Year 5 Curriculum Map

EnglishText themes in reading will also support topic in order to build cultural capital and reduce cognitive load. We will use a range of different text types, highlighting SPaG, statutory spellings and Tier 2 vocab in line with the National Curriculum Appendix 1 and 2.

Autumn Spring Summer Defeating the monster Persuasion Tale of fear Discussion

NCR (Tree Giant/science) Poetry/creative writing Adventure story (Robin Hood)

Newspaper report Battle of Sedgemoor (topic) Explanation (Heath Robinson)

MathsWhite Rose Maths Hub and timestables

Autumn Spring Summer Place value Addition and subtraction Multiplication and division

Fractions Decimals Percentages Statistics Perimeter and area

Decimals Geometry Converting units Volume

ScienceWorking scientifically; reading and spelling key words correctly and with confidence

Autumn Spring Summer Animals, including humans Earth and space

All living things and their habitats

Forces Properties/changes of materials

HistoryConcepts: continuity, change, cause and consequence, similarity, difference and significance; make connections, draw contrasts, analyse trends; methods of historical enquiry, range of sources.

Autumn Spring Summer William the Conqueror Medieval monarchs Battle of Sedgemoor

GeographyConcepts: locational and place knowledge, including local area, UK and Europe, North and South America; human and physical aspects; geographical skills and fieldwork.

Autumn Spring Summer Energy and sustainability Biomes Booming Bridgwater

RETo include building on key concepts in PSHE programme and British values.

Autumn Spring Summer What do Christians believe

about God and incarnation? (Links with Christmas)

What do Jewish people believe about God, the Covenant and Torah? (Links with Passover)

Islam and submission to Allah

MFLFour year rolling programme to introduce French. 2019-20 Y3-6 all follow same SOW.

Autumn Spring Summer Getting to know you All about me/ Christmas

Food, glorious food Family and friends

Our school Time

ICTLinked to topics in all subjects.

Autumn Spring Summer E-safety Handling data Technology in our Time Multimedia

E-safety Handling data Technology in our Time Multimedia

E-safety Handling data Programming Multimedia

Art/DTIn line with science, history and geography topics.

Autumn Spring Summer Concepts: different techniques and art, craft and design; great artists, architects and designers in

history; design and making.

PEAutumn Spring Summer

Real PE, benchball, football, netball, rugby

Real PE, gymnastics, dance and continuation of above team ball sports

Real PE, rounders, tennis, netball, athletics (including trials for sports day

PHSEFollowing PIXL Edge - Character development, Wellbeing, E-safety, A Mind to be Kind and Power to Perform

Autumn Spring Summer What makes me? Where I fit in Planning to succeed

MusicAutumn Spring Summer

BBC Ten Pieces music curriculum

Curriculum progression

READING

Retrieve key facts and information where question words and text language vary: Pupils will be able to scan for alternative words or phrases that mean the same as question words such as pronouns/synonyms. Pupils will be able to check the accuracy of what they are retrieving by reading around the words/groups of words they find.

Retrieve literal information from a short text extract: Pupils will be able to retrieve answers to simple literal who, what, where, when, which, who and how questions, stated directly in a text, pointing to the general location of the answer. E.g. Text: The little girl went to visit her Grandma. Question: Who did the little girl visit?

Retrieve specific information from a text extract by scanning for key/question words: Pupils will use scanning to search for key words about a specific topic. For example, for research. Pupils will be able to analyse a question to find which words to scan for in the text and apply this to answer questions. E.g. How long did it take to fully rebuild London after the fire? Key words to identify and scan from question: How long, rebuild

Key:

Y = Y3

Y/ P = Y4

Y/ P/ B = Y5

All = Y6

Understanding Retrieval

There are three main types of comprehension question that pupils encounter when reading: literal, inference/deduction and evaluative/responsive. The content domains pupils are assessed against at the end of Key Stage 2 fall into one of these three categories.

Retrieval questions are literal (‘looking’) questions. Retrieval is often the first comprehension skill pupils secure as it has the lowest cognitive domain; the answers are there in the text for pupils to find. There are varying degrees of literal when it comes to retrieval questions. For example, if a question asks: ‘What is the girl’s name?’ and in the text it says: ‘The girl’s name is Fiza.’, this is a completely literal retrieval question as the answer is stated directly in the text. However, only a few retrieval questions are as literal as this. Pupils usually have to think carefully to find and search for the right piece of information to answer retrieval questions. For example, in the question:

Why was Mrs Robinson smiling ?

‘Smiling, she contemplated another busy day with her Year 6 class. She scanned the scene outside, which was bathed in early morning sunshine’.

Pupils need to scan the text to find the key word ‘smiling’, understand that the personal pronoun ‘she’ is Mrs Robinson and then read around the word to work out what was making her smile.

For this reason, retrieval skills need to be taught explicitly and progressively. A variety of retrieval skills need to be explained and modelled to pupils regularly, in increasingly longer and more complex texts, for them to be able to answer a growing repertoire of retrieval questions.

There are a number of component skills that support the development of retrieval; skimming to get the gist of a text, scanning to find specific words or information, and text marking important information such as key dates/numbers, names, places, unusual/difficult/new words and facts.

Accuracy of finding and copying specific information (words or groups of words) is also a key retrieval skill, as is the use of evidence from the text to support answers to questions.

Below is further exemplification of how to teach the key skills to support successful retrieval.

Skill Teaching GuidanceScanning Scanning is reading rapidly in order to find specific facts or information.

Through regular, timed practice teachers should teach pupils to: decide on a few key words or phrases/ search terms. Teach pupils

to be human search engines! look for the first few letters of the word/s they are looking for. look for words in bold letters or italics for important pieces of

information. look for bullet points or numbered lists that might contain the

information they need. find the section they need in the text using the question words. let their eyes float rapidly down the page until they find the key

word or phrase they want. when their eye catches one of the key words, read the surrounding

Recall the main events and characters in a story or key facts from a non-fiction text: Pupils will be able to explain what has been read to them, remembering some key events, characters, places and facts. E.g. Who is the main character? Where did the story take place? What do dogs eat?

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Navigate increasingly longer texts to retrieve specific information: Pupils will find the exact location of information in longer texts by using scanning skills and organisational devices such as paragraphs (or subheadings/text boxes in non-fiction) to find answers to who, what, where, why, when, how, which questions.

Retrieves key details and accurate quotations from a whole text: Pupils will skim a whole text first to work out which paragraph or section of text an answer may be located in. Pupils will then scan the paragraph or section of text to retrieve the specific information they need, quoting from the text accurately to support their answer where necessary.

Retrieves and summarises details to support opinions and predictions: Using skimming, scanning and text marking, pupils will retrieve evidence and quotations accurately to support answers to questions which require analysis of mood/setting/characters and to support opinions and preferences.

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material carefully to check that it conveys the correct information. scan for a person when the question word is who, scan for a place

when the question word is where, scan for a time/date/day/month/year/season when the question word is when, scan for a time/distance when the question asks how long.

search for proper nouns when scanning for names of people or places.

scan for pronouns that link to the key question words. For example, a question may ask: What did George want to do with the snake? The text may read “He would have liked to put a snake down her neck.” Pupils will need to understand that the ‘he’ is George.

scan to check information. For example, when answering true or false questions – pupils should be taught to always find answers in text and check even if they think they remember the answer from initial reading.

Skimming Skimming is reading rapidly to get a general overview of the text. Pupils will use skimming for retrieval when working across whole texts. Pupils will first skim the entire text to find which section/paragraph the answer is in and then scan that section/paragraph for the specific piece of information.Through regular, timed practice teachers should teach pupils to:

ignore details and look for main ideas. in non-fiction, read only the subheadings or titles of paragraphs. glance through the main headings in each chapter just to see a

word or two. Read the headings of charts and tables. read the first sentence of each paragraph to find out what it is

about. read the first and last paragraphs. quickly read the sentences containing key words indicated in bold

or italics. note down any key dates, names or technical words that might

help the reader to find what they are looking for when answering more specific questions later on.

Read the contents page or chapter overview to learn the main divisions of ideas.

Text Marking Text marking is intrinsically linked to skimming. It should be completed as a text is skimmed for the first time in order to help pupils find their way to information quickly once they begin answering questions.Through regular practice teachers should teach pupils to:

circle or mark key information as they read. This will help them locate information quickly when answering questions e.g. places and characters’ names.

highlight tricky words, interesting words and any similes they notice as they read.

highlight important information like dates and times – these are useful when answering ‘complete the table’ and ‘true or false’ questions.

write a quick summary of each paragraph in the margin. This can help pupils find the right place in the text to answer a question.

Find and copy Pupils find answering ‘find and copy’ questions notoriously difficult, despite this being a basic retrieval skill. Children need to be given plenty of opportunities to practise find and copy skills within a range of text types.Regular practice could involve finding and copying words from different word classes under timed conditions. For example, adjectives, verbs, or different groups of words e.g. that describe character/similes/expanded noun phrases. This will support accuracy when it comes to answering comprehension ‘find and copy’ questions.Teachers should teach pupils to:

find and copy both words and groups of words and to check their

answers to ensure accuracy of copying – particularly deciding how much of a sentence they should copy when the question asks for a group of words.

decide what the ‘find and copy’ question is asking them to look for by analysing the question.

be specific and precise when finding the answer to ‘find and copy’ questions.

scan the text for the question language or synonyms/pronouns linked to the question language.

read around the word or group of words they have found to ensure that they are copying the correct information.

Use of evidence The use of evidence to support answers to comprehension questions when reading is a key requirement for the end of Key Stage 2 Reading assessments. Using evidence directly from the text is linked to being able to find and copy accurately. To help support pupils’ use of evidence, they should be taught to:

point to/underline/highlight where they found answers to retrieval questions in a text (this is the first step in the use of evidence).

‘prove it’ by using quotations from texts to support answers/ideas/opinions.

answer ‘how do you know?’ questions using direct quotations from texts.

read persuasive texts and balanced arguments, finding evidence for different viewpoints.

use prescribed sentence starters to support their use of evidence. E.g. In the text…, I know this because…, The key point is…, The author has written..., The evidence for this is…

Securing retrieval skills and providing challengeSome considerations for securing retrieval skills are outlined below:

Teacher modelling

Do you model asking yourself questions as well as answering them? Use ‘Thinking Talk’ to describe the thought processes that you go through when interrogating a text. What are

you noticing as you skim? Which key words are you text marking and why? How are you scanning? What are you scanning for? Which organisational devices are you using to help navigate the text?

Model skimming (to support retrieval across whole texts), scanning and text marking across a wide range of texts.

Plot the journey between question and answer, using the text to demonstrate how you found the evidence you were looking for. E.g. The question says: Why was Mr Simpson angry? I will skim the text to find the section/paragraph the answer is in, I will then scan that section/paragraph for ‘Mr Simpson’ and ‘angry’; I know that there might be a personal pronoun instead of the words ‘Mr Simpson’, and there might be a word that means ‘angry’ but doesn’t actually say ‘angry’.

Decoding

Ensure that pupils have regular fluency practice through repeated reading, echo reading, performance reading and text marking.

Build stores of vocabulary in all curriculum areas to aid comprehension. Ensure that pupils understand the grammatical functions of words e.g. pronouns, determiners etc.

Key:

Y = Y3

Y/ P = Y4

Y/ P/ B = Y5

All = Y6Coherence inferences: Pupils make connections about

information within a sentence.

For example, in the sentence ‘Bailey chewed the bone his owner had given him’, the reader has to recognise that the pronouns ‘his’ and ‘him’ refer to Bailey.

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Role assignment inferences: Pupils understand the roles or positions of items/characters in a text.

For example, in the sentence ‘Bailey buried his bone beneath his kennel’, the reader has to understand that the kennel represents a location in the narrative.

Causal inference: Pupils make inferences about the motivation for actions, behaviour or feelings.

For example, in the sentence ‘Bailey barked loudly as the stranger hopped back over the fence’, the reader has to recognise that Bailey is barking to alert people that there was an intruder.

Local inferences: Pupils make inferences to help them understand a sentence or paragraph within a text.

Local inferences take many forms, including those listed below. These are the inferences that help pupils make sense of

information in short sections of text.

Global inferences: Pupils make inferences to help them draw overarching meaning from a whole text.

These inferences are drawn by piecing together a series of local inferences and pairing this with background knowledge and experiences to help them make sense of the themes of a text.

Knowledge-based inferences: Pupils use stated information to make inferences that are evidence based.

These inferences can usually be evidenced or explained with direct reference to information stated within a text. Pupils rely on what they have read to support their inference.

Elaborative inferences: Pupils ‘fill in the gaps’ to create a rich mental representation of a text.

These inferences often involve embellishment of stated information using pupils’ prior knowledge and life experiences to help understand a text more fully.

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Understanding inference

Inference is a notoriously difficult skill for many pupils to master. There are a number of component skills that make up the overarching umbrella of ‘inference’ and some of these key skills are more easily embedded than others. For example, pupils usually find it easier to make local inferences than global inferences and often, pupils will make knowledge-based inferences using explicitly stated information before beginning to make elaborative inferences, drawing on their own experiences and empathising with characters.

A good reader will be able to make conscious inferences through interrogation of a text but also make unconscious inferences, automatically, as they read. These may be made both online (at the time of reading) and off-line (after completion of a text or section of text). These types of inference rely on an increasingly good knowledge of vocabulary, sound comprehension and a broad grasp of vocabulary and grammatical structure. Discussing different types of inference skills will make pupils more aware of their own thinking processes as they read and thus improve their ability to select the right skill according to the question they need to answer.

Some considerations for developing deeper level inference skills in daily practice across the curriculum:

Teacher modelling

Do you model asking yourself questions as well as answering them? Use ‘Thinking Talk’ to describe the thought processes you go through when interrogating a text. Plot the journey between question and answer, using the text to demonstrate how you arrived at your

inference. Decoding

Ensure that pupils have regular fluency practice through repeated reading, echo reading, performance and text marking.

Build stores of vocabulary in all curriculum areas to aid comprehension. Ensure that pupils understand the grammatical functions of words e.g. pronouns, determiners etc.

Questioning

Ensure pupils are confident in identifying an inference question. Support them in generating their own questions and answers as well as responding to others’.

Encourage pupils to ‘self-check’ their inferences. Can they prove or explain it using the text? Balance opportunities to explore inferences made both online and off-line. This will develop their ability to

make automatic and unconscious inferences as well as deeper level strategic inferences after they have read. Prior knowledge

Explicitly link the inferences that pupils make about texts to their own experiences. Create opportunities for pupils to discuss a topic or theme to share and deepen their knowledge. Demonstrate how empathising with different perspectives may impact on the inferences that pupils draw.

Structuring inference questionsGenerating inference questions that require different skills does not need to be complicated or time consuming. The Key Stage 2 Question stems can be used to support teachers in ensuring that pupils are exposed to a rich and varied diet of inference questioning.

Below are some examples of how simple questions can be manipulated to deepen the level of inference required:

The steaming fresh pizza arrived at the table quickly, its rich and decadent toppings still oozing across the edge of a crisp, doughy base. Just a few minutes later, Stefan loosened the top button on his trousers and leant back in satisfaction.

Possible questions at EXS

Inference Possible indications Alternative question to deepen the level of inference required

Explain what this description suggests about the pizza.

The pizza was hot/had just come out of the oven.

Understanding of the word ‘fresh’

Experience that hot pizzas can ‘steam’

Pizza toppings are ‘oozing’, suggesting heat

Is there any evidence to contradict the following statement: ‘The pizza had been left on the serving station for several minutes’?

What do you think happened to the pizza?

Stefan ate the pizza Loosens his button Feels satisfied Experience that usually if a pizza

is delivered to a table, it is eaten

What evidence is there to suggest that Stefan ate the pizza?

What does this paragraph tell you about Stefan?

Stefan was greedy Eats so much he has to loosen a button

Feels satisfied at being over-full Experience that a whole pizza is

a large amount to eat Description of the pizza as

‘decadent’ depicts luxury

How does the author give the impression that Stefan eats a lot?

Simple ways to increase the level of challenge in inference activities:

Reframe the question Requirement for evidence/explanation Inference of more abstract concepts (suggestions/impressions) Responses which need a combination of knowledge and experience to generate inference Subjective responses with multiple possibilities Increase level of challenge in the vocabulary and language pupils must interpret

ENGLISH

Handwriting and Presentation – Pupils will write legibly, fluently and with increasing speed by:

Pupils are beginning to choose which shape of a letter to use when given choices and deciding whether or not to join specific lettersPupils are beginning to choose the writing implement that is best suited for a task.

Composition, vocabulary, grammar & punctuation

Planning writing

Pupils can mostly identify the audience and purpose of the writing, selecting the appropriate form and using other similar writing as models for their ownPupils can mostly note and develop initial ideas , drawing on reading and research where necessaryin writing narratives, Pupils mostly consider how authors have developed characters and settings in what pupils have read, listened to or seen performed

Drafting and writing

Pupils can mostly select appropriate grammar and vocabulary and are beginning to understand how their choices can change and enhance meaningPupils can mostly, in narratives, describe settings, characters and atmosphere, using expanded noun phrases to convey complicated information preciselyPupils are beginning to integrate dialogue to advance the actionPupils are beginning to precis longer passagesPupils are beginning to use a range of devices to build cohesion within and across paragraphsPupils are beginning to use further organisational and presentational devices to structure text and guide the reader (headings, bullet points, underlining)Pupils can use modal verbs or adverbs to indicate degrees of possibilityPupils can use the perfect form of verbs to mark relationships of time and causePupils can use relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronounPupils can use commas to clarify meaning or avoid ambiguityPupils can use brackets, dashes or commas to indicate parenthesis

Evaluate, proofreading and editing

Pupils are beginning to assess the effectiveness of their own and others’ writingPupils are beginning to propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaningPupils use verb tenses mostly correctly and consistently throughout a piece of writingPupils ensure mostly correct subject and verb agreement when using singular and pluralPupils can mostly distinguish between the language of speech and writing, mostly choosing the appropriate registerPupils can perform their own compositions, using mostly appropriate intonation, volume and expression so that meaning is clear

MATHS

Number and place valueStatutory requirementsPupils should be taught to:

read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit

count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 interpret negative numbers in context, count forwards and backwards with positive and negative

whole numbers, including through zero round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000 solve number problems and practical problems that involve all of the above read Roman numerals to 1000 (M) and recognise years written in Roman numerals

Number – addition, subtraction, multiplication and divisionStatutory requirementsPupils should be taught to:

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

add and subtract numbers mentally with increasingly large numbers use rounding to check answers to calculations and determine, in the context of a problem, levels

of accuracy solve addition and subtraction multi-step problems in contexts, deciding which operations and

methods to use and why identify multiples and factors, including finding all factor pairs of a number, and common factors

of two numbers know and use the vocabulary of prime numbers, prime factors and composite (nonprime)

numbers establish whether a number up to 100 is prime and recall prime numbers up to 19 multiply numbers up to 4 digits by a one- or two-digit number using a formal written method,

including long multiplication for two-digit numbers multiply and divide numbers mentally drawing upon known facts divide numbers up to 4 digits by a one-digit number using the formal written method of short

division and interpret remainders appropriately for the context multiply and divide whole numbers and those involving decimals by 10, 100 and 1000

Number – fractionsIncluding decimals and percentagesStatutory requirementsPupils should be taught to:

compare and order fractions whose denominators are all multiples of the same number identify, name and write equivalent fractions of a given fraction, represented visually, including

tenths and hundredths recognise mixed numbers and improper fractions and convert from one form to the other and

write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5] add and subtract fractions with the same denominator and denominators that are multiples of

the same number multiply proper fractions and mixed numbers by whole numbers, supported by materials and

diagrams read and write decimal numbers as fractions [for example, 0.71 = 71/100 ] recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents round decimals with two decimal places to the nearest whole number and to one decimal place read, write, order and compare numbers with up to three decimal places solve problems involving number up to three decimal places recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per

hundred’, and write percentages as a fraction with denominator 100, and as a decimal solve problems which require knowing percentage and decimal equivalents of ½ , ¼ , 1/5 , 2/5

, 4/5 and those fractions with a denominator of a multiple of 10 or 25.MeasurementStatutory requirementsPupils should be taught to:

convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)

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

measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres calculate and compare the area of rectangles (including squares), and including using standard

units, square centimetres (cm2 ) and square metres (m2 ) and estimate the area of irregular shapes

estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water]

solve problems involving converting between units of time use all four operations to solve problems involving measure [for example, length, mass, volume,

money] using decimal notation, including scaling.Geometry – properties of shape and position and directionStatutory requirementsPupils should be taught to:

identify 3-D shapes, including cubes and other cuboids, from 2-D representations know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles draw given angles, and measure them in degrees (o ) identify: angles at a point and one whole turn (total 360o ) angles at a point on a straight line and ½ a turn (total 180o ) other multiples of 90o use the properties of rectangles to deduce related facts and find missing lengths and angles distinguish between regular and irregular polygons based on reasoning about equal sides and

angles identify, describe and represent the position of a shape following a reflection or translation,

using the appropriate language, and know that the shape has not changed.StatisticsStatutory requirementsPupils should be taught to:

solve comparison, sum and difference problems using information presented in a line graph complete, read and interpret information in tables, including timetables.

SCIENCE

Autumn Animals, including humans

describe the changes as humans develop to old age

Earth and space describe the movement of the Earth, and other planets, relative to the Sun in the solar system

describe the movement of the Moon relative to the Earth describe the Sun, Earth and Moon as approximately

spherical bodies use the idea of the Earth’s rotation to explain day and night

and the apparent movement of the sun across the sky

Spring All living things and their habitats

describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

describe the life process of reproduction in some plants and animals

Summer Forces explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

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

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

Properties/changes of materials

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

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

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

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

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

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

HISTORY

Purpose of study A high-quality history education will help pupils gain a coherent knowledge andunderstanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Aims The national curriculum for history aims to ensure that all pupils: know and understand the history of these islands as a coherent,

chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind

gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

understand historical concepts such as continuity and change, cause and

consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified below.

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

Pupils should be taught about: changes in Britain from the Stone Age to the Iron Age. This could

include:

o late Neolithic hunter-gatherers and early farmers, for example, Skara Brae

o Bronze Age religion, technology and travel, for example, Stonehenge

o Iron Age hill forts: tribal kingdoms, farming, art and culture the Roman Empire and its impact on Britain. This could include:

o Julius Caesar’s attempted invasion in 55-54 BCo the Roman Empire by AD 42 and the power of its armyo successful invasion by Claudius and conquest, including

Hadrian’s Wallo British resistance, for example, Boudicao ‘Romanisation’ of Britain: sites such as Caerwent and the

impact of technology, culture and beliefs, including early Christianity

Britain’s settlement by Anglo-Saxons and Scots. This could include:o Roman withdrawal from Britain in c. AD 410 and the fall of the

western Roman Empireo Scots invasions from Ireland to north Britain (now Scotland)o Anglo-Saxon invasions, settlements and kingdoms: place

names and village lifeo Anglo-Saxon art and cultureo Christian conversion – Canterbury, Iona and Lindisfarne

the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor. This could include:

o Viking raids and invasiono resistance by Alfred the Great and Athelstan, first king of

Englando further Viking invasions and Danegeldo Anglo-Saxon laws and justiceo Edward the Confessor and his death in 1066

a local history study. This could include:o a depth study linked to one of the British areas of study listed

aboveo a study over time tracing how several aspects of national

history are reflected in the locality (this can go beyond 1066)o a study of an aspect of history or a site dating from a period

beyond 1066 that is significant in the locality. a study of an aspect or theme in British history that extends pupils’

chronological knowledge beyond 1066. This could include:o the changing power of monarchs using case studies such as

John, Anne and Victoriao changes in an aspect of social history, such as crime and

punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century

o the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day

o a significant turning point in British history, for example, the first railways or the Battle of Britain

the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

Ancient Greece – a study of Greek life and achievements and their influence on the western world

a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

GEOGRAPHY

Purpose of study A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Aims The national curriculum for geography aims to ensure that all pupils: develop contextual knowledge of the location of globally significant

places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

are competent in the geographical skills needed to:o collect, analyse and communicate with a range of data

gathered through experiences of fieldwork that deepen their understanding of geographical processes

o interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)

o communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

oAttainment targets By the end of the key stage, pupils are expected to know, apply and

understand the matters, skills and processes specified below.

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Pupils should be taught to:

Locational knowledge locate the world’s countries, using maps to focus on Europe

(including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of

Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge understand geographical similarities and differences through the

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

Human and physical geography describe and understand key aspects of:

o physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

o human geography, including: types of settlement and land use, economic activity, including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate

countries and describe features studied use the eight points of a compass, four and six-figure grid

references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

RE

Autumn What do Christians believe about God and incarnation? (Links with Christmas)

Belief – God Christians believe that “God is love” (1 John 4.8) – compassionate, all knowing (omniscient), everywhere at once (omnipresent), all powerful (almighty), pure, set apart (holy). Christians believe that it matters what people do. When people treat others badly (sin) it makes God upset and angry. Christians believe the Bible talks about what God is like and his relationship with people who believe in him. Raise and suggest answers to relevant questions in response to their enquiry into what Christians believe about God. Recognize that Christians use evidence to support their belief in God. Understand God loves His creation, and everything is created in harmony. Humans have a duty to care for God’s creation. They are the stewards of creation. Raise and suggest answers to relevant questions in response to their enquiry into the evidence Christians use to support their belief in God and the concept of stewardship.

Belief – Incarnation Know that the nativity is found in two gospels: Matthew (ch 1-2) and Luke (ch 1-2) Understand that the two accounts are told from different viewpoints (Mary and Joseph’s) Reflect on why there may be different accounts. The Bible account of the virgin birth supports the Christian belief that Jesus is both human and divine. Some Christians understand this symbolically and others literally. The nativity of Jesus concerns the incarnation of Jesus: literally “become flesh”. Incarnation is the belief that Jesus Christ is fully human and fully God. Identify how the belief that Jesus is “God is with us” helps a Christian in daily life. Christians pray because they believe that Jesus is with them to listen and to help.

Spring What do Jewish people believe about God, the Covenant and Torah? (Links with Passover)

Belief – God and the Covenant Know that Jews have coming of age ceremonies: Bar and Bat Mitzvah (for boys and girls, respectively). These are important because it marks the time when people become responsible for following the Torah. Know that Abraham is called one of the fathers of Judaism Know the story of Abraham who Jews believe was the first person to believe in one God: Abraham was rich and lived in Ur; the people worshipped many gods God speaks to Abraham and tells him to leave his home with 3 promises: a relationship with God, numerous descendants and landbut Sara is barren; with no scriptures or traditions, he puts his faith in God Understand that, for Jews, the covenant that began with Abraham is an important belief of a two-way relationship. Jews put their faith in God (not blind faith – Abraham often questions God) and God gives his blessings to Abraham and his descendants. Know that Yom Kippur is the holiest day in the Jewish calendar. This period starts with Rosh Hashannah and ends ten days later with Yom Kippur. It is during this time of fasting that Jews show how sorry they are, and attend the synagogue as often as

they can, listening to the Torah; for asking for forgiveness from those who they have wronged, forgive those who have wronged them and ask God to forgive them; saying, “And for all these, God of forgiveness, forgive us, pardon us, and grant us atonement”. Understand how Jews celebrate the Shabbat and why it is considered the most important festival: Timing of Shabbat, no work, but study, rest and leisure Time to celebrate belief in one God as creator Central rituals: Kiddush, lighting candles, wine shared, and bread cut Attendance at Synagogue and opening of Ark Dietary rules including kosher and trefah and separation of meat and milk. Raise and suggest answers to relevant questions in response to the concept of a covenant with God. Attempt to support their answers using reasons and/or information.

Belief: Torah Recall that Jewish scriptures are called the Tenakh, which are made up of 3 sections: Torah, Nevi’ism and Ketuvim. The word Tenakh, is made up of these 3 types of writing. Know that the Torah is the most important because it tells Jews what God is like and how they should live. Know that the teachings in the Torah are summed up in the Shema, which is kept on the doorpost of Jewish homes. It says “Hear O Israel, the Lord our God, the Lord is one …” Understand that there is also a collection of writings called the Talmud. These contain the teaching of rabbis over many years. It gives more details about how to put the rules found in the Torah into practice. Understand the meaning of Simchat Torah: a ceremony at the end of Sukkot, when the final part of Deuteronomy and the first part of Genesis is read to show that the reading of the Torah never stops. It reminds Jews that it is important to study and obey the Law throughout their lives. Raise and suggest answers to relevant questions in response to the idea of being able to put into practice the teachings of the Torah. Attempt to support their answers using reasons and/or information

Summer Islam and submission to Allah

Belief – Islam (Submission to the will of Allah) Understand that the Qur’an is the original and most basic source of God’s Law, but Hadith provide Muslims with the practical interpretations of how to apply the Qur’an to everyday life. Muslims believe Muhammad received instructions from Gabriel and so these are as valid as those in the Qur’an. Know that humans have the role of Khalifah, trustees of Allah’s creation. All things belong to Allah. Muslims have always studied nature for signs and wonders of Allah Understand that the practices of Zakat (giving) and Saum (fasting during Ramadan) illustrate the concept of Khalifah: Zakat (giving) is a duty (something you must do) not charity (something you might chose to do); it should be done anonymously, receiving no praise. Saum (fasting during Ramadan) is an act of learning to appreciate all that God has provided. Know the story of Bilal and understand why this story is important to Muslims: Bilal is a black African slave; refuses to obey his master to attack one of Muhammad’s followers who claimed that all people

are equal; while imprisoned, waiting to be punished, he became a Muslim; close to death he was sold to Abu Bakr one of Muhammad’s closest companions; Bilal was freed; Bilal became the first Muezzin (gave the first call to prayer at the first mosque in Medina and then at the Ka’aba). Meaning: this story emphasises that people should be judged not by their position in society or race, but on their commitment to obey Allah’s commands. That Allah alone is worthy of worship. Bilal exemplified his dedication to Allah, even risking his own life. He is a role model to Muslims. Raise and suggest answers to relevant questions in response to what they have learnt about the Islamic belief in submitting to the will of Allah. Attempt to support their answers using reasons and/or information

ART

Purpose of study Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Aims The national curriculum for art and design aims to ensure that all pupils: produce creative work, exploring their ideas and recording their

experiences become proficient in drawing, painting, sculpture and other art, craft and

design techniques evaluate and analyse creative works using the language of art, craft and

design know about great artists, craft makers and designers, and understand the

historical and cultural development of their art forms.Attainment targets By the end of the key stage, pupils are expected to know, apply and understand

the matters, skills and processes specified below.

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Pupils should be taught: to create sketch books to record their observations and use them to

review and revisit ideas to improve their mastery of art and design techniques, including drawing,

painting and sculpture with a range of materials (for example, pencil, charcoal, paint, clay)

about great artists, architects and designers in history.

DT

Purpose of study Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Aims The national curriculum for design and technology aims to ensure that all pupils: develop the creative, technical and practical expertise needed to perform

everyday tasks confidently and to participate successfully in an increasingly technological world

build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

critique, evaluate and test their ideas and products and the work of others understand and apply the principles of nutrition and learn how to cook.

Attainment targets By the end of the key stage, pupils are expected to know, apply and understand the matters, skills and processes specified below.

Through a variety of creative and practical activities, pupils should be taught theknowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].

When designing and making, pupils should be taught to:

Design use research and develop design criteria to inform the design of

innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make select from and use a wider range of tools and equipment to perform

practical tasks (for example, cutting, shaping, joining and finishing), accurately

select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and

consider the views of others to improve their work understand how key events and individuals in design and technology

have helped shape the world

Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more

complex structures understand and use mechanical systems in their products (for example,

gears, pulleys, cams, levers and linkages) understand and use electrical systems in their products (for example,

series circuits incorporating switches, bulbs, buzzers and motors) apply their understanding of computing to program, monitor and control

their products.

ICT

Purpose of study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitallyliterate – able to use, and express themselves and develop their ideas through, informationand communication technology – at a level suitable for the future workplace and as activeparticipants in a digital world.

Aims The national curriculum for computing aims to ensure that all pupils: can understand and apply the fundamental principles and concepts of computer science,

including abstraction, logic, algorithms and data representation can analyse problems in computational terms, and have repeated practical experience of

writing computer programs in order to solve such problems can evaluate and apply information technology, including new or unfamiliar technologies,

analytically to solve problems are responsible, competent, confident and creative users of information and communication

technology.

Attainment targets

By the end of the key stage, pupils are expected to know, apply and understand thematters, skills and processes specified below.

Pupils should be taught to: design, write and debug programs that accomplish specific goals, including controlling or

simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs; work with variables and various forms

of input and output use logical reasoning to explain how some simple algorithms work and to detect and correct

errors in algorithms and programs understand computer networks including the internet; how they can provide multiple

services, such as the world wide web; and the opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Autumn E-safety I am kind and responsible

Handling data Discovering my solar system (PURPLE MASH)

Technology in our Time

Exploring my world (TWINKL/GOOGLE EARTH)

Multimedia My sound, my mood (GARAGE BAND)

Spring E-safety I am safe

Handling data Measuring rainfall and my water usage (WEBSITE LINK FROM PLANNING)

Technology in our Time

Improve my web detective skills (KAHOOT or PADLET)

Multimedia My weather forecast (GREENSCREEN AND DIGITAL CAMERA/CLASS iPAD)

Summer E-safety I am healthy

Handling data Changing my materials (PURPLE MASH or SCIENCE JOURNAL)

Programming Logo my shapes (WEBSITE LINK FROM PLANNING)

Multimedia Presenting my persuasion (PURPLE MASH or PADLET)

FRENCH

Purpose of study Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Aims The national curriculum for languages aims to ensure that all pupils: understand and respond to spoken and written language from a variety of

authentic sources speak with increasing confidence, fluency and spontaneity, finding ways

of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation

can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt

discover and develop an appreciation of a range of writing in the language studied.

Attainment targets By the end of the key stage, pupils are expected to know, apply and understand the matters, skills and processes specified below.

Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.

The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.

Pupils should be taught to: listen attentively to spoken language and show understanding by joining

in and responding explore the patterns and sounds of language through songs and rhymes

and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions

and respond to those of others; seek clarification and help* speak in sentences, using familiar vocabulary, phrases and basic

language structures develop accurate pronunciation and intonation so that others understand

when they are reading aloud or using familiar words and phrases* present ideas and information orally to a range of audiences* read carefully and show understanding of words, phrases and simple

writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new

words that are introduced into familiar written material, including through using a dictionary

write phrases from memory, and adapt these to create new sentences, to express ideas clearly

describe people, places, things and actions orally* and in writing understand basic grammar appropriate to the language being studied,

including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how

these differ from or are similar to English.The starred (*) content above will not be applicable to ancient languages.

First year

Autumn Getting to know you All about me/ Christmas

Spring Food, glorious food Family and friends

Summer Our school Time

Second year

Autumn All around town On the move

Spring Going shopping Where in the world/Easter

Summer What’s the time Holidays and hobbies

Third year onwards

Autumn Getting to know you (next level) All about ourselves

Spring That’s tasty Family and friends

Summer School life Time travelling

MUSIC

Purpose of study

Music is a universal language that embodies one of the highest forms of creativity. A highquality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

Aims The national curriculum for music aims to ensure that all pupils: perform, listen to, review and evaluate music across a range of historical periods, genres,

styles and traditions, including the works of the great composers and musicians learn to sing and to use their voices, to create and compose music on their own and with

others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence

understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Attainment targets

By the end of the key stage, pupils are expected to know, apply and understand the matters, skills and processes specified below.

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

Pupils should be taught to: play and perform in solo and ensemble contexts, using their voices and playing musical

instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of

music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from

different traditions and from great composers and musicians develop an understanding of the history of music.

PE

Purpose of study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives.

Attainment targets

By the end of the key stage, pupils are expected to know, apply and understand the matters, skills and processes specified below.

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball,

cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve

their personal best.

Swimming and water safetyAll schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to: swim competently, confidently and proficiently over a distance of at least 25 metres use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] perform safe self-rescue in different water-based situations.

PSHE

Promoting the health and wellbeing of pupils and students has the potential to improve their educational outcomes as well as their health and wellbeing outcomes.

We will be using PiXL Primary Edge to deliver PSHE across the school.

The Primary Edge is an extensive suite of materials and strategies offered throughout PiXL to promote key life skills:

Character development Wellbeing E-safety

It is closely linked to other initiatives aimed at enhancing the culture of a school (A Mind to be Kind), and test preparation (Power to Perform).

We will be following QuickStart, which provides a detailed road map to help guide pupils throughout their school journey. It includes LORIC (the character development programme illustrated below), Mind to be Kind, Wellbeing and E-safety. QuickStart acknowledges the different challenges and milestones that pupils encounter each academic year. The roadmap gives a term-by-term breakdown, specifying which sessions could be taught when, whether they are about Character, Wellbeing, E-Safety or A Mind to be Kind and suggests the Edge teaching resources that could help.

Teachers can simply follow the relevant roadmap for the year group they are teaching; all the stated resources can be found in their year group’s directory under the QuickStart button on the PrimaryWise website. Everything you need is there for you, logically ordered and ready to use.

Overview

Autumn term – what makes me?

Spring term – where I fit in

Summer term – planning to succeed