– punctuation,
phrases, clauses,
conjunctions.
Reading sessions –
natural disaster
comprehension,
misconceptions
from various
reading
assessments.
Non-chronological
reports in Topic
sessions
Figurative
language poetry –
bonfire night
Continued class
novel – Goodnight
Mr Tom
Matilda –
Roald Dahl
Balanced
argument –
Should
Matilda’s
parents have
the right to
stop her
from going
to school?
Explanation
– create own
magical
power –
how does it
work?
Book review
SATs prep:
Boosters for
Grammar and
reading
Narrative –
extended story
SATs – writing
coverage in
line with
exemplification
materials and
genre
coverage. Pupil
focus/choice.
Instructional
text – guide
for future Year
6 children
about how to
prepare for
SATs.
Narrative –
short story
Non-
chronological
reports –
factfile for a
country in the
World Cup
Biography –
famous
footballer
MATHS
TERM
YEAR AUTUMN SPRING SUMMER
1 Number and place value
Count to and across 100, forwards and backwards beginning with 0 or 1, or from any given
number in 1s,2s,5s and 10s.
Read, write and order numbers from 1 to 20 in digits and words.
Revise identifying a number one more and one less than any given number up to 100.
Identify and represent numbers using concrete objects, number line and use =,>,<,most, least up
to 100.
Addition and subtraction
Continue to develop an understanding of all related mathematical vocabulary e.g. add, total,
sum, find the difference etc.
Add 2 single digits up to 20.
Add a single digit to a 2-digit number up to 20.
Add 3 single digits up to 20 leading to instant recall of number bonds.
Subtract a single digit from a 2-digit number up to 20 leading to instant recall of number bonds.
Learn addition and subtraction number bonds to 20 leading to instant recall understand number
trios e.g. 9+7=16; 7+9=16; 16-9=7.
Solve simple one-step problems that involve addition and subtraction up to 100, using concrete
objects, pictorial representations and missing number problems.
Multiplication and division
Solve simple one-step problems involving multiplication and division up to 20 using concrete
objects, pictorial representations and arrays with support of the teacher.
Understand the x and ÷ sign and revise doubling and halving.
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.
Measures
Measure and begin to record lengths/heights, mass/weights, capacity/volume, time using standard
units.
Recognise and use language relating to dates, including days of the week, months and years.
Tell the time to the hour and half past the hour and draw the hands on a clock face to show these
times.
Geometry: properties of shape
Recognise and name common 3-D shapes (cuboids, cubes, pyramids and spheres).
Geometry: position, direction, motion
Describe position using all related mathematical vocabulary and movements, including half,
quarter and three-quarter turns.
2 Number and place value
Count in steps of 2, 3 and 5 from 0, and count in tens from any number forward or backward.
Compare and order at least three numbers both increasing and decreasing from 0 up to 100; use
<, > and = signs.
Read, write numbers to at least 100 in numerals and in words.
Use place value and number facts to solve missing number problems.
Know all odd and even numbers up to 100.
Addition and subtraction
Add and subtract numbers using concrete objects, pictorial representation, and mentally,
including: two two-digit numbers, adding three one-digit numbers up to100.
Recognise and use the inverse relationship between addition and subtraction and use this to check
calculations and missing number problems.
Solve simple addition and subtraction word problems up to 100.
Add 2 2-digit numbers using column method with no carrying.
Subtract 2 2-digit using column method and no exchanging.
Multiplication and division
Calculate mathematical statements for multiplication and division within the multiplication tables
and write them using the multiplication and division and equals signs.
Solve one-step problems involving multiplication and division up to 100, using materials, arrays,
repeated addition, mental methods, and multiplication and division facts, including problems in
contexts.
Fractions
Recognise the equivalence of two quarters and one half.
Calculate third and quarter of numbers up to 100.
Count in quarters up to 10.
Measures
Choose and use appropriate standard units to estimate and measure length/height; mass;
temperature; capacity to the nearest unit, using measuring equipment.
Read relevant scales to the nearest numbered unit.
Understand 0˚C and 100˚C and estimate the outside room temperature.
Tell and write the time to five minutes, and draw the hands on a clock face to show these times.
Compare and sequence intervals of time.
Combine amounts to make a particular value up to £50 and match different combinations of
coins to equal amounts of money, add and subtract money of the same unit, including giving
change up to £5.
Geometry: properties of shape
Compare, identify describe and sort the properties of 2-D shapes, including the number of sides,
right angles and symmetry in a vertical line.
Compare, identify describe and sort the properties of 3-D shapes, including the number of edges,
vertices, faces and right angles.
Explore nets of cubes and cuboids.
Make own symmetrical shapes by drawing lines using a ruler.
Geometry: position, direction, motion
Use appropriate mathematical vocabulary to describe position, direction and movement.
Statistics
Interpret and construct block diagrams and simple tables.
Ask and 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 compare categorical data.
3
Number and place value
Read, and write numbers to at least 1000 in numerals and words.
Count from 0 – 96 in 8s.
Compare and order numbers up to 1000 using =,>,<.
Addition and subtraction
Add and subtract numbers with up to 3-digits, using the column method with carrying and
exchanging.
Estimate the answer to a calculation and use the inverse operations to check answers.
Solve problems including missing number problems, using number facts, place value, and more
complex addition/subtraction.
Mentally add and subtract a 3-digit number and a hundreds number.
Multiplication and division
Multiply a 2-digit number by a single digit using a simple grid.
Recall and use multiplication and division facts for the 2, 3, 4, 5, 8, 10, 11 multiplication tables.
Solve problems, including missing number problems.
Solve correspondence problems e.g. 3 hats and 4 coats – how many different outfits?
Fractions
Recognise and show using diagrams, equivalent fractions with small denominators.
Add and subtract fractions with the same denominator within one whole.
Find pairs of fractions that add up to a whole.
Solve problems that involve all aspects of fractions learnt so far.
Recognise, find and write fractions of a discrete set of objects: non-unit fractions with small
denominators.
Measures
Add and subtract amounts of money to give change using both £ and p in practical contexts and
give change from £10.
Tell and write the time using Roman numerals, 12-hour and 24-hour clocks.
Estimate and read time to the nearest minute; record and compare time in terms of seconds,
minutes, hours and O’clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and
midnight.
Compare duration of events, e.g. to calculate the time taken by particular events or tasks.
Geometry: properties of shape
Identify and draw horizontal, vertical, perpendicular and parallel lines in relation to other lines.
Geometry: position, direction, motion
Know a right angle has 90˚ and a straight angle has 180˚.
Use a compass to draw a circle with a radius up to 10cm.
Statistics
Interpret and present data using tables.
Solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’ using
information presented in tables.
4 Number and place value
Read Roman numerals to 100 and understand how, over time, the numeral system changed to
include the concept of zero and place value.
Count backwards through zero to include negative numbers and understand that -2 is greater
than -3
Read, write, compare and order numbers up to 10,000 using =,>,<.
Count in multiples of 9 and 25.
Round any numbers up to 10,000 to the nearest 1000.
Addition and subtraction
Solve 2-step problems in contexts, deciding which operation to use and why.
Estimate and use inverse operations to check answers to a calculation.
Multiplication and division
Recall multiplication and division facts for multiplication tables up to 12x12 and know all the
square numbers.
Recognise and use factor pairs and commutatively in mental calculations.
Multiply 2-digit and 3-digit numbers by a 1-digit number using formal written method.
Solve problems involving multiplying and adding, including using the distributive law, integer
scaling and harder multiplication problems such as n objects are connected to m objects.
Understand the term prime factors and work out the factors within any number up to 144.
Fractions (including decimals)
Recognise and write decimal equivalents to ¼, ½, ¾.
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.
Identify and name equivalent fractions of a given fraction including tenths and hundredths.
Revise add and subtract fractions with the same denominator.
Measures
Know the formula for measuring the area of a square or rectangle.
Know the formula for measuring the perimeter of a square or rectangle.
Geometry: properties of shape
Compare and classify geometric shapes, including quadrilaterals and triangles based on their
properties and sizes.
Identify acute and obtuse angles compare and order angles up to two right angles by size.
Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and
metres and the area by counting.
Solve simple measure and money problems involving fractions and decimals to two decimal
places.
Statistics
Interpret and present discrete data using bar charts and continuous data using line graphs.
Solve comparison, sum and different problems using information presented in bar charts and
simple line graphs.
5
Number and place value
Count forwards and backwards in steps of 1,000 and 100,000 for any given number up to
1,000,000.
Round any number up to 1000,000 to the nearest 100,000 10,000.
Read Roman numerals to 1000(M) and recognise years written in Roman numerals.
Addition and subtraction
Revise mentally addition and subtraction of any 2 and 3-digit numbers.
Add and subtract any 1000s number from any 5-digit number.
Revise adding and subtracting 2 5-digit numbers.
Multiplication and division
Identify multiples and factors including finding all factor pairs.
Recognise and use squared numbers and cube numbers and the correct notation.
Use the square root sign √.
Solve problems where larger numbers are used by decomposing them into their factors.
Multiply numbers up to 4-digits by a 1-digit or 2-digit number using an efficient written method,
including long multiplication for 2-digit numbers.
Divide numbers up to 4-digits by a 1-digit number using short division written method.
Fractions (including decimals and percentages)
Solve problems which require knowing percentage and decimal equivalents of ½, ¼, 1/5, 2/5, 4/5
and those with a denominator of a multiple of 10 or 25.
Mentally add and subtract tenths and mixed numbers with tenths.
Add and subtract decimals up to 3 decimal points.
Solve problems by comparing and ordering fractions whose denominators are all multiples of the
same number.
Add and subtract fractions with the same denominator and related fractions; write mathematical
statements >1 as a mixed number.
Multiply mixed numbers by whole numbers up to 10, supported by materials and diagrams.
Measures
Understand and use basic equivalences between metric and common imperial units and express
them in approximate terms.
Measure and calculate the perimeter and area of composite rectilinear shapes in standard units.
Geometry: properties of shape
Draw squares, rectangles and all triangles using given dimensions (to the nearest millimetre) and
angles with a protractor.
State and use the properties of a rectangle (including squares) to deduce related facts.
Distinguish between regular and irregular polygons based on reasoning about equal sides and
angles.
Identify: Multiples of 90°; angles at a point on a straight line and ½ a turn (total 180°); angles at a
point and one whole turn (total 360°; reflex angles and compare different angles
Geometry: position, direction, motion
Identify, describe and represent the position of a shape following a reflection or translation in all
four quadrants, using the appropriate language, and know that the shape has not changed
Statistics
Solve comparison, sum and difference problems using information presented in line graphs
Interpret information stored in a pie chart
6 Number and place value
Use negative numbers in context and calculate intervals across zero.
Solve number problems and practical problems that involve all these aspects.
Addition, subtraction, multiplication and division
Perform mental calculations including with mixed operations and large numbers.
Divide numbers up to 4 digits by a 2-digit whole number up to 20 using the efficient written
method of long division, and interpret remainders as whole number remainders, fractions or by
rounding, as appropriate for the context.
Solve multi-step problems involving the 4 rules and use estimations to check answers to
calculations and determine in the context of a problem, levels of accuracy.
Use their knowledge of the order of operations to carry out calculations involving the 4
operations.
Fractions (including decimals and percentages)
Multiply simple pairs of proper fractions writing the answer in its simplest form (e.g. ¼ x ½
=1/8).
Divide proper fractions by whole numbers (e.g. 1/3 ÷ 2 = 1/6).
Use written division methods in cases where the answer has up to 2 decimal places.
Solve problems which require answers to be rounded to specified degrees of accuracy.
Ratio and proportion
Solve problems involving similar shapes where the scale factor is known or can be found.
Solve simple ratio and proportion problems and reduce a given ratio to its lowest terms.
Algebra
Find pairs of numbers that satisfy number sentences involving two unknowns e.g. what is 2a+3b
if a=2 and b=3.
Enumerate all possibilities of combinations of two variables.
Measures
Calculate the area of parallelograms and triangles and be able to use the correct formulae.
Calculate, estimate and compare volume of cubes and cuboids using standard units, including
centimetre cubed and cubic metres and extending to other units, such as mm cubed and km
cubed.
Geometry: properties of shape
Find missing angles in a parallelogram, rhombus, trapezium by working out diagonally opposite
angles.
Statistics
Interpret and construct pie charts and use these to solve problems by connecting understanding of
angles, fractions and percentages.
Interpret and construct line graphs and use these to solve problems
SCIENCE
Year Autumn Spring Summer
1 Everyday materials
(Autumn 2 topic – The big build)
Distinguish between an object and the
material from which it is made.
Identify and name a variety of
everyday materials.
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.
Plants
(Spring 2 topic- Posting and places)
Identify and name a variety of
common wild and garden plants.
Identify and describe the basic
structure of a variety of common
flowering plants, including trees.
Animals, including humans
(Summer 1 topic- Animal
Allsorts)
Identify and name a variety of
common animals.
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.
Identify name, draw and label
the basic parts of the human
body.
Seasonal changes
(Summer 2 topic- Where shall
we go?)
Observe changes across the
four seasons
Observe and describe weather
associated with the seasons
and how day length varies.
2 Living things and their habitats
(Autumn 1 topic – Town Mouse
Country Mouse.)
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.
Identify and name a variety of plants
and animals in their habitats, including
micro-habitats.
Simple food chains.
Everyday materials and their uses
(Autumn 2 topic – Through the Key
hole)
Describe how materials can be changed
by squashing, twisting stretching etc.
Identify and compare the uses of a
variety of everyday materials.
Working scientifically (Investigate
and measure weather)
( Spring 1 topic- Flying High)
Ask simple questions
- Observe closely, using
simple equipment
- Perform simple tests
- Identify and classify
- Use observations and ideas
to suggest answers to
questions.
- Gather and record data to
help in answering
questions.
Plants
(Spring 2 topic- Sowing and
Growing)
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.
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.
3 Animals including humans
(Autumn 1 topic- Why are humans
animals too?)
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 animals
have skeletons and muscles for support,
protection and movement.
Forces and magnets
(Autumn 2 topic- Set in Stone)
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.
Plants
(Spring 1 topic- Art on the
Doorstep)
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.
Rocks
(Spring 2 topic- Around the World
in 60 Days)
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.
Light
(Summer 1 topic – From
Source to Sea)
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 changes.
4 Animals including humans
(Autumn 1 topic- Where does my food
go?)
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.
Electricity
(Autumn 2 topic- Were the dark ages
dark?)
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.
Sound
(Spring 1 topic – The good the bad
and the ugly)
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
increases.
States of matter
(Spring 2 topic – Amazing Amazon)
Compare solids, liquids or gases.
Observe that some materials change
state when they are heated or
cooled.
The water cycle.
Living things and their habitats
(Summer 2 topic- A place for
everything)
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.
5 Earth and Space
(Autumn 1 topic – To the stars)
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.
Forces
(Autumn 2 topic- Ancient Greeks)
Explain that unsupported objects fall
towards the earth because of the
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.
Animals including humans
(Spring 1 topic – Fever, fire and
fashion)
Describe the changes as humans
develop to old age.
Properties and changes of materials
(Spring 2 topic – No way back)
Compare and group together
everyday material on the basis of
their properties.
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.
Give reasons for the particular uses
of everyday materials, including
metals, wood and plastic.
Demonstrate that dissolving, mixing
and change 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.
All living things and their
habitats
(Summer 2 topic – Diversity
in our world)
Describe the differences in the
life cycles of a mammal, an
amphibian, an insect and a
bird.
Describe the life processes of
reproduction in some plants
and animals.
6 Electricity
(Autumn 1 topic – What happening
now)
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.
Animals, including humans
(Autumn 2 topic – Who’s the mummy)
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.
Light
(Spring 1 topic – Battle of Britain)
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 emit 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.
Living things and their habitats
(Spring 2 topic – Time to Shine)
Describe how living things are
classified into broad groups
according to common observable
characteristics and base on
similarities and differences,
including micro-organisms, plants
and animals.
Give reasons for classifying plants
and animals based on specific
characteristics.
Evolution and inheritance
(Summer 2 topic – You’re
hired)
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.
MODERN FOREIGN LANGUAGES
Year Autumn Spring Summer
3 Core Unit 1
Intro to French- simple meeting
and greetings, introductions.
Children are able to introduce
themselves and discuss their age
and birthday.
Children then discuss their families.
Core Unit 2
Introduction of numbers up to 20.
Introduction of the different
countries.
Core Unit 3
Introduction to colours. Colour
matching games and activities.
Animals
Introduction to animals. Naming
different animals (farmyard and
zoo).
Children then write the names
of animals and complete colour
matching activities. We then
learn through the story ‘Henri
looks for his mother.’
Food
Introduction to food types.
Looking at key vocabulary and
pronunciation.
Children move to reading the
words for food through snap
activities and games and discuss
and write their food preferences.
Children then create recipes and
menus writing ingredients and
food lists.
At School
Children learn and discuss how
they travel to school, think
about the different classroom
names and lessons.
Children then move on to
extending their number
knowledge by telling the time.
4 Playtime
Children discuss what they like to
play in the playground and who
with. Children learn through two
stories ‘Luc the dreamer’ and ‘the
famer and his meadow’.
My Home
Children think about their homes,
the rooms of the home and where
in the country they live. They also
think about daily routines and
timetables.
My Town
Children begin to look at money
and change.
Children then discuss the
different types of shops and
what you can buy there.
Children create shopping lists.
Describing People
Children look at physical
features and describe themselves
and others.
Children recognise that all
people are different and look at
different fashions in other
countries.
The Body
Children describe the physical
features of the face.
Children think about what hurts/
injuries.
Sport
Children learn the vocabulary for
different sporting activities.
Children show a preference and
discuss this.
Children look at Wimbledon and
compare this to the French open.
5 On Holiday
Children discuss the key
vocabulary for holidays. They
think about where they would go
on holiday and what there is to
do there.
Children can create a holiday
brochure.
Eating Out
Children learn to order food out
in restaurants. They learn the
commands and use role play to
explore this.
Children are to write food orders
down as if they worked in
restaurants.
Hobbies
Children comment on their
hobbies and state what they like
to do in their free time.
Children think about music and
musical instruments.
Children explore what they like
to do at weekends.
A School Trip
Children explore school trips to
museums and the different
modes of transports.
Children explain what they can
see out of the window on the
way to their destinations.
Seasons
Children look at the different
seasons.
Children create a calendar of the
year using their new learning,
Children move onto exploring
the Chinese new year.
The Environment
Children study the weather
locally and compare this to
weather in France.
Children look at the garden, and
what species you might find
there.
6 Actions
Children learn instructional
language and create a set of
instructions using this.
Children look at treasure maps
and treasure hunts.
In France
Children look at France
geographically and look at the key
locations including Paris.
Children think about the
differences between the countries
and cultures.
Family
Children look at the family and
think about describing their own
families.
Children begin to think of
household tasks and duties.
Children look at birthdays and
different types of celebrations.
A Weekend with friends
Children look at activities they
like to do with their friends and
plan a weekend itinerary.
Children think about sleepovers,
activities and clothing.
The Future
Children use the future tense to
explain what they might be
doing next weekend and
tomorrow.
Children think about
comparisons.
Jobs
Children explore the different
types of jobs and the workplace.
Children look at space stations
and fire stations.
COMPUTING
Year Autumn Spring Summer
1 Give instructions to friends and
begin to describe actions that
make things happen.
Use logical reasoning to make
predictions (paper based systems)
Beebot cards etc.
Make predictions and program a
robot.
Write and test simple programs.
Communicate online safely and
respectfully
Recognise uses of IT outside of
school.
2 Communicate online safely and
respectfully.
Debug a program that has a
mistake.
Write and test simple programs.
Understand branching database.
Make and save a graph.
Open and save files.
Understand the internet.
Present ideas in a variety of
ways.
Identify benefits of using
technology,
3 Design and write programs to
achieve specific goals including
solving problems.
Use logical reasoning.
Understand computer networks
(learning platform).
Collect and present data
appropriately (info apps).
Use the internet safely and
appropriately.
Collect and present data
appropriately (blogging/forms).
4 Design and write programs to
achieve specific goals, including
solving problems.
Use logical reasoning.
Understand computer networks.
Use internet safely and
appropriately.
Collect and present data
appropriately.
5 Use sequences, repetition, inputs,
variables and outputs in
programs.
Use logial resoning.
Design and write programs to
solve problems.
Detect and correct errors in
programs.
Use logical thinking, imagination
and creativity to extend a
program.
Understand uses of networks for
collaboration and
communication.
Be discerning in evaluating
digital content.
Change an input to achieve a
different output.
6 Design and write programs to
solve problems.
Detect and correct errors in
programs.
Evaluate the effectiveness and
efficiency of an algorithm.
Use sequences, repetition, inputs,
variables and outputs in
programs.
Talk about audience, atmosphere
and structure for a game.
Use an online programming
community to share and develop
ideas.
Understand uses of networks for
collaboration and
communication.
Be discerning in evaluating
digital content.
ART AND DESIGN
Year Autumn Spring Summer
1 Autumn 1 – Who am I?
explore techniques in using
colour, pattern, texture, line,
shape and form
use drawing, painting and
sculpture to share my ideas,
experiences and imagination
develop techniques in using
colour, pattern, texture, line,
shape and form
Autumn 2 – Big Build
- find out about the work of
craftspeople from another
culture
- see how mask designs are often
abstract and colourful
- link what I have learned to my
own work
- use 2D media to plan and
design my mask
- choose the materials I will make
the mask from
Spring 1 – Posting and Places
use examples of typical Inuit art
to inspire my own piece of
artwork
draw a design/plan of what my
artwork will look like
use new materials and media to
create a block print
follow a planned design,
making changes as needed
block print with different
colours inspired by Inuit
printing art
use things I have seen and my
imagination to create my own
design
evaluate my own and others
block prints
use feedback and self-evaluation
to improve my own print
Spring 2 – To the Rescue
explore the transient
(temporary) art work of Tony
Plant
Summer 1 – Animal Allsorts
recognise different forms of art
describe what a sculpture is
name some materials sculptures
could be made from
use a drawing pencil to
creatively design my own
animal sculpture
use drawing to develop and
share my ideas, experiences
and imagination to draw a real
or invented animal
make my own sculpture,
following a design
use air drying clay and
sculpting tools to make an
animal sculpture
use a range of materials to
design and make a product
Summer 2 – Where shall we go?
use a range of activities to
work in 3D
use drawing to share ideas
- butt, shape and join the
different parts of my mask
- paint, colour and decorate my
mask
use a range of natural materials,
designing and making my own
art work
take a photo to record my
work
reflect on my work and that of
other pupils, discussing features
I like
look at and talk about paintings
giving my own views about
them
use pastels to make stormy sea
pictures
explore a range of art media,
developing preferences
select appropriate media to
express my own ideas and
imagination
use a range of materials to
design and make products
develop techniques in using
clay
use a range of materials to
design and make products
use sculpture to share my ideas,
experiences and imagination
develop techniques in using,
shape, form and space to a
large scale and in 3D
2 Autumn 1 – Town Mouse –
Country Mouse
use colour, pattern, texture,
line, shape, form and space
mix media to create a habitat
display
create a display with my group
use colour, pattern, texture,
line, shape, form and space
mix media to create a habitat
display
create a display with my group,
sharing out the work so
everyone is involved
use techniques investigating
form and space through digital
photography
learn about the artist Slinkachu
look at objects from different
positions/angles
create digital photographs
which change the scale using
model people
create photos similar to a micro
habitat
Autumn 2 – Through the Keyhole
use a range of materials creatively
to design and make products
explore the work of a range of
artists, craftsmen and designers,
describing the differences and
similarities between different
practices and disciplines, and
making links to my own work
design my own bookmark in the
style of a sampler
make my own bookmark in the
style of a sampler
make my own bookmark in the
style of a sampler
understand how machine sewing
can be used to create pictures
Spring 1 – Flying High
use a range of materials
creatively to design and make
art work
research a suitable design for an
imaginary flying creature
use card slotting to create 3D
shapes
create a 3D bird to use as a
decoration on a Christmas tree
think about different images of
angels
create an angel to use as a
decoration on a Christmas tree
use pipe cleaners and foil in 3D
create a 3D Christmas
decoration
Spring 2 – Sowing and Growing
look at vegetables in a new way
use pen to draw with
consider Beatrix Potter’s
drawing technique
see the school plants and
grounds differently
identify different types of one
colour
create pictures with natural
objects
collect and use different tools to
draw with
find out what marks I can make
work in a group to create a
picture
think about what I have learned
making this picture
Summer 1 – National
Celebrations
understand what a portrait is
think about different kinds of
portraits
appreciate different portraits of
Queen Elizabeth II
draw images of other people
look at the person as I draw
use different materials to draw
with
try different techniques to
draw
draw from the front and from
the side
think about the frames around
pictures
know some of the different
kinds of frames possible
design and make my own
frame
think about the frames around
pictures
know some of the different
kinds of frames possible
design and make my own
frame
Summer 2 – Trading Places
see how Brazilian children
dress for the carnival
notice the shapes people
make when they dance
create my own dancing
shape with my body in a
shadow to be photographed
design my own ideas for
carnival costumes
use oil pastels and sgraffito
to design my own ideas for
carnival costumes
scratch textures and patterns
into my carnival costume
design
use oil pastels and sgraffito
to design my own ideas for
carnival costumes
scratch textures and patterns
into my carnival costume
design
sgraffito into paint
mix dull colours from paint
create a carnival display with
the rest of my class
talk about other pupils’
work for the display
explain how I made my
costume design
share my ideas and feelings
about the artwork
3 Autumn 1 – Why are Animals
Humans too?
use sketchbooks to draw and
record ideas
increase proficiency in drawing
and other creative expression
understand how to show
movement in drawing
look at the subtle differences in
each image and how this gives
the effect of movement
to show movement in a picture
using the work of Futurist artists
think about my ‘flicker’ book
and how I could show subtle
differences in position on a
single drawing
use ideas from Matisse to create
my own artwork
create a cut paperwork design
showing movement
Autumn 2 – Art on your
Doorstep
recognise what sculpture is and
how it affects our environments
record ideas and information in
writing and visually in my
sketchbook
find information from a local
artist or gallery
ask prepared questions
record information and ideas in
a sketchbook
develop skills making objects
from clay and roll out
make textures with found
objects or pencil/paper clip
drawing
join clay together using scoring
and wet clay on a paintbrush
Spring 1 – Around the world in
20 days
know what collage is
explore the work of collage
artists
begin to develop my own ideas
for a collage
use what I have learned about
collage in my own work
create a collage with my partner
discuss, try out and change my
ideas as we work together
use what I have learned about
collage in my own work
create a collage with my partner
discuss and change my ideas as
we work together
decide how we want the picture
to be and tick down the pieces
carefully
create my own small collage
sketch or paint some colours or
textures to cut up and use
find suitable pictures to use
stick down the pieces - some
could be 3D
Spring 2 – Set in Stone
identify some of the different
creatures depicted in prehistoric
art
describe the materials and
resources used by prehistoric
artists
recognise some stylistic features
of prehistoric artwork
make paint from natural
pigments
use a range of pigments and
natural products to make my
own paint
Summer 2 – From Source to Sea
observe and sketch rivers
create collage/pastel rivers
use my sketches to remind me
of what I saw at the river
create a collage of a river
show the movements of the
water in the river
create a shared weaving of a
river
use my river sketches to inspire
me
choose colours and textures
carefully
create a shared weaving of a
river
use my river sketches to inspire
me
choose colours and textures
carefully
Summer 1 – What did the
Romans do for us?
No art in this topic
use my clay skills to make a
cone or cylinder sculpture
join the edges of my sculpture
securely
tell my story on my sculpture
use imprinting textures and
drawing on my clay structure
make a sculpture from clay
represent my story with textures
and drawing on my sculpture
evaluate our sculptures together
make my own Stone Age frieze
showing some different scenes
from a Stone Age hunting scene
make my own Stone Age frieze
showing some different scenes
from a Stone Age hunting scene
4 Autumn 1 – Where does my Food
go?
find out about the work of
Giuseppe Arcimboldo
study his portraits of human
heads made up of vegetables,
plants, fruits and sea creatures
see that complex forms can be
created using simple items
create an animation of a face
using fruit and vegetable
plan a face with fruit and
vegetables
take photographs, to download
and use in a stop frame
programme
Autumn 2 – Were the Dark Ages
Dark?
analyse the Bayeux Tapestry as
a work of art
create a Bayeux Tapestry style
cartoon strip or frieze depicting
scenes from my life
analyse the Bayeux Tapestry as
a work of art
create a Bayeux Tapestry style
cartoon strip or frieze depicting
scenes from my life
mix yellow ochre, Prussian blue
and vermillion red to create a
palette of colours similar to the
Tapestry
complete my painting of the
cartoon strip or frieze on the
panel
complete my painting of the
cartoon strip or frieze on the
panel
take digital photographs of the
completed panels
assemble the panels for display
draw the coronation of William
Spring 1 – The Good, The Bad,
The Ugly
make and use a sketchbook
draw with a variety of tools
paint with watercolours
find out how bank notes are
designed
find out who the most famous
British bank note designers is
identify important women who
could be on a bank note
use their sketchbook to make
visual and written recordings
make a large version of one of
my designs
use the tools that make the
marks I want to use
keep looking at the design I
made in my sketchbook
Spring 2 – Amazing Amazon
observe rainforest animals
carefully
draw animals using only lines
use line drawing to make a
monoprint
use carbon paper to print with
add colour to the print with oil
pastels
use line drawing to create a
block print
to colour mix by printing at
least 2 colours
Summer 1 – It’s a Small World
find out about artist Shoji
Hamada
use clay to make a pot using
slab technique
use a brush in the Japanese
style
understand how to use simple
brush strokes to create
decorations
see how Shoji Hamada did this
use soft hair brushes and paint
to experiment with marks and
designs
use a brush in the Japanese
style
use the design I created last
session
paint with a soft-haired brush
copy the design onto my pot
with glaze or paint
Summer 2 – A Place for
Everything
No art in this topic
5 Autumn 1 – To the Stars
improve my techniques such as
drawing, painting and sculpture
with materials
understand the influence of the
greatest artists, architects and
designers in history
mix tints
understand some of the
techniques used by Van Gogh-
background, mid-ground and
foreground in images
understand how to make a
collograph
compare and contrast two
paintings by Van Gogh
create an accurate rubbing of
my image
Autumn 2 – Rights and Rituals
appreciate that the Mayans
decorated almost everything
that they ever made and that
art was often used to glorify
their kings or gods
create decorative designs for a
mask influenced by Mayan art
appreciate that the Mayans used
intricate glyphs when writing
these picture-symbols are an art
form in their own right
cut out a mask shape from card
build up the card with papier-
mâché to create a 3D design
decorate a mask in a style
influenced by the artistic
achievements of the Mayans
Spring 1 – Fever, Fire and Fashion
recognise and use chiaroscuro
discover how Rembrandt
experimented with light and
shade
Spring 2 – No Way Back!
No art in this topic
Summer 1 – Ancient Greeks
research the shapes and styles
of Grecian pots
improve my skills at making
coil pots and pinch pots
create a pot using the shapes
and styles of Grecian pots
prepare a story for a design on
my pot
complete painting my design
on my pot
tell the story of my design to
others
Summer 2 – Diversity in our
World
identify the types of Navajo
art,
recognise some of the symbols
and patterns on the rugs
learn about weaver - Winnie
Henry
record and experiment with
some of the Navajo designs on
paper in a group
design a simple symbol to
represent something about me
decide which colours would be
suitable
create a pattern to go with the
symbol
use my symbols, colour and
pattern
work in a group to create a
large design
use each person’s design on the
‘rug’
apply symbols, colour and
pattern
complete the design with my
group
explain and justify my choices
share my ideas about other
people’s designs
6 Autumn 1 – Battle of Britain
understand the importance that
posters played on the home
front
lay out lettering well on a
poster
use a limited combination of
bright colours to make my
work eye-catching
choose a simple lettering style
to make my slogan clear and
easy to read
study Scherenschnitte (German
Paper Cutting) and the artist
Wilhelm Gross
create an effective picture using
silhouettes
Spring 1 – Who’s the Mummy?
how the ancient Egyptians used
different designs to decorate
jewellery
recreate jewellery decorated
with the designs using a range
of different materials
use papier-mâché to create 3D
objects
Spring 2 – Time to Shine
No art in this topic
Summer 1 – Who is Taking
Control?
(Optional if not doing DT)
understand the features and
impact of giant sculptures
sketch or make a small statue
(on own or in group)
create a new idea for a giant
statue
decide on the personality of
the new giant with a group
work in a group
create a ‘giant’ sculpture
make part of a giant’s body
work in a group to complete
part of a giant’s body
create a ‘giant’ sculpture
cut and tear paper to precise
shapes
evaluate my own and the work
of others
Autumn 2 – What’s happening
now?
look at the work of famous
artists and to use this to create
similar work
observe and understand the
work of Banksy
understand how he uses existing
shapes or objects and
incorporates them in his art
interpret his ideas through my
own work
use a range of stencils and
paints in non-aerosol spray
bottles to practise my technique
using stencils
evaluate my art
Summer 2 – You’re Hired
identify the features of product
logos and branding
see how some artists are used
in advertising
think about which logos work
best for me
develop a simple effective logo
choose a colour
develop an advert design
choose a colour and font
scheme for the brand
incorporate written copy from
English
use on the net created in
Computing
use my designs to sell my
products
DESIGN AND TECHNOLOGY
Year Autumn Spring Summer
1
Food product linked to topic
Cut, peel, grate and chop
ingredients.
Understand the importance of
hygiene.
Understand a balanced diet.
Understand food can be grown
or made.
Construction or sheet material
product linked to topic
Fold, tear and cut paper/card.
Roll paper to create tubes.
Cut along lines curved and
straight.
Curl paper.
. Textiles product linked to topic
Design a finger puppet.
Cut out shapes using a template
Join fabrics using running stitch,
glue, staples, over sewing and
tape.
Look at the properties of different
materials.
2
Food product linked to topic
Understand that food can be
grown.
Understand that food can be
made.
Identify different types of food.
Work safely and hygienically.
Sheet materials product linked to
topic
Fold, tear and cut paper/card.
Roll paper to create tubes.
Cut along lines curved and
straight.
Build structures.
Use different types of glue.
Cut different shapes from
ingredients.
Textiles product linked to topic
Colour fabrics using fabric paints,
printing, painting etc.
Cut out shapes using a template.
Decorate fabrics with buttons,
beads, sequins, braids and ribbons.
3
Sheet materials product linked
to topic
Cut slots and internal shapes.
Use lolly sticks/cards to make
levers and linkages.
Use linkages to make movement
larger or more varied.
Create nets.
Food product linked to topic
Follow instructions.
Follow a recipe.
Joining a mixing foods to create
a meal.
Weigh and measure basic foods.
Textiles product linked to topic
Design a lever or linkage.
Join paper/card with pins.
Use different materials to create
nets.
4
Construction materials product
linked to topic
Incorporate a circuit with a bulb
or buzzer into a model.
Create shell or frame structures,
strengthen frames with diagonal
struts.
Prototype frame and shell
structures.
Textiles product linked to topic
Understand seam allowance.
Join fabrics using running stitch,
over sewing and back stitch.
Explore fastenings and recreate
some (for example sew on
buttons and make loops).
Produce a prototype.
Use appropriate decoration
techniques (for example
appliqué).
Create a simple pattern.
Food product linked to topic
Look at specific diets.
Work safely and hygienically.
Understand a balanced diet.
Measure and weigh food items
accurately.
5
Sheet materials product linked
to topic
Cut accurately and safely to a
marked line.
Join and combine materials with
temporary, fixed or moving
joinings.
Use a craft knife, cutting mat
and safety ruler under one to
one supervision.
Choose an appropriate sheet
material for the purpose.
Textiles product linked to topic
Create 3D products using pattern
pieces and seam allowance.
Decorate textiles appropriately,
often before joining components.
Join fabrics using over sewing,
back stitch and blanket stitch.
Combine fabrics to create more
useful properties.
Food product linked to topic
Select and prepare foods for a
particular purpose.
Cut and shape ingredients using
appropriate tools and equipment
(for example grating).
Join and combine food ingredients
appropriately (for example beating,
rubbing in).
Work safely and hygienically.
6
Food product linked to topic
Select and prepare foods for a
particular purpose.
Cut and shape ingredients using
appropriate tools and
equipment (for example
grating).
Join and combine food
ingredients appropriately (for
example beating, rubbing in).
Seasonality.
Construction product linked to
topic
Join materials
Incorporate a motor and a switch
into a model.
Control a model using an ICT
program.
Use a glue gun under supervision
Textiles product linked to topic
Create 3D products using pattern
pieces and seam allowance
Understand pattern layout
Decorate textiles appropriately,
often before joining components
Pin and tack fabric pieces together
Join fabrics using over sewing, back
stitch and blanket stitch
Combine fabrics to create more
useful properties
MUSIC
Year Autumn Spring Summer
1 Sing - follow instructions - make and control long and short sounds, using voices and instruments - imitate
changes in pitch.
Make a sequence of long and short sounds with help, clap longer rhythms. Make sounds that are very
different (loud and quiet, high and low etc.)
Choose sounds to represent different things (ideas, thoughts, feelings, moods etc). Listen to different
moods in music.
Know how some sounds are made and changed. With help, make sounds with a slight difference. Use
voice in different ways to create different effects. Listen out for different types of sounds.
2 Sing songs, following the tune (melody) well. Perform with others, taking instructions from the leader.
Make and control long and short sounds using voices and instruments.
Choose sounds to achieve an effect (including use of ICT). Order my sounds to help create an effect.
Create short musical patterns. Create a sequence of long and short sounds. Create short rhythmic phrases.
Show control when playing musical instruments so that they sound as they should. Use changes in pitch to
communicate an idea. Identify the beat in music. Recognise changes in timbre, dynamics and pitch.
Listen carefully and recall short rhythmic and melodic patterns. Use knowledge of dynamics, timbre and
pitch to organise music. Know how sounds can be made and changed to suit a situation. Music can be
played or listened to for a variety of purposes (including throughout history and in different cultures).
Begin playing the recorder and developing and understanding of the notes B and A.
3 Sing songs from memory with accurate pitch. Sing in tune. Maintain a simple part within a group.
Understand the importance of pronouncing the words in a song well. Control the voice when singing.
Play notes on instruments with care so that they sound clear. Perform with control and awareness of what
others in the group are singing or playing.
Compose and perform melodies and songs (including using ICT). Use sound to create abstract effects.
Recognise and create repeated patterns with a range of instruments. Create accompaniments for tunes.
Carefully choose, order, combine and control sounds with awareness of their combined effect.
Describe music using words such as duration, timbre, pitch beat, tempo, and texture. Use these words to
identify where music works well and how it can be improved.
Continue learning the recorder in KS2 – extending notes to G and C. Playing them with confidence, clearly
and being able to change notes fluently.
4 Sing songs from memory with accurate pitch. Sing in tune. Maintain a simple part within a group. Show
voice control when singing. Play notes on instruments with care so that they sound clear. Perform with
control and awareness of what others in the group are singing or playing.
Compose and perform melodies and songs (including using ICT). Use sound to create abstract effects.
Recognise and create repeated patterns with a range of instruments. Create accompaniments for tunes.
Describe music using words such as duration, timbre, pitch beat, tempo, and texture.Use these words to
identify where music works well and how it can be improved. Listen to several layers of sound and talk
about the effect on the mood and feelings.
Recorder – Notes D, C, B, A, G and beginning to read these on the musical stave.
5 Sing in tune. Breathe well and pronounce words, change pitch and show control in singing. Perform in a
round. Perform songs in a way that reflects their meaning and the occasion. Sustain a drone or melodic
ostinato to accompany singing. Play an accompaniment on an instrument (e.g. glockenspiel, bass drum or
cymbal). Improvise within a group.
Create rhythmic patterns with an awareness of timbre and duration. Create music which reflects given
intentions and uses notations as a support for performance (including using ICT). Describe music using
musical words and use this to identify strengths and weaknesses in music
Combine sounds expressively. Create songs with an understanding of the relationship between lyrics and
melody. Use standard musical notation of crotchet, minim and semibreve. Read the musical stave and
work out the notes, EGBDF and FACE. Draw a treble clef at the correct position on the stave.
Recorder – Notes from upper D to lower C to be taught and should be read from the stave.
6 Sing or play in tune from memory with confidence. Perform alone and in a group, displaying a variety of
techniques. Take turns to lead a group. Perform showing expression. Hold a part in a round. Sing a
harmony part confidently and accurately. Maintain a part with an awareness of what others are playing.
Play the more complex instrumental parts on their recorder.
Demonstrate imagination and confidence in the use of sound. Use ICT to organise musical ideas – use of
Garage Band app. Show thoughtfulness in selecting sounds and structures to convey an idea. Create
musical patterns. Use a variety of different musical devices including melody, rhythms, and chords.
Understand how lyrics reflect the cultural context and have social meaning. Use this knowledge to
enhance compositions. Appreciate harmonies and work out how drones and melodic ostinati are used to
accompany singing.
Use standard musical notation to both perform and record music. Use musical vocabulary to help
understand how best to combine musical elements. Read notes and know how many beats they represent.
Understand the different cultural meanings and purposes of music, use different venues and occasions to
vary my performances.
Recorder – Confidently reads notes from the stave to play a wide range of tunes and melodies taking the
musical elements into consideration also.
PE
Year Autumn Spring Summer
1 Fundamental
skills.
Fundamental
skills and team
games.
Gymnastics.
Gymnastics and
swimming.
Healthy
lifestyles.
Athletics skills Introduction
to games.
2 Ball skills and
team games.
Ball skills and
team games.
Gymnastics and
healthy
lifestyles.
Hand games. Athletics. Striking games.
3 TAG Rugby. Hand games. Gymnastics and
healthy
lifestyles.
Basketball and
Sports Hall
Athletics.
Swimming.
Athletics. Striking games.
4 TAG Rugby. Hand games.
Gymnastics and
healthy
lifestyles.
Basketball and
Sports Hall
Athletics.
Athletics Striking games.
5 TAG Rugby. Sports Hall
Athletics and
Dodgeball
Gymnastics and
healthy
lifestyles..
Hand games. Athletics and
Swimming
Striking games
and net and
wall games.
6 TAG Rugby. Sports Hall
Athletics and
Dodgeball
Gymnastics and
healthy
lifestyles.
Hand games.
Athletics. Striking games
and net and
wall games.
Swimming
There will be a whole school dance week where each year band will have the chance to create their own routine.
HISTORY
Year Autumn Spring Summer
1 Autumn 1 - Who am I?
Retell information about
historical events, people and
places in my own locality and
identify that we can find out
about the school in the past
Discover and recall significant
historical events, people and
Spring 2 - To the Rescue
Talk about differences between
then and now
Understand how and why things
were different in the past using
the example of Grace Darling
Summer 2 - Where shall we go?
Compare summer holidays in the
past to those taken in the
present
Identify aspects of change in
national life - listen with
attention and respond with
places in my locality by listening
to adults recalling their memories
of the school and ask questions of
their visitors
Use simple vocabulary relating to
the passing of time such as
‘before’, ‘after’, ‘past’, ‘present’,
‘then’ and ‘now’
Understand why Grace Darling
came to have a place in history
Understand how and why things
were different in the past using
lifeboats and rescues as an
example. explore through role-
play
relevant questions to find out
more about the past
Understand changes within living
memory by talking about objects
taken to, or used, at the seaside
in the past and identify
similarities and differences
between the objects now.
2 Autumn 2 - Through the keyhole
Find out about significant
historical events, people and
places in my locality - pose
questions about the past
Identify and compare features of
buildings and objects from the
historic house and present house
and identify the objects and agree
their names and uses (artefacts).
Find out more about how my
locality has changed over time by
listening to a member of the local
community
Spring 1 - Flying High
Understand how the invention of
powered flight has changed
peoples’ lives over the last 100
years
Discuss and identify the successful
qualities of the Wright brothers
and other inventors
Understand the importance of the
invention of powered flight how
the Wright brothers’ invention
affected my life.
Summer 1 - National Celebration
Compare the lives of Queen
Victoria and Queen Elizabeth II.
Compare two events and notice
the similarities and differences
Explain how everyday objects
changed and new inventions
were made during their reigns
Understand who rules our
country and carry out mock
elections.
Understand the importance of
ceremonial events in a countries
history
3 Autumn 2 - Set in Stone
Research the life of Stone Age
people
Understand the importance of
food gathering and introduction
of farming
Understand the steps needed to
make a Bronze Age weapon and
identify the advantages of metal
weapons and tools over those
made of stone and bone.
Find out about Bronze Age burial
mounds and standing stones and
explore the theories about why
Stonehenge was built
Find out about the transition
from bronze to iron and develop
a greater understanding of daily
life in Iron Age Britain
Spring 1 - Art on your doorstep
Find out about some of the
history of my local area through
researching a local artist - extend
historical questioning
Find out how an aspect of
national history is reflected in the
locality
Note connections, contrasts and
trends over time and use
historical terms
Summer 2 - What did the
Romans do for us?
Understand the importance of
historical evidence.
Find out about a place where
Romans went to enjoy
themselves and describe it to
other pupils
Describe two or more reasons why
Julius Caesar wanted to invade
Britain.
Explain why the Roman army
was so difficult to defeat. Discuss
the purpose and demands of
Roman army training and
explore similarities and
differences between legionaries
and auxiliaries.
Understand why the Romans
needed to defend their empire
and how they did it.
4 Autumn 2 - Were the dark ages
dark?
Find out about some key features
of life during the Anglo-Saxon
Spring 1 - The good the bad the
ugly
Describe how Anglo-Saxons were
punished when they broke laws
Summer 2 - It’s a small world
Identify the main invaders and
refugees who came to Britain
over the course of history.
period and who the Anglo-
Saxons were and where they
came from.
Find out more about Anglo-
Saxon invasions, settlements and
kingdoms
Find out about Anglo-Saxon
place names and village life and
understand some aspects.
Find out about the conflict
between Vikings and Saxons and
where the Vikings settled.
Discover the role of Alfred the
Great and the establishment of
the Danelaw.
Find out about the death of King
Edward the Confessor and the
events that led to the Battle of
Hastings in 1066
and compare the punishments
with those handed out by
modern British courts.
Understand more and what
about medieval outlaws.
Understand the reasons for
poverty in Tudor England and
describe the types of rogues and
vagabonds and the threats and
problems they posed.
Understand the role and failings
of ‘Charleys’ and describe the job
of a ‘Bow Street Runner’
Find out about the creation of
the Metropolitan Police and the
role of the ‘Peelers’. Develop an
understanding of the reasons for
the uniform and equipment of
the ‘Peelers’
Understand the attitudes of
people towards the new police
force and explain the changes
that took place in the first 10
years of the new police force.
Understand the conditions in
Newgate Prison and the role of
Elizabeth Fry in campaigning to
improve them.
Explain why people moved to
the UK in the past and
determine who moved and
when
Describe the positive impacts
that newcomers have had on the
UK - identify past positive
influences in Britain.
Identify and recognise evidence
of historical influences and
impact in my local area - Local
study to construct a local history
guide
5 Autumn 2 - Rights and Rituals
Develop a chronological
overview of Mayan history and
identify and label the three main
eras of Mayan history on a
timeline.
Describe in detail an example of
Mayan architecture, making
effective use of specialist
vocabulary.
Explain the significance of
people’s beliefs in their lives and
why the Sun, Moon and planets
were so important to the Mayan
people.
State in what ways the Mayan
calendar system and our own
and identify similarities and
differences
Spring 1 - Fever, Fire and Fashion
Explain why health and hygiene
in C17th London were so poor -
unsanitary and unhealthy. Explain
how a killer disease was spread
Compare and contrast two killer
diseases of the 17th century and
recognise the symptoms of
bubonic and pneumonic plague.
Describe what they have in
common and how they differ
Match people’s beliefs about the
plague with their actions
Evaluate the effectiveness of C17th
cures and remedies for the plague
and understand how things made
perfect sense to them e.g. belief
in magic. Assess how superstitious
people were in the C17th
compared to people today
Analyse different explanations of
why the plague came to an end.
Research famous C17th scientists
Summer 1 - Ancient Greeks
Explain how we can be affected
by past experience and thoughts
of others within our own
lifetime starting where we are
Recognise some of the most
remarkable achievements of the
Ancient Greeks and explain why
they are still so important to us
today
Explain the features of different
city states of Ancient Greece and
their rivalry and the way they
were governed.
Find out about the architecture,
art and culture of Athens and
find out about the types of lives
that Greeks led (Greek rituals,
customs and rites of passage)
and their contribution to our
understanding of how the body
works.
6 Autumn 1 - Battle of Britain –
Bombs, Battles and Bravery
Identify when significant events
in history took place and realise
the impact these significant events
had on the lives of people in
Britain. Place WW2 in the correct
place on a time line
Appreciate what it was like to be
a child in Britain during WW2.
Name some of the differences
between school life in wartime
Britain and school life today
Understand how the government
tried to protect children during
the war and explain why children
were evacuated from certain
areas of Britain during the war.
Consider the problems
evacuation caused for families.
Understand the importance of
significant events in WW2 and
put key events in the Battle of
Britain in order.
Understand the importance of
certain individuals in these events
and know the names and roles of
the important people in this
battle
Explain how radar gave Britain
an advantage over the enemy
and explain why many radar
operators were women. Show
appreciation for the many
different roles people played in
the defence of a country
Spring 1 - Who’s the mummy?
The customs of ancient
civilisations through asking
thought-provoking and
considered questions
Understand when ancient
civilisations existed and know
who the important people were
in these societies. Create a family
tree of Egyptian gods and
explain why the Pharaohs were
so important
Recognise the important elements
of the culture of ancient
civilisations and draw symbols
and hieroglyphics that were
important and understand what
they represent
Explain how the ancient pyramids
were built. Use a variety of
sources and decide what
information is fact and what is
opinion
Summer 2 - A time to shine
Name some rock n’ roll
performers and describe how
they performed. Explain why
generations reacted so
differently.
Identify the influence of very
successful popular music artists
(The Beatles or other) and
describe the behaviour of their
fans.
Describe the features of different
popular music genres
Describe what Live Aid was and
how it came about. Link to how
individuals can make a difference
in history.
Present, clearly, audibly and
expressively about the history of
British pop music.
GEOGRAPHY
Year Autumn Spring Summer
1 Autumn 1- Big Build
Recognise and name a range of
landscape features (natural and
manufactured) when looking at
aerial photographs.
Identify which features are
natural and which are
manufactured or built from an
aerial picture.
Spring 1- Posting and Places
Name and locate North America,
Europe, Australasia, Arctic Ocean,
UK, Arctic and Scotland, using
world maps, atlases and globes.
Identify similarities and
differences between where I live
and the Arctic (homes, weather,
transport)
Summer 2- Where shall we go?
Represent my journey to school
as a simple map.
Identify features on a simple
map using a key and then plan a
simple journey using a map.
Use simple compass directions
(N, S, E,W)
Explore a map of the area to
identify other features not shown
on the photo.
Make my own map of an area I
know well and design a set of
symbols and a key to explain
them to the map’s users.
Use a thermometer to record the
temperature.
Use observational skills to study
the geography of my local
environment and compare my
observations to pictures of the
Arctic.
Use simple compass directions
and locational and directional
language
Identify similarities and
differences of different types of
homes from all over the world.
Think of what types of home suit
different people or places and
why
Use locational and directional
language to describe the location
of features and routes on a map.
Use world maps, atlases and
globes to identify the United
Kingdom and its countries, as
well as other countries,
continents and oceans.
2 Autumn 1- Town Mouse, Country
Mouse
Compare town and country life.
Find out about life of pupils in
another school.
Know where my school and the
link school are on a map of UK.
Identify the features of the UK
and surrounding seas.
Use aerial photographs and plan
perspectives to recognise
landmarks and basic physical
features
Identify the features of my
locality
Identify symbols used to
represent places on a map and
use symbols on my own map.
Spring 1- Flying High
Use aerial photographs and to
recognise familiar buildings.
Use a simple map with basic
symbols and a key.
Create my own map from aerial
photos.
Use a map to navigate my way
around the school grounds and
immediate area.
Summer 1- National Celebrations
Name and locate the four
countries that make up the
United Kingdom.
Understand why the Union Jack
looks the way it does.
Name and locate the world’s
seven continents and 5 oceans.
Understand in simple terms what
the British Empire was.
Research information about
Commonwealth countries.
Summer 2- Trading places
Locate the continent of South
America.
Locate the country of Brazil.
Describe some important
differences that a visitor to Brazil
would need to know about.
Describe some key features of
Brazil’s capital city, Brasilia.
Describe living conditions in a
favela
3 Autumn 2 - Art on your doorstep
Recognise that a map is a 2D
version of the globe.
Identify places that artists, pupils
are studying, live/lived.
Identify where I live and any
connections I have elsewhere.
Prepare maps/symbols for local
walk to find art.
Identify local art.
Use a simple map of the local
area
mark symbols on the map for art
I see.
Spring 2- Set in stone
Understand that a compass can
be used to locate north wherever
you are.
Recall and use the 4 points of the
compass.
Understand that north is in the
same direction wherever I am.
Use compass directions with a
map.
Use compass directions and grid
references on a map.
Find treasure using grid
references.
Summer 1- What did the Romans
do for us?
Recognise the shape of Italy on a
map and be able to locate it.
Name some of Italy’s most
important cities and say what
they are famous for.
Compare and contrast two
different regions of the same
country.
Summer 2- From source to sea
Recognise physical characteristics
of a river.
Describe how rivers change as
they journey towards the sea.
Make careful observations when
learning outdoors, make notes
and sketches that will help me to
write a detailed report.
Describe and understand key
aspects of the water cycle.
Locate hills and mountains on
maps of UK.
Find the source and routes of
rivers in UK.
Identify river influenced place
names and link river names to
town names.
Explain links between rivers and
settlements.
Define land use alongside a river
and explore the effects of
weather on rivers.
Describe vegetation belts and
biomes.
4 Autumn 2- Were the Dark Ages
dark?
Describe the location of Iceland
and describe some of its physical
features.
Explain why so many tourists visit
Iceland each year.
Research information about the
Icelandic capital city of Reykjavik.
Spring 2- Amazing Amazon
Describe the climatic conditions
associated with tropical
rainforests and locate the global
position of the rainforest
vegetation belt.
Identify and describe the way in
which plants are naturally
arranged in the tropical
rainforest.
Summer 1- It’s a small world
Use maps and atlases to locate
countries of origin for UK
newcomers.
Present geographical
information.
Use world maps
Find out about some of the
customs and habits of Icelanders.
Understand the negative and
positive effects of volcanic
activity.
Investigate the consequences of
the eruption of the
Eyjafjallajökull volcano in 2010.
Explain what deforestation means
and how it affects the Amazon
rainforest.
Describe some possible
consequences of deforestation
and explain why each is a cause
for concern.
Summer 2- A place for
everything
Use the eight points of a
compass.
Use 4 figure grid references.
Recognise features on Ordnance
Survey (OS) maps and use
fieldwork to observe human and
physical features on OS maps
and in a local area.
Record physical and human
features on a sketch map.
5 Autumn 2 - Rights and rituals
Describe where our water comes
from and how it is supplied.
Explain how farmers have to
adapt to the environment around
them.
Explain why a particular resource
is in high demand.
Spring 1- Fever, fire and fashion
Name and describe the
characteristics of different types of
settlements.
Explain how a settlement can
change over time.
Make links between changes in
the 17th century city and London
today, e.g. development of West
End.
Describe the economic activity
associated with a given area.
Understand that the City of
London and Greater London are
not the same.
Summer 1 - Ancient Greeks
Identify some ways in which the
regions of the South Aegean and
Hebrides are similar and
different.
Give reasons why people might
be attracted to these regions as
holiday destinations.
Research information about the
history, culture and wildlife of
one Hebridean islands.
Write the text for a blog or wiki
about a visitor to the chosen
island.
Research information about the
Greek islands of Kos and
Kalymnos.
Find out about the climate,
transport and what things there
are to see and do on the islands.
Identify the highlights of visiting
a Hebridean or Greek island.
6
Autumn 2 - What’s happening
now?
Make decisions about survival in
a disaster.
Understand the feelings and
problems of people involved in a
disaster.
Use my research skills to find out
which areas of the world have
the most natural disasters.
Spring 1 - Who’s the mummy?
To locate the different countries
of the world on a map or globe.
In what ways the environment
and climate is different from our
own.
The names of the country’s major
cities and rivers.
Research the geographical
features of a given country.
Summer 1- You’re hired
Locate the world’s countries by
finding out about global
industry.
Identify the industry in my
locality and neighbouring
regions.
Use my recall skills to memorise
information.
Evaluate the suitability of a
location for a new business.
Understand how people around
the world protect themselves and
survive disasters.
Use my report writing skills to
produce a tourist guide.
Use research skills to find relevant
information on my chosen
country.
Record this information in a
given format.
Recognise and describe various
factors affecting choice of
location for a business.
RELIGIOUS EDUCATION
Year Autumn Spring Summer
1 Christianity
Exploring the Creation story and
whether God wants Christians to
look after the world.
The Christmas story: what gift
would I have given to Jesus if he
had been born in my home town
and not Bethlehem?
Christianity
Jesus as a friend: was it always
easy for Jesus to show friendship?
Easter – Palm Sunday: Why was
Jesus welcomed like a King or
celebrity by the crowds on Palm
Sunday?
Judaism
Is Shabbat important to Jewish
people?
Does celebrating Chanukah
make Jewish people feel close
to God?
2 Christianity
What did Jesus teach?
Is it possible to be kind to
everyone all of the time?
Christmas – Jesus as a gift from
God. Why did God give Jesus to
the world?
Judaism
Passover: How important is it for
Jewish people to do what God
asks them to do?
Islam
Prayer at home: does praying at
regular intervals every day help a
Muslim in his/her everyday life?
Christianity
Easter: resurrection. Is it true that
Jesus came back to life again?
Judaism: The covenant.
How special is the relationship
that Jews have with God?
Rites of passage and good
works: What is the best way for
Jews to show commitment to
God?
Islam
Community and belonging:
Does going to the mosque give
Muslims a sense of belonging?
Hajj Does completing Hajj
make a person a better Muslim?
3 Hinduism: Diwali
Would celebrating Diwali at
home and in the community
bring a feeling of belonging to a
Hindu child?
Sikhism.
The Amrit Ceremony and the
Khalsa. Does joining the Khalsa
make a person a better Sikh?
Christianity: Christmas
Has Christmas lost its true
meaning?
Christianity
Jesus and Miracles: Could Jesus
really heal people? Were these
miracles or is there some other
explanation?
Easter: Forgiveness
What is ‘good’ about Good
Friday?
Hinduism
Hindu beliefs: How can
Brahman be everywhere?
Pilgrimage to the River Ganges:
Would visiting the Ganges feel
special to a non-Hindu?
Sikhism
Sharing and Community: Do
Sikhs think it’s important to
share?
Prayer and Worship: what is the
best way for a Sikh to show
commitment to God?
4 Judaism
Beliefs and practices: How special
is the relationship Jews have with
God?
Christianity
Christmas: What is the most
significant part of the nativity
story for Christians today?
Judaism
Passover: How important is it for
Jewish people to do what God
asks them to do?
Christianity
Easter: Is forgiveness always
possible?
Judaism
Rites of passage and good
works: What is the best way for
Jews to show commitment to
God?
Christianity
Prayer and worship: Do people
need to go to church to show
that they are Christians?
5 Sikhism
Belief into action: How far would
a Sikh go for his/her religion?
Hinduism
Prayer and Worship: What is the
best way to show commitment to
God?
Christianity
Christmas: Is the Christmas story
true?
Sikhism
Beliefs and moral values: Are Sikh
stories important?
Hinduism
Hindu Beliefs: How can Brahman
be everywhere and in everything?
Christianity
Easter: Did God intend Jesus to be
crucified?
Sikhism
Prayer and Worship: What is
the best way for a Sikh to show
commitment to God?
Hinduism
Beliefs and moral values: Do
beliefs in Karma, Samsara and
Moksha help Hindus to lead
good lives?
Christianity
Beliefs and Practices: What is
the best way for a Christian to
show commitment to God?
6 Islam
Beliefs and Practices: What is the
best way for a Muslim to show
commitment to God?
Christianity
Christmas: How significant is it
that Mary was Jesus’ mother?
Christianity
Beliefs and Meaning: Is anything
ever eternal?
Easter: Is Christianity still a strong
religion 2000 years after Jesus was
on Earth?
Islam
Beliefs and moral values: Does
belief in life after death help
Muslims to lead a good life?
PSHE
Year Autumn Spring Summer
1 Celebrating Difference
I can talk about one thing that
makes me different from my
friends.
I understand these differences
make us all special and unique.
Dreams and Goals
I can tell you how I felt when I
succeeded in a new challenge and
how I celebrated it.
I know how to store the feelings
of success in my internal treasure
chest.
Healthy Me
I can tell you why I think my body
is amazing and can identify some
ways to keep it safe and healthy.
I can recognise how being healthy
helps me to feel happy.
Relationships
I can tell you why I appreciate
someone who is special to me
and express how I feel about
them.
Changing Me
I can talk about the similarities
and the differences between
boys’ and girls’ likes and
interests.
I respect my body and
understand which parts are
private.
2 Celebrating Difference
I can identify some ways in which
my friend is different from me.
I can tell you why I value this
difference about him/her.
Dreams and Goals
I can explain some of the ways I
worked cooperatively in my
group to create the end product.
I can express how it felt to be
working as part of this group.
Healthy Me
I can make some healthy snacks
and explain why they are good
for my body.
I can express how it feels to
sharehealthy food with my
friends.
Relationships
I can identify some of the things
that cause conflict between me
and my friends.
I can demonstrate how to use
the positive problem solving
technique to resolve conflicts
with my friends.
Changing Me
I can recognise the physical
differences between boys and
girls, use the correct names for
parts of the body (penis,
testicles, vagina) and appreciate
that some parts of my body are
private.
I can tell you what I like/don’t
like about being a boy/girl.
3 Celebrating Difference
I can tell you about a time when
my words affected someone’s
feelings and what the
consequences were.
I can give and receive
compliments and know how this
feels.
Dreams and Goals
I can evaluate my own learning
process and identify how it can be
better next time.
I am confident in sharing my
success with others and know how
to store my feelings of success in
my internal treasure chest.
Healthy Me
I can identify things , people and
places that I need to keep safe
from, and can tell you some
strategies for keeping myself safe
including who to go to for help.
I can express how being anxious
or scared feels.
Relationships
I can explain how some of the
actions and work of people
around the world help and
influence my life and can show
an awareness of how this could
affect my choices.
Changing Me
I can talk about various ways
that boys and girls are different,
both physically (using the
correct terms) and in personality
and behaviour;
I can talk about the physical
differences with respect and
understand how to protect my
own and others’ privacy.
I can tell you something I like
and something that worries me
about the idea of growing up.
4 Celebrating Difference
I can tell you a time when my
first impression of someone
changed as I got to know them.
I can explain why it is good to
accept people for who they are.
Dreams and Goals
I know how to make a new plan
and set new goals even if I have
been disappointed.
I know what it means to be
resilient and to have a positive
attitude.
Healthy Me
I can recognise when people are
putting me under pressure and can
Relationships
I can explain different points of
view on an animal rights issue
and express my own opinion
and feelings on this.
Changing Me
I can identify how boys’ and
girls’ bodies change on the
inside during the growing up
process and can tell you why
these changes are necessary so
explain ways to resist this when I
want to.
I can identify feelings of anxiety
and fear associated with peer
pressure.
that their bodies can make
babies when they grow up.
I recognise how I feel about
these changes happening to me
and know how to cope with
these feelings
5 Celebrating Difference
I can explain the differences
between direct and indirect types
of bullying.
I know some ways to encourage
children who use bullying
behaviours to make other choices
and know how to support
children who are being bullied.
Dreams and Goals
I can describe the dreams and
goals of a young person in a
culture different from mine and
can reflect on how these relate to
my own.
Healthy Me
I can describe the different roles
food can play in people’s lives
and can explain how people can
develop eating problems
(disorders) relating to body image
pressures.
I respect and value my body.
Relationships
I can explain how to stay safe
when using technology to
communicate with my friends.
I can recognise and resist
pressures to use technology in
ways that may be risky or cause
harm to myself or others.
Changing Me
I can describe how boys’ and
girls’ bodies change during
puberty.
I can express how I feel about
the changes that will happen to
me during puberty.
6 Celebrating Difference
I can explain ways in which
difference can be a source of
conflict or a cause for celebration
and can show empathy with
people in either situation.
Dreams and Goals
I can describe some ways in which
I can work with other people to
help make the world a better
place.
I can identify why I am motivated
to do this.
Healthy Me
I can evaluate when alcohol is
being used responsibly, anti-
socially or being misused.
I can tell you how I feel about
using alcohol when I am older and
my reasons for this.
Relationships
I can recognise when people are
trying to gain power or control.
I can demonstrate ways I could
stand up for myself and my
friends in situations where
others are trying to gain power
or control.
Changing Me
I can describe how a baby
develops from conception
through the nine months of
pregnancy, and how it is born
and I recognise how I feel when
I reflect on the development
and birth of a baby.