Nursery to Y6 Breadth of Study

Breadth of Study

Nursery We offer a high quality broad and balanced curriculum which has 4 overarching principles and 7 key features of effective practice.

4 Principles

Theme Whole school Shared Text

Autumn I wonder what is special to me…

Just Because by Mac Barnett and Isabelle Arsenault Deliberately chosen texts (will be enhanced by other supporting texts chosen through the

The Sneetches by Dr Seuss

Nursery rhymes, All About me books from home, The Family Book – Todd Parr, We’re Going on a Bear Hunt – Michael Rosen, Room on the Broom – Julia Donaldson, Winnie the Witch – Valerie Thomas, Light in the Night – Marie Voight, Kindness Rules – Eunice Moyle, The Gruffalo – Julia Donaldson, Stick man – Julia Donaldson, We’re going on an elf chase – Martha Mumford

7 Key Features 1. The best for every child 2. High-quality care 3. The curriculum: what we want children to learn 4. Pedagogy: helping children to learn 5. Assessment: checking what children have learnt 6. Self-regulation and executive function 7. Partnership with parents Spring Summer I wonder what moves…

I wonder where we could go…

Throckley Values

How the Crayons Saved the Rainbow

by Monica Sweeney

A Sick Day for Amos McGee by Philip C. Stead

Bathroom Boogie – Clare Foges, Dr Potts, My Pets Have Spots! – Rod Hull, A Noisy Farm – Rod Campbell, Commotion in the Ocean – Giles Andreae, non-fiction texts about animals, Say Hello to the Snowy Animals – Ian Whybrow and Ed Eaves, All About Me books (revisit)

Exclamation Mark! By Amy Krouse Rosenthal

Amazing Grace by Mary Hoffman

Texts will be planned later in Spring Term after the direction of children’s learning has been established.

interests of the children)

Loose topics

Experiences

Must reads

Understanding the World

Myself, my family, my friends, my teddy bear, my favourite stories, kindness, magic, Christmas!

Oral health, Animals (Pets, Farm animals, Under the Sea, Jungle, Polar) Revisit week – ‘what I love’ Minibeasts, transport, Video interview with a vet! Dressing up day, sharing own pets from home virtually, real life objects.

All about me books, using Tapestry to share home experiences in classroom, visit to the forest, visit to school grounds.

We’re going to the dentist - Campbell Books How to brush your teeth with Snappy Croc – Jane Clarke and Georgie Birkett All about Me – Children’s personalised books Family Book Todd Parr We are going on a Leaf Hunt Steve Metzger The Light in the Night – Marie Voigt Foggy Foggy Forest – Nick Sharratt Whatever Next – Jill Murphy How to catch a star – Oliver Jeffers Owl Babies – Martin Waddell Peely Wally – Kally Stileman Egg to Chicken - Lifecycles Series Shark in the Park – Nich Sharratt Rumble in the Jungle – Giles Andreas Mad About Minibeasts – Giles Andreas At the beginning of their Nursery journey, As the weather changes children will reflect children will use their very special ‘All back on their experiences of Autumnal about Me’ books to make sense of their weather and discuss changes that they can own life and family. They will be see happening (trees, plants, weather). They encouraged to show an interest of the will have the opportunity to plant seeds and lives of their peers. Some focus will be on care for growing things. understanding that not all families are the

Topics will be planned later in Spring Term after the direction of children’s learning has been established.

Experiences will be planned later in Spring Term after the direction of children’s learning has been established.

Children will begin to understand how to respect and care for the natural environment and for all living things.

They will be aware that their school is based in Throckley and will begin to explore the local area and further afield.

Communication and Language

same as theirs and that differences should be celebrated.

Children will use their senses to explore their natural environment, taking into account seasonal change.

Listening, Attention & Understanding As children begin Nursery it is important that they learn the expectation for them to follow certain rules. This includes being able to listen and pay attention to a short story as part of a group. They need to realise that their peers enjoy the story more when it is able to be read without distraction. This also support children’s ability to understand what is happening in the story. Children will begin to learn the norms of having a conversation with others. They need to learn to take turns at being the speaker and the listener. We will support children with this skill when using our school talk rules.

Speaking Children will be exposed to new language through high quality talk, books and adult interaction. Children will be given ample opportunities to join in with familiar stories. Children are able to give a verbal response to their good morning during the register and will be able to ask an adult for support by saying please can you help.

Children are encouraged to make their

They will be encouraged to respect the natural environment and living things.

This could potentially link to animals and their habitats.

Listening, Attention & Understanding Children will build on their knowledge of story time rules and will know that they have to actively listen as they will be expected to respond to questions with relevant responses. Children are able to respond to simple why questions (Why is the girl sad?)

Listening, Attention & Understanding Children keep play going by responding to others with relevant questions, comments or actions.

Children are able to keep play going by responding to others with relevant questions, comments or actions.

Speaking Children are able to start a conversation with a friend or adult. Conversation will consist of turn taking and not one person doing all of the talking and the other just listening.

Children will begin to use talk to organise their play with peers.

Children are able to use talk to make their feelings known. They can seek support from an adult when they are finding something difficult or have had a disagreement with a peer.

Children are able to shift from one task to another if attention is gained by saying their name.

Children are able to listen to simple one step instructions and can demonstrate their understanding by completing the task asked of them. They will begin to follow an instruction that involves more than one part (put the yellow car on top of the box.)

Speaking Children will be able to organise their thoughts and use past and future tense when talking about their own experiences (I went to the park/ I am going to the park).

Children will begin to use ‘and’, ‘because’ and ‘or’ to join sentences (I like to go to the park and play on the

needs known to staff (thirsty, toilet, hot, cold etc.)

Personal, Social and Emotional Development

Physical Development

At the start of their Nursery journey, it is important that children are confident when separating from their main carer and joining their Nursery friends. Children will become familiar with the rules and expectations in Nursery and will be able to seek support from an adult when needed.

They will begin to access areas of the classroom independently and know where to look for different resources.

Children will begin to accept that other children may want to play with the same toy as them and will begin to understand the need to share and take turns. Children will be encouraged to demonstrate friendly behaviour towards others.

Gross Motor We will begin the year by getting children used to the new school environment and outdoor area. They will be encourage to try out their climbing skills using the climbing frame in the garden. Confidence will grow as children become more comfortable taking risks in a safe environment. They will encounter stairs if they visit the upstairs ICT suite or visit the school field. They will be taught how to safely navigate the stairways.

slide. I like to go to the park because it is fun) Children will be able to play alongside others in a friendly manner and they will keep play going by responding to what others say or do, with relevant actions or responses.

Children are encouraged to stay at an activity for a longer period of time aiming to complete something they have set out to do.

Children understand the rules in Nursery and are encouraged to follow them, this includes finding solutions when problems arise with peers. Children are beginning to identify their own feelings.

Children will be encouraged to understand how their actions impact others. They will be supported to think about the feelings of others and how to recognise when their friends are happy, sad, worried or angry.

Children are able to talk about what they are good at and celebrate when they have achieved success.

Children will learn about healthy food choices and will understand the need to look after their own personal hygiene (washing hands, coving mouth when coughing, wiping nose).

Gross Motor PE sessions and outdoor learning will allow children to develop fundamental movement skills (crawling, walking, jumping) when using climbing and balancing equipment.

Gross Motor Now that most children can more confidently in a variety of ways, we will be working on navigating and negotiating spaces.

There will be opportunities for children to master their balance skills when riding on balance bikes and trikes.

Children will develop ball skills (rolling, throwing, catching and bouncing). They will be able to move through a sequence of movements linked to music and rhythm. They will understand the words follow, lead and copy.

Fine Motor

Fine Motor

PE sessions and outdoor learning will allow children to test out their skills when moving in a variety of ways.

Children staying for school lunches will continue to develop their skills when using cutlery to eat their lunch.

Fine Motor Children staying for school lunches will be encouraged to use cutlery to eat their lunch. As they year goes on they will be encouraged to try and use a knife to cut up their own food.

In class, children will be supported to develop their cutting skills – using scissors competently to make snips in paper before progressing to cutting along a straight line.

Children will have an abundance of opportunities to develop their fine motor skills. This will include using malleable materials to squeeze, roll and shape. Staff will observe children to identify their dominant hand and will support children to hold writing equipment using the correct pencil grip. They will be encouraged to draw lines and anticlockwise circles.

Literacy

Word Reading and Comprehension In Nursery we take the beginning steps in inspiring our children to be lifelong learners and avid readers. We want to encourage a love or reading from an early age therefore it is essential that our children are immersed in high quality texts as soon as possible.

Children will be encouraged to listen to short stories with increasing attention and

Children will continue to develop pencil control, correctly holding their pencil to make marks on paper. They will be encouraged to form the letters in their name correctly (starting with the initial letter and adding more when they are ready).

As we continue to inspire children to love reading we will share carefully chosen texts in small groups and as a whole class. Children will begin to be aware of how stories are structured and will be able to say who the main characters of the story are. Simple questions will be asked to ensure children understand what they are listening to.

Children understand that print has meaning through text in the environment, their names

Children will be challenged to demonstrate the skills they have acquired through a range of exciting activities. They will be able to use tweezers with skill to manoeuvre increasingly tricky objects.

Children will continue to be supported to develop their cutting skills – using scissors competently to make snips in paper before progressing to cutting along a straight line and trying out more complex shapes Children will be able to test out their fine motor skills when fastening zips and buttons.

During story time children will be able to talk about significant events that take place in stories (the wolf blows the house down, jack climbs the beanstalk).

They will begin to know some books tell us facts about real things and these are called non-fiction books.

Children will be able to confidently recognise their own name. Children will begin to identify the initial phoneme in

will begin to repeat and use actions, words or phrases from familiar stories.

Children will be excited to find out about their special letter and will work hard to be able to recognise it. They will listen to and name sounds in the environment.

Mathematics

Writing Children will have ample writing opportunities where they are able to make marks and work on using the tripod grip when using their pencil. They will begin to form their special letter.

Number Numbers are all around us in Nursery and we have numerous opportunities to hear grown-ups counting and see them assign one number to each person when checking how many people are in their lines.

Children will begin to use this knowledge when they learn how to count physical objects.

Children will learn how to effectively count physical objects. They will be encouraged to line the objects up, touch count and assign one number to each object. They will begin to understand cardinality and will be able to tell a grownup the answer to the question “How many?”

and stories. They will know that we follow text from left to right and be able to turn the pages of the book when enjoying books independently.

Children will be encouraged to give meaning to the marks they make through different writing opportunities. They will begin to write some recognisable letters from their name.

Number Children will continue to learn how to effectively count physical objects. They will be encouraged to line the objects up, touch count and assign one number to each object.

They will begin to understand cardinality and will be able to tell a grown-up the answer to the question “How many?”

Children will begin to learn about the composition of numbers to five using Numicon and counters to visualise (Children understand that 3 can be made up by using a 2 piece and a 1 piece of Numicon, or three 1s).

Numerical Patterns

words and will begin to take part in games and learning opportunities that include oral blending.

Children will confidently give meaning to the marks that they make. Their drawings will start to represent their initial idea.

Number Children will be encouraged to make marks and use symbols to represent correct amounts. Children know that things we cannot hold can be counted such as claps and stomps.

Children will continue to practise their counting skills and matching amounts to numerals and numerals to amounts.

Children are beginning to be able to recognise amounts without having to count them (subitising).

Numerical Patterns Children will explore repeating patterns and be encouraged to continue them.

They will begin to spot errors in simple repeated patterns.

Numerical Patterns Children will be taught songs that focus on counting forwards. The will be able to recite numbers in order to 5 and can hold up fingers to show 1, 2 and 3.

Expressive Arts and Design

Creating with materials Children will explore different materials and textures. They will be taught to add glue to smaller pieces of material before fixing it to the larger piece. They will be encouraged to be responsible for the resources they use to support them in becoming effective self-managers (OWL).

Children will learn how to make marks on paper using a selection of different paint (poster, powder and watercolour).

Being imaginative and expressive Children will learn how to actively listen and pay attention to different sounds in the environment. They will have opportunities to participate in role play linked to familiar situations. Building on their own experiences.

Creating with materials This term we will encourage children to think about what they would like to create using different materials. Adults will guide children through the planning process so that they can achieve their planned outcome. Children will be taught to use scissors to make changes to materials and will explore the different ways of joining those materials together.

Being imaginative and expressive We will continue to build on the children’s repertoire of Nursery Rhymes. We will listen to pieces of music that allow the children to respond to what they have heard, expressing their thoughts and feelings.

Children will continue to place numbers in the correct order and are able to recognise when a number is missing from a number line.

Creating with materials Children will explore a variety of different colours and will learn that they can add white to make lighter shades. Children will continue to explore different ways of joining materials using more complex methods such as; staples, treasure tags and split pins. They will be encouraged to make props that they can use in their imaginative play.

Being imaginative and expressive Children will be taught to listen and respond to instructions when playing instruments. They will be taught to change the dynamics and tempo while playing (loud and quiet, fast and slow).

Long Term Plan Reception We offer a high quality broad and balanced curriculum which has 4 overarching principles and 7 key features of effective practice.

4 Principles

Overarching Theme Whole school Shared Text

Deliberately chosen texts

Autumn

Understanding our place in the world

7 Key Features

1. The best for every child 2. High-quality care 3. The curriculum: what we want children to learn 4. Pedagogy: helping children to learn 5. Assessment: checking what children have learnt 6. Self-regulation and executive function 7. Partnership with parents Spring Summer

Broadening horizons

Aspiring to Achieve

Throckley Values

Just Because by The Sneetches by Mac Barnett and Dr Seuss Isabelle Arsenault The invisible string – Introduction to reception Farmer Duck – Working as a team.

The colour monster goes to school – How to deal with feelings in the classroom Whoever you are – What makes us the same and what makes us different

How the Crayons A Sick Day for Saved the Rainbow Amos McGee by

by Monica Sweeney Philip C. Stead The Three Billy Goats Gruff - STEAM The Runaway Wok – Chinese New Year Jack and the Beanstalk - Growing Monkey Puzzle - family Chickens aren’t the only ones – animals that lay eggs.

Handa’s Surprise – Animals in other countries.

Exclamation Mark! By Amy Krouse Rosenthal

Amazing Grace by Mary Hoffman

Rosie’s Walk – observing the world around us.

Loose topics Flashback Experiences

Bright Stanley – Underwater animals.

Mr Wolf’s Pancakes – Festivals - Easter Seasons

A walk in our local area (urban) NHS oral hygiene nurse Caring for a pet fish Care homes for Christmas (rural) Online panto

Farm trip (rural) Ibstock building site (urban) Allotment (rural)

Beach experience (coastal) Maritime centre Newbiggin (Coastal) Police officer visit Butterfly hatch Lifeboat experience (coastal)

Rich stories

The Dot by Peter H Reynolds Rain Before Rainbows by Smriti Halls Starting School by Allan Ahllberg How to catch a star by Oliver Jeffers

The gingerbread man – Traditional The Three Billy Goats – Traditional The Three Little Pigs – Traditional What the Ladybird Heard – Julia Donaldson

Traction Man – Mini Grey The Very Hungry Caterpillar – Eric Carle Poems From A Green & Blue Planet – Sabrina Mahfouz

Must reads

1x story linked to oral health

Understanding the World

Supertato by Paul Linnet, Elmer by David McKee, Handas Surprise by Eileen Browne, Oi Frog by Kes Gray, All aboard for the Bobo Road by Stephen Davies, Chickens aren't the only ones by Ruth Heller, You can't take an elephant on the bus by Patricia Cleveland-Peck, Naughty bus by Jan Oke, I am a tiger by Karl Newson.

Talk about the lives of the people around them and their roles in society. We will talk about the significant people in their life and people who are important to them in their community. Children will develop an understanding of yesterday, today and tomorrow through use of class displays and the daily dashboard. Children will also take part in a number of cultural themed days which celebrate different religions from across the world.

Children will begin to learn about the concept of ‘the past’ through settings, characters and events encountered in books read in class and storytelling. Children will learn about different countries, religions and ways of life. Through a focus on traditional tales, children will be exposed to a growing number of animals, and they will learn about their natural habitats and how they grow.

Children will know and explain some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.Children will take part in careers day and learn about different occupations. They will also take part in STEAM week that focuses on science, technology, engineering, art and maths.

Children will be able to talk about Throckley as a village and have a walking tour of places of significance. Children will learn about change in their natural environment through trips to the allotment and be able to observe the affects that seasonal change have on the environment.

They will use non-fiction texts (atlas, geography themed books) to learn about different countries of the world.

They will learn how to use the internet properly and how to stay safe through internet safety day.

Children will draw on their experiences across the year to enhance their learning and start to reflect on these experiences when transitioning to year 1.

Historical concept - Civilisation

Historical concept - Empire Children will learn how to respond to an instruction that has more than one part.

They will respond to what they are asked with relevant answers and create questions of their own. They will be more able to talk about their feelings with confidence to a familiar adult and their friends. They will be taught ways to respectfully agree and disagree with their peers through whole class appraising exercises.

Historical concept - Innovation Children will develop ways to use question words who, what, why, when and how and how they can respond appropriately. They will start to use past and present tense when talking and writing and learn about using the suffix ‘ed’.

Children will be able to resolve conflicts independently by using talk strategies that they have learned throughout the year.

Children will begin to recognise the emotions of other children and respond accordingly.

Strategies will be taught through whole class learning. Children will be encouraged to complete independent activities with a focus on resilience. Children will begin to gather

Children will learn about oral hygiene and be visited by an oral health nurse to talk about healthy teeth. They will also learn about healthy food choices.

Children will play and learn alongside other children in house groups and learn to play co-operatively.

Communication Children will learn how to use talk and Language partners and work within groups. They

will be assigned colour groups that they will work alongside during various activities. Children will learn ways of regulating their emotions and lean how to articulate their feelings by using feelings boards and zones of regulation. Children will also learn about the word ‘because’ and know how to use it in a sentence.

Children will continually learn new vocabulary that is relevant and subject specific to the theme of the learning. Some vocabulary will be incidental, depending on class book and will be added to class working wall.

Personal, Social and Emotional Development

Children will begin to identify how they are feeling when coming in to school by using pictures to describe their emotions.

This will help identify those that are in need of further support for their emotional wellbeing. Children will come in to school showing no challenging behaviours and

Physical Development

learn how to line up correctly outside the classroom. Children taught how to transition through school sensibly and know about the high expectation on behaviour. Children will work alongside their teacher to create a class ‘code of conduct’ that they will work within.

Children will understand the use of the ‘track it’ system for monitoring behaviour.

They will learn and use the names of their peers and their teachers.

and use the resources they need independently and be more self-sufficient.

Children will learn how to respond to feedback. Children will learn how to listen to the opinion of others and be supported to join in whole class discussions when asked.

They will learn about conflict resolution through talk. Children will practise turn based games.

Children will play more turn based games with more than one participant.

Children will work alongside children who are completing similar tasks in ‘sets’ according to progression needs.

Children will begin to offer answers/opinions independently without the need for direct questioning.

Children will work on their gross motor skills by manoeuvring through obstacles in a safe manner. They will learn about special awareness and having enough space to complete actions without causing harm to others. Children will manage different terrains whilst exploring the school grounds and the different terrains of their local area.

They will improve their fine motor skills by learning how to use cutting tools with a finger and thumb. They will cut straight lines. They will start to use cutlery in the role-play area to help with meal times.

Children will hold a pencil using grip it, pick it, flick it strategy and begin to learn how to form graphemes in accordance to their phonic progress.

Children will take responsibility for their safety and measure risk accordingly when negotiating different obstacles. They will take part in daily dance activities and build muscle strength through breathing, stretching and warming up.

Children will continue to receive high quality grapheme instruction and intervention to ensure correct formation of letters. Think pinks will be made in books with a formation focus and children will be expected to respond to these. Children will be able to form clear ascenders and descenders when writing and use an anti-clockwise hand motion when forming certain letters. Children will be able to cut zig-zag lines.

Children will be able to independently undress and dress themselves in a P.E kit. They will be able to put on and zip up their own coat. Children will have more stamina to write more developed and coherent sentences that are formed correctly. Writing equipment will be available in each area of the provision to provide independent writing opportunities.

Children will use paintbrushes in the same way as they hold a pencil and colour/paint in between lines consistently. Children will be able to cut lines that are curved.

Literacy

Children will begin to understand that information can be retrieved from print.

They will listen to quality stories that are linked to their interests. Children will start to familiarise themselves with the reception must reads and be able to access them within the provision. Children will be able to make use of the working wall when referencing the story of the week. The children will learn about the roles of an author and illustrator.

Children will begin to recognise familiar sounds in their environment. Children will begin to segment and blend phonemes into words. They will also be provided with tricky word sheets focusing on the words a, the and I. Children will listen to rhyming couplets and start to identify rhyming words.

Children will continue to listen to a wide variety of high quality texts and use the language they hear in their independent play. Children will continue to learn individual sounds and some digraphs.

Children will have books that correspond with their phonic knowledge. Children read alongside an adult a minimum of twice weekly. Children begin to read words in small sentence sand phrases. Children use prediction within a text to say how they think a story might end. They link themes to other stories they may have heard or read.

They spot similarities and differences with their own lives and the lives of characters in their stories. Children talk about the main character in the story.

Children can reflect on the stories they have read or listened to in class and can make reference to important characters from the stories. They can talk about a story settings and use adjectives to describe it. Children continue to use vocabulary that they have learned through text in their independent and group play. Children are able to confidently retrieve information from the working wall. They will read with more confidence building fluency and comprehension through individual and guided reading. They will read more high frequency words in line with RWI programme. When children write, they re-read to make sure it makes sense.

Writing opportunities

Writing opportunities

Writing opportunities

Children will begin to form the letters in their name copying from labels. They will be expected to put this on the back of each piece of work. Children will be given

Children will continue to develop name writing including capital letters in work and in event specific situations like birthday cards, Easter cards.

Children will continue to write words that they have learned and be able to attempt unfamiliar words which are phonetically plausible. Writing is more independent and children know how to

Mathematics

additional name cards to practise formation using rhymes rom RWI. Children will begin set 1 of RWI focusing on formation of phonemes and graphemes.

Some children will start to write CVC words during adult led activities.

Children will have writing opportunities through independent play time.

Children will begin to write CVC/CCVC/.CVCC words in independent and adult led activities.

Some children will begin to write short phrases and simple sentences.

respond to feedback and make corrections in their work. Children begin to use some trigraphs and split digraphs in their writing. Children continue to use writing tools available in the provision.

Number Children will begin counting numbers to 4. They will begin Identifying different representations of number and creating their own and be able to say one number for each numeral.

Children will start to subetise (identifying an amount without counting) numbers to 4.The will know how to change numbers by adding one more or taking one away.

Number Children will learn about the number 0 and how it is represented. They will continue to build knowledge around subtraction and taking numbers away by counting back.

Children will find different compositions of the numbers 4 and 5 and their number bonds before moving on to represent numbers 6-10. They will begin counting forward from a given number up to and start to use 10 frames to identify amount and their relation to 10.

Number Children will count beyond 20 using chants and songs. Children will learn about numbers up to 100 and see how they are represented.

Children will order numbers to 10 forwards and backwards.

Children will change the quantities of groups by adding more or taking away using pictorial and abstract.

Numerical Patterns Children will begin to use the language of 1st, 2nd and 3rd in different situations.

They will start to sort according to number (e.g. this animal has 4 legs, this one has 2.)

They will explore shape and learn about circles, squares and triangles and their properties. Children will begin to use positional language of next to, behind, in front, under and over. They will also create their own patterns using objects/colours.

Numerical Patterns Begin to look at weight and use the terms heavy and light. They will explore capacity and use the terms empty, full and words associated with volume. They will then begin to use words associated with length and height and measure using non-standard units. Children begin to use the names of days in the week and months in the year that are significant to them.

Numerical Patterns Children will learn the pattern of doubling numbers.

Children will build numbers beyond 10 by following the numerical pattern of number and counting. Children can share amounts and say if they are equal. Children can identify 2d and 3d shapes in the environment.

Maths texts Expressive Arts and Design

Children will start to use scissors independently to make changes in different materials. They will work on opening and closing their fingers to make a cut in a material.

Children will learn to use glue sticks and PVA glue to stick materials together. They will learn how to rotate the glue stick to access the glue and how to clean glue off the spreader. Children will use various 3d materials to combine and make structures.

Children will sing songs and chant rhymes and use movement as an expression of feeling according to a piece of music. They will learn the terms loud and quiet and respond accordingly.

Children will have experience mixing colours and creating pieces of artwork using a variety of mediums.

Children can craft with a purpose in mind and have some idea of the design process before beginning. They collect their resources prior to beginning Children will colour and paint within an construction and change/alter outside line consistently. Children will become accordingly. more confident representing people and objects using drawing and painting skills.

Children create props that they use in their independent play and can be Children will find different ways of making included within the continuous music using a variety of musical instruments. provision. They continue to make more They will join in with familiar songs and identifiable representations of objects dances that they have learned in school or at and people. home.

Year 1 Breadth of Study

Autumn

Whole School Shared Text

Value

Spring

Summer

Learning

Respect

Teamwork

Caring

Pride

Success

Just Because by Mac Barnett & Isabelle Arsenault

The Sneetches by Dr Seuss

How the Crayons Saved the Rainbow

by Monica Sweeney

A Sick Day for Amos McGee by Philip C. Stead

Exclamation Mark! By Amy Krouse Rosenthal

Amazing Grace

by Mary Hoffman

History

History Enquiry

Terrific Trains!

How do we get around?

How have explorers changed our lives?

What is special about the British Monarchy?

Linked Historical Concept: Innovation

Linked Historical Concept: Civilisation, Innovation

Linked Historical Concept: Empire

Significant People: George Stephenson

Significant People: Neil Armstrong and Mae Jemison

Significant People: Queen Elizabeth II

Geography

Geography Enquiry

What is the weather like where we live?

Linked Geographical Concept: Climate

What makes our world so wonderful?

Linked Geographical Concept: The UK and The Wider World

Where do different animals live?

Linked Geographical Concept: The Wider World and Climate

Significant People: John Dalton Significant People: Chris Packham

Year 1 Breadth of Study

Studied Texts

English

Writing Opportunities Driven by Class Text or Wider Curriculum

To describe: Write simple sentences to match a picture.

To describe: Use senses to write sentences that include adjectives to describe Little Red’s journey through the forest.

To inform: Write simple instructions explaining how to make soup.

To entertain: Rewriting and changing a poem.

To inform: Write facts about trains.

To inform: Write a newspaper report about Penguinaut landing on the moon.

To entertain: Rewriting and changing a poem.

To describe: Write about a perilous journey in Throckley.

Humanities - How have explorers changed our lives?

Humanities – George Stephenson To inform: Write a list of things we would take on a journey around the world and explaining the reasons for our choices.

Humanities – How do we get around?

To inform : Write simple instructions explaining how to decorate a Christmas tree.

To entertain: Diary entry about train journey.

Humanities – How do we get around?

To entertain: Innovate and write own version of the story.

To entertain: Change the ending of a story.

To describe and persuade: Design and describe their own pair of knickers for the Queen to wear at an event of their choice.

Persuasive element - Why should the Queen wear their knickers?

Humanities - What is special about the British Monarchy?

To entertain: Innovate and write own version of a story with own sea creature.

To inform: Write a Fact file about animals studied in science/humanities

To entertain: Retell The Easter Story.

Science – Animals including Humans

RE – The Easter Story

To entertain: Write a postcard about own experience.

To describe: Describe our dreams and aspirations.

PSHE - Careers

To entertain: Write a shape poem about lions.

Studied Poetry

Year 1 Breadth of Study

Mathematics

Maths

Number – Addition and Subtraction (within 20) Children will be introduced to fact families and number bonds to 10. Children will add and subtract numbers 0-20.

Number – Place Value (within 10) Children will be introduced to the concept of parts and wholes. Children will count, read, write, order and compare numbers 0-10.

Number – Addition and Subtraction (within 10) Children will be introduced to fact families and number bonds to 10. Children will add and subtract numbers 0-10.

Number – Addition and Subtraction (within 10) Continued Geometry - Shape Number – Place Value (within 20) Children will be introduced to the concept of parts and wholes. Children will count, read, write, order and compare numbers 0-20.

Build on Place Value within 10 (Autumn 1)

Build on addition and Subtraction within 10 (Autumn 1) Number – Place Value (within 50) Children will be introduced to the concept of parts and wholes. Children will count, read, write, order and compare numbers 0-50.

Geometry – Position and Direction Children will doing a lot of practical work to describe turns and positions, including whole, half, quarter and three quarter turns.

Measurement – Length and Height Children will do a lot of practical work measuring and comparing lengths and height whilst building on prior learning of place value.

Measurement – Weight and Volume Children will measure and compare weight/mass and volume/capacity. Children will use real life examples to develop their understanding of the world around them.

Build on Place Value within 20 (Autumn 2) Consolidation Children will recall and revisit their learning throughout the year so far to ensure they have made and maintained progress across all domains.

Consolidation Children will recall and revisit their learning throughout the year so far to ensure they have made and maintained progress across all domains.

Number – Multiplication and Division Children will learn to count in 2s, 5s and 10s, as well as looking at equal groups, arrays, doubles and sharing.

Number – Fractions Children will be introduced to recognising and finding a half and a quarter.

Number – Place Value (within 100) Children will be introduced to the concept of parts and wholes.

Children will count, read, write, order and compare numbers 0100.

Build on Place Value within 50 (Spring)

Measurement – Money Children will be recognising and counting in coins focusing on 1p, 2p, 5p, 10p to build on understanding of 1s, 2s, 5s and 10s.

Measurement – Time Children will focus on time to the hour and half hour whilst beginning to write and compare time. There will be a big focus on dates throughout the year.

Consolidation Children will recall and revisit their learning throughout the year to ensure they have made and maintained progress across all domains.

Science

Year 1 Breadth of Study

Science

Seasonal Changes Children will observe the seasons change; associated weather; day length

Everyday Materials Children will sort materials/objects; name everyday materials; group by property Builds on different textures of materials; features of classroom environment (EYFS)

Builds on the use of a daily weather chart (EYFS)

Animals Including Humans Children will identify common vertebrates; carnivores, herbivores and omnivores; structure of animals; link human body parts to senses

Plants Children will identify and name plants; different trees structure of plants Builds on naming common plants; planting a seed (EYFS)

Builds on names of common animals; life cycle of a butterfly (EYFS)

Working Scientifically Investigations Assessment & consolidation of prior knowledge

Weather and seasons (Y1)

Working Scientifically will not be taught discretely but will be taught across the year in line with statutory expectations. Children will work across five strands within working scientifically, including: Explaining Science; Classification; Designing Experiments, Data, Tables and Graphs; Interpreting Results.

Computing

Digital Literacy

Information Technology

Project Evolve

iLearn 2

Information Technology

Computing

Computer Science Mouse and Keyboard Skills (Build on EYFS Mouse and keyboard skills)

Self-Image & Identity Online Relationships

Text and Images

Online Reputation

Comic Creation

Online Bullying

Music Creation (Build on Managing Online EYFS Early Digital Music) Information 3D Design

Privacy and Security

Digital Art (Build on EYFS Digital Art and Design)

Text and Images (Autumn

Mouse and Keyboard Skills (Autumn Y1) Studio Code – Course A

Copyright & Ownership (Spring Y1) iPad Using a tripod for photos (Build on EYFS)

Sequencing (Build on EYFS) Loops Events

Green Screen

Consolidation Children will recall and revisit their learning throughout the year to ensure they have made and maintained progress across the three strands.

Creating one image on one green screen background

Y1) Copyright & Ownership

Class teachers to ensure online safety (Digital Literacy) is taught discretely in the Autumn term but also incidentally to respond to the needs of their class.

Class teachers to provide opportunities for children to apply skills in using PCs, iPads and Chromebooks across the curriculum.

Year 1 Breadth of Study Art

Art

Drawing - Line and Texture Explore materials and tools for mark making.

Builds on children being able to hold drawing tools correctly (EYFS) Painting – Colour and Tone Explore mark making with paint using primary colours.

Printmaking – Line and Pattern Explore resist and relief block printing, negative stencils and clay slabs.

3d – Form and Shape Use natural and manufactured materials.

Create plaster casts from clay impressions.

Builds on using natural and manufactured materials (EYFS)

Textiles – Pattern and Texture Explore weaving with natural and manufactured materials.

Explore wrap, tie, knot and peg techniques for fabric dying.

Collage – Texture Explore the visual and tactile qualities of natural and manufactured objects.

Builds on positioning their paper according to whether they are left handed or right handed (EYFS) DT

DT

Cooking and Nutrition – Moon Rocks Recipe writing / Instructions

Construction – Space Buggies Selecting Materials

Builds on knowledge gained from making projects including bread, gingerbread men (EYFS)

Structures – Bridges Design Criteria

Humanities – Neil Armstrong

PE

Run, Jump, Throw PE

Dance Gymnastics Agility, Balance and CoOrdination

Agility, Balance and CoOrdination

Builds on fundamental skills (EYFS)

Builds on fundamental skills (EYFS)

Agility, Balance and CoOrdination Builds on fundamental skills (EYFS)

Attack, Defend, Shoot

Send and Return

Hit, Catch, Run

Throwing and Catching

Throwing and Catching

Throwing and Catching

Builds on fundamental skills (EYFS)

Builds on fundamental skills (EYFS)

Builds on fundamental skills (EYFS)

Year 1 Breadth of Study

RE

RE

How is belonging expressed and demonstrated?

Children relate their own understanding of belonging to what believers from different from different traditions understand about belonging. They look at how Christians in particular express their sense of belonging, community and identity and at how the church welcomes children into its family.

Builds on understanding of belonging covered in EYFS

M u s i c

PSHE - Relationships

Christmas and Hannukkah: what is precious?

The focus of this unit is the theme of religious celebration through exploration and experience of the major festivals of Christmas and Hannukkah.

The starting point is the familiar practise of giving gifts at Christmas, shared by most Christians and people from a secular background; then explores the Christian belief that Jesus is God’s gift to and the light of the world.

The unit explores the origins and some of the practises associated with the Jewish festival of Hannukkah, including the key religious symbol of light.

What is Easter?

The focus of this unit is the theme of religious celebration through exploration and experience of the major Christian festival of Easter.

The unit begins with the first Easter day stories and explores the Christian belief that Jesus brings new life and is God’s Gift to the world.

Builds on understanding of Easter covered in EYFS.

What is the Bible and why is it important to Christians?

Children will learn about the importance of the Bible and about some of its contents through exploration of some well-known characters and stories. The stories are used as a vehicle for discussing concepts such as faith, faithfulness, obedience, trust, making and keeping promises, responses to encounters with God and relationships with God.

Music

Judaism: Judaism: Torah and Shabbat Beliefs and Practice What is special to Jewish Why is Moses so important people? to the Jewish faith?

Children are introduced to the Sefer This unit outlines the key Torah (The Torah scroll), which is beliefs and practises in the focal point of Jewish worship Judaism, emphasising current and the source of Jewish teaching, practise while giving children custom and practice. Children learn the opportunity to learn about about how the Torah is regarded the historical foundation of the and treated and why it is so religion. Children have precious to Jewish people. They opportunities to express their have opportunities to consider own feelings about these what rules and teachings influence beliefs and practises. their own lives and what they value.

Year 1 Breadth of Study Charanga Module: In The Groove Ukelele Charanga Module: Hey You! Begin to internalise, understand, feel, and know how the dimensions of music work together. Focus on Warm-up Games. Pulse, rhythm, pitch, tempo, dynamics.

Start to sing, learn about singing and vocal health. Begin to learn about working in a group/band/ensemble Begin to explore and create your own responses, melodies and rhythms through musical games.

Musical Strands Listen & Appraise Talking about the music we listen to and beginning to use musical vocabulary in our descriptions.

Singing Sing in tune within a limited pitch range, and perform with a good sense of pulse and rhythm.

Charanga Module: Your Imagination Musical Strands Listen & Appraise Talking about the music we listen to and beginning to use musical vocabulary in our descriptions.

Singing Singing alongside others as part of a group/ensemble and begin to understand how the musical outcomes are better when doing so.

Ukulele unit specific focus/opportunities All revisited throughout the year to build on previous knowledge and embed skills/vocabulary.

Humanities link: Geography – What is the weather like where we live?

Improvisation Begin to explore and create your own responses, melodies and rhythms Play as part of a whole class band/ensemble and know when to start and stop by following musical cues.

Musician/music link – Fog on the Tyne - Lindisfarne Performance Showing what the children have learned on the ukulele.

Singing as part of the Christmas performance.

Performance Performance to include skills/knowledge learned in previous modules.

Listening and appraising Mixed styles and listening to songs/music about using your imagination –Discussion around whether music is a survival mechanism.

PSHE Relationships

Physical Health and Mental Wellbeing

PSHE

Mental Wellbeing – How can we recognise feelings?

Health – How can we be active, eat well and make sure we protect our skin in the sun?

Internet Safety and Harms – Why do people use the internet?

How much time should I spend online?

Families and people who care for me – What is a family?

What does my family look like?

How does my family make me feel?

Caring friendships – What is a friend?

How can I be a good friend?

Respectful relationships – How can I show respect to others?

What can I do when someone is making me feel sad?

Online relationships – How do I stay safe online?

Being Safe – How can I stay safe?

Living in the Wider World Belonging to a Community – What communities/ groups do I belong to?

Economic Wellbeing – What can we do with money?

How do I keep my money safe?

Careers – What could I be when I grow up?

Year 2 Breadth of Study

Autumn

Whole School Shared Text

Value

Spring

Summer

Learning

Respect

Teamwork

Caring

Pride

Success

Just Because by Mac Barnett & Isabelle Arsenault

The Sneetches by Dr Seuss

How the Crayons Saved the Rainbow

by Monica Sweeney

A Sick Day for Amos McGee

by Philip C. Stead

Exclamation Mark! By Amy Krouse Rosenthal

Amazing Grace

by Mary Hoffman

History Enquiry

History

Why was Grace Darling a hero?

Linked Historical Concept: Empire, Civilisation Significant People: Grace Darling.

Why will we remember David Attenborough?

Who was to blame for the Great Fire of London?

Linked Historical Concept: Innovation

Linked Historical Concept: Civilisation, Innovation

Significant People: David Attenborough

Significant People: Samuel Pepys

Geography Enquiry

Geography

What will we see if we visit London?

What is special about our local coastline?

Linked Geographical Concept: The UK

If you go down to the woods today, what will you discover?

Linked Geographical Concept: The UK

Linked Geographical Concept: The Wider World

Significant person: Sir Christopher Wren Careers Link: Architect.

Year 2 Breadth of Study

Studied Poetry

Writing Opportunities Driven by Class Text or Wider Curriculum

Studied Texts

English

To Discuss: Why is Super worm a hero? Character descriptions.

History – What makes a hero?

To Entertain Building a short story with a beginning, middle and end.

History – What makes a hero?

To Entertain: Free verse poerty History – What makes a hero?

To Entertain: A diary entry from the point of view of a character living in a lighthouse.

Geography – UK coastlines To Inform: Instructions for a disgusting sandwich.

To Persuade: An advert featuring a coastal setting description Geography – UK coastlines

To Entertain Talk for writing/story mapping Narrative story writing To discuss Recycling- something related to this To inform Non-chronological report about an animal Science – Living things and their habitats To persuade Letter from an animal about protecting their habitat Science – Living things and their habitats To inform Biography of David Attenborough History – Why will we remember David Attenborough?

To inform Deatiled character/setting description within a book review To entertain Narrative – What happens next in the story?

To discuss Setting description of the great fire of London/Did the setting cause the fire to spread?

History – Who was to blame for the Great Fire or London?

To entertain Poetry inspired by the Owl and the Pussycat To persuade Advert to show why Paddington should visit London Geography – What will we see on our visit to London?

Year 2 Breadth of Study

Maths

Mathematics Number – Place Value Children will count in steps of 2, 3, and 5 from 0 and in tens from any number, forward and backward. They will recognise the place value of tens and ones. They will learn to compare and order numbers from 0 - 100, use <, > and = signs and read and write numbers to at least 100 in numerals and in words.

Number – Addition and Subtraction Children will use concrete objects and pictorial representations to apply to mental and written methods including 2 digit and ones, 2 digit and tens, two 2 digit numbers, adding three 1 digit numbers and show that addition can be commutative but subtraction cannot.

Measurement - Money Children will recognise and use symbols £ and p), combine amounts to make a value and find different combinations of coins that equal the same.

They will solve simple problems in a context involving addition and subtraction of money, including giving change.

Number – Multiplication and Division Children will recall and use × and ÷ facts for the 2, 5 and 10 times tables and recognise odd and even numbers. They will write ×, ÷ and = signs within calculations. They will learn about commutative law and solve problems using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Number – Multiplication and Division Children consolidate the 2, 5 and 10 times tables. They will link the 5 times table to the divisions on the clock face.

Statistics Children will interpret and construct simple pictograms, tally charts, block diagrams and simple tables.

Geometry – Properties of shape They will identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line. They will identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces and identify 2-D shapes on the surface of 3-D shapes. Children will compare and sort common 2-D and 3-D shapes and everyday objects.

Geometry- Position and direction Children will order and arrange objects in patterns and sequences and use Number – Fractions mathematical vocabulary to Children will recognise, find, describe position, direction name and write fractions of a and movement, including length, shape, set of objects or movement in a straight line. quantity. They will write simple They will describe rotation as a fractions for example, 1/2 of 6 = turn using right angles for 3 and recognise the quarter, half and three-quarter equivalence of 2/4 and ½ turns (clockwise and anticlockwise).

Measurement – Length and Height Measurement- Time Children will choose and use Children will compare and appropriate standard units to sequence intervals of time and estimate and measure tell and write the time to five length/height in any direction minutes, including quarter (m/cm) to the nearest past/to the hour. They will appropriate unit, using rulers. draw the hands on a clock They will compare and order face and learn the number of lengths using >, < and =. minutes in an hour/number of hours in a day.

Measurement – Mass, Capacity and temperature.

Children will choose and use appropriate units to estimate and measure mass (kg/g), temperature (°C) and capacity (litres/ml) using scales, thermometers and measuring vessels.

Consolidation Children will recall and revisit their learning throughout the year to ensure they have made and maintained progress across all domains.

History – Great Fire of London

Science

Living things and their habitats Science

Use of everyday materials Children will compare use and rate materials as effective against function. They will discuss change of shape.

Children will discuss living, once living & never alive. They will research how habitats provide for needs.

History – David Attenborough

Living things and their habitats Children will consolidate their knowledge and understanding of how habitats provide for living things and develop simple food chains.

History – David Attenborough

Plants

Animals including humans

Children will learn about seeds and bulbs. They will discuss germination and survival needs of plant life.

Children will learn how offspring grow into adults and learn about the basic needs of animals, including nutrition, hygiene, exercise and oxygen.

Working Scientifically Investigations Children will recall and revisit their learning throughout the year to ensure they have made and maintained progress by working scientifically.

Year 2 Breadth of Study Children will work across five strands within working scientifically, including: Explaining Science; Classification; Designing Experiments, Data, Tables and Graphs; Interpreting Results.

In Summer Two, there will be a focus of developing those skills which are required for the Key Stage Two Science Curriculum.

Computing Information Technology

Digital Literacy

Computer Science

Project Evolve

Studio Code – Course A

iLearn 2

Recognise uses of IT – Technology beyond school Introduce Data Handling – Creating pictograms, tables and charts eBook Creation – Adding a cover, text, images and voice recordings Introduction to Animation – Simultaneous and stop motion with multiple objects Digital Art – Using line, shape, fill and pixel tools Typing – Focusing on hand positions

Self-Image & Identity – Different online and offline behaviours

Sequencing – Algorithms

Online Relationships – Ways to accept/deny permission with a trusted adult

Events – Varying a sequence

Online Reputation – Information lasting a long time and seen by others online Online Bullying – Defining and how some experience it Managing Online Information – Explaining why not everything online is true

Loops – Loop patterns

Information Technology iPad Airdropping one photo Green Screen Creating one video on one green screen background

Consolidation Children will recall and revisit their learning throughout the year to ensure they have made and maintained progress across the three strands.

Year 2 Breadth of Study Art Drawing (Line and texture) Textiles and collage (Pattern and texture)

Art

Evoke mood and represent movement through mark making.

Create repeated patterns with positive and negative space.

Painting (Colour and tone) Explore line, colour and shape.

Make your own painting tools and develop colour-mixing skills using secondary colours.

Artist influence: Beth Krommes and Wassily Kandinsky.

Printmaking (Line and pattern)

Explore dip dye technique.

Use natural objects as stimulus.

Use relief and block printing techniques on fabric.

Create large-scale work focusing on line, colour and shape.

3D (Form and shape) Explore aboriginal art combining different colours of clay.

DT

Design Technology Cooking and nutrition (Baking bread)

Construction (Lighthouses)

Materials (Bug hotels)

Research and designing to a criteria.

Evaluating existing products.

Using a variety of joining methods.

Taste and evaluate Adapting a recipe

PE

PE

Athletics Gymnastics

Invasion Games

Net/Wall

Dance

Striking and fielding

Agility, Balance and Co-Ordination

Throwing and Catching

Agility, Balance and Co-Ordination

Agility, Balance and Co-Ordination

Throwing and Catching

Significant person: Ellie Simmonds Respect

Significant person: Ellie Simmonds Teamwork

Significant person: Ellie Simmonds Success

Significant person: Ellie Simmonds Pride

Significant person: Ellie Simmonds Learning

Running and Jumping

Significant person: Ellie Simmonds Caring

Year 2 Breadth of Study RE Religious books Consolidates knowledge of the holy books explored in Year 1.

What does it mean to be a Sikh?

RE

To be blocked in Summer 1 as part of Sikhism topic.

What can we learn from stories about God? This will broaden the children’s knowledge of Bible stories explored in Y1.

Belonging and Community This unit builds on the Places of Worship unit covered in Year 1 and the autumn learning in Year 2.

Sikhism Builds on the learning in autumn term about Sikhism.

How do religious people express their sense of community?

This unit builds on the Places of Worship unit covered in Year 1.

How do the events of Easter make me feel?

Builds on understanding of Easter covered in EY/Y1.

What does God being active in our lives mean to Christians and Jewish people?

Children will draw on their previous knowledge from their autumn learning to deepen their understanding.

What is worship and why is it so important to religious people?

Music

Charanga Module: Hands, Feet, heart.

Charanga Module: Zoo time.

Know the meaning of dynamics (loud/quiet) and tempo (fast/slow) and be able to demonstrate these when singing.

Talking about the music we listen to and beginning to use musical vocabulary in our descriptions. Children will listen to and appraise different styles of world music.

Music

Understand that the speed of the beat can change, creating a faster or slower pace (tempo).

Charanga Module: I wanna be in a band!

Recognise symbol (dots) notation and match it to 3-note tunes played on tuned percussion as a solo or in a group.

Play copycat rhythms, copying a leader, and invent rhythms for others to copy on un-tuned percussion.

Read and respond to chanted rhythm patterns, and represent them with symbols (dots, joined dots)

Year 2 Breadth of Study PSHE Relationships Physical Health and Mental Wellbeing

Mental Wellbeing- Can I recognise and talk about my emotions?

Do I have the vocabulary to talk about their feelings of others?

Health- How can we be active, eat well and make sure we know about personal hygiene and the importance of handwashing?

Families and people who care for me- How does my family compare to the families of others in my class?

Living in the Wider World Belonging to a Community (Community, Environment & Rule of Law) What communities/ groups do I belong to?

Caring friendships- What are the characteristics of a good friend?

Respectful relationships- How can I improve my relationships with others?

What is bullying?

Economic Wellbeing (Money) What can we do with money?

How do I keep my money safe?

Online relationships- How do I stay safe online?

Internet safety and harms- How to I keep my personal information private?

How do I use the information I see online?

Who do I interact with online?

Being Safe- How can I stay safe?

Who can help me?

CAREERS Linked to other curriculum areas and significant peopleAutumn Career focus: Spring Career focus: Summer Career focus: Link to curriculum area/significant person.

Year 3 Breadth of Study

Autumn

Whole School Shared Text

Value

Spring

Summer

Learning

Respect

Teamwork

Caring

Pride

Success

Just Because by Mac Barnett & Isabelle Arsenault

The Sneetches by Dr Seuss

How the Crayons Saved the Rainbow

by Monica Sweeney

A Sick Day for Amos McGee

by Philip C. Stead

Exclamation Mark! By Amy Krouse Rosenthal

Amazing Grace

by Mary Hoffman

History

History Enquiry

Are you team Stone, Bronze or Iron?

Linked Historical Concept: Civilisation, Innovation

Should we celebrate the Ancient Egyptians?

Should the Romans have Invaded Britain?

Linked Historical Concept: Civilisation, Innovation

Linked Historical Concept: Empire

Significant People: King Tutankhamun, Cleopatra

Significant People: Boudicca

Geography

Geography Enquiry

How significant is the Amazon Rainforest?

Linked Geographical Concept: Climate, The Wider World Significant People: Francisco de Orellana

What’s Beneath My Feet?

We’re All Going on a Summer Holiday, but to Where?

Linked Geographical Concept: Climate, The Wider World

Linked Geographical Concept: The UK

Year 3 Breadth of Study

Studied Poetry

Writing Opportunities Driven by Class Text or Wider Curriculum

Studied Texts

English

To Entertain: Poetry about the animals in the Amazon Rainforest Geography – Amazon Rainforest To Entertain: Setting Description of the Amazon Rainforest.

Geography – Amazon Rainforest To Entertain: Recount: Flashback History – Stone to Iron Age

To Entertain: A traditional narrative telling the story of the Three Little Pigs from the Wolf’s perspective.

To Explain: A report explaining what can be found in the different layers of the Earth.

To Entertain: A comedic narrative about Henry, the ‘Incredible BookEating Boy’ and how he came to love reading.

To Inform: A set of instructions on how to grow a strong mind.

To Entertain: A narrative about Tom, a treasure-hunter and how his dreams tell him to read the stars.

To Entertain: A dramatic narrative telling the adventurous story of Erin, who falls into the sea.

To Entertain: A poem metaphorically describing how colours can come to life and impact our feelings.

Year 3 Breadth of Study

Maths

Mathematics

Number – Place Value Children will initially represent numbers to 100 and then up to 1,000 before comparing and ordering values. They will find 1, 10 and 100 more or less than given numbers using addition and subtractions as well as counting in 50s.

Number – Addition and Subtraction Children will build on their prior knowledge to ultimately add and subtract up to three-digit numbers, crossing tens and hundreds and using exchanges.

Number – Addition and Subtraction Children will continue to add and subtract up to three-digit numbers, crossing tens and hundreds and using exchanges. They will use estimation and inverse to check answers.

Number – Multiplication and Division Children will explore multiplication and division through equal groups, arrays and revise the 2-, 5- and 10times tables. They will move onto using multiples of 3, 4 and 8.

Number – Multiplication and Division Children consolidate the 2-, 4and 8-times tables before comparing statements and using related calculations. They will begin to explore methods of short multiplication and scaling.

Measurement – Money Children will revisit counting in pounds and pence before adding and subtracting money to calculate change.

Statistics Children will make tally charts, draw and interpret pictograms and analyse bar charts and tables.

Measurement – Length and Perimeter Children will measure lengths and find equivalents between mm, cm and m. They will add and subtract lengths to find and calculate perimeters.

Number – Fractions Children will revisit making equal parts and recognising a half, quarter and third. They will use unit and non-unit fractions and well as explore equivalent between one half and two quarters. Children will count in fractions.

Number – Fractions Children will make wholes, explore tenths to be able to count in fractions and decimals on a number line. They will find fractions of sets of object as well as comparing, ordering, adding and subtracting fractions.

Measurement Children will explore time through hours, months and years. They will learn to tell the time to 1 and 5 minutes as well as using the 12- and 24-hour clock. Children will find and compare durations, stating start and end times.

History – Chronology Geometry – Properties of Shape Children will explore turns and angles (including right angles) to accurately compare and draw. They will use horizontal, vertical, parallel and perpendicular lines as well as recognise and make 2D and 3d shapes.

Measurement – Mass and Capacity Children will compare, measure, add and subtract both mass and capacity. They will explore temperature.

Consolidation Children will recall and revisit their learning throughout the year to ensure they have made and maintained progress across all domains.

Science

Science

Light Children will learn about the concept of light and how darkness occurs in the absence of light. They will explore reflection and shadows as well how as to protect their eyes from sunlight.

Rocks Children will group and compare rocks based on their appearance and physical properties. They will describe how fossils are formed and understand how the combination of rocks and organic matter make soil.

Forces & Magnets Children will compare the concept of force between two objects and along surfaces.

Specifically, they will explain how magnets attract/repel using knowledge of poles.

Plants Children will build on their knowledge of bulbs, germination, and plant structures to understand the functions of plant parts and the processes of pollination. They will identify what a plant requires to grow successfully.

Animals Including Humans Children will explore and compare nutrition between animals. They will identify and explain the movement of humans through skeletal and muscular structures.

Working Scientifically Investigations Children will recall and revisit their learning throughout the year to ensure they have made and maintained progress by working scientifically.

History – Stone Age

Working Scientifically will not be taught discretely but will be taught across the year in line with statutory expectations. Children will work across five strands within working scientifically, including: Explaining Science; Classification; Designing Experiments, Data, Tables and Graphs; Interpreting Results. In Summer Two, there will be a focus of developing those skills which are required for the Key Stage Three Science Curriculum.

Year 3 Breadth of Study Computing Information Technology Digital Literacy

Computing

Information Technology iLearn 2 Children will build on a range of IT skills such as typing, editing and creating documents, making comics, music and digital art as well as explore new content such as infographics.

Links to Art and Music

Project Evolve Children will continue to build on the seven areas of online safety covered throughout the whole school. They are selfimage and identity, online relationship, online reputation, online bullying, managing online information, privacy and security and copyright and ownership.

Computer Science Studio Code – Course C Children will continue to build on their prior coding skills as they will continue to develop algorithms (a set of instructions) using sequencing (ordering), loops (repetition) and events (actions/consequences). Children will be introduced to the new concepts of binary (1 or 0 coding) and data (information processed by a computer).

Links to PSHE

iPad Children will build on their iPad skills by using different camera and selecting multiple photos to send via Airdrop (Bluetooth).

Green Screen Children will build on their Green Screen skills by creating images and videos using a range of multimedia backgrounds.

Consolidation Children will recall and revisit their learning throughout the year to ensure they have made and maintained progress across the three strands.

iMovie Children will explore iMovie for the first time by importing, rearranging and cropping photos and videos to make a small film.

Class teachers to ensure online safety (Digital Literacy) is taught discretely in the Autumn term but also incidentally to respond to the needs of their class.

Class teachers to provide opportunities for children to apply skills in using PCs, iPads and Chromebooks across the curriculum.

Art Print Making – Line and Pattern Art

Drawing and Painting Children will use a range of materials including paint to create different marks. They will mis colours using a variety of both primary and secondary colours Using varying painting techniques, children will explore tonking and sgraffito.

Textiles – Pattern and Texture Children will create monoprints and explore mark making/patterns with printing tools.

3D – Form and Shape Children will create coil pots using clay.

Children will explore pattern and colour combinations. They will build on prior skills and use collagraph, plasticine blocks and tiedye. Children will explore positive and negative space as well as line and shape to create a paper collage.

DT

DT

Building a Tribe Tree House Children will research and develop design criteria to make annotated sketches and a prototype of tribal tree house in the Amazon Rainforest.

Cuisine Children will prepare and cook a variety of dishes using a range of techniques inspire from around the world. They will know where and how variety of ingredients are grown, reared, caught and processed.

Clay Statues and Structures Children will take inspiration from noble artist, artisans and designers that have created tourist hotspots around the world to create their own original piece.

Year 3 Breadth of Study PE

PE

Invasion Games Children will play competitive games in which they will combine speed and direction with stopping under control.

They will travel with accuracy and judge when or where to move to receive a ball.

Dance Children will incorporate dynamics into movements and create dances that convey feelings and emotions.

Children will work with a partner and small groups to evaluate and improve performance.

Gymnastics

Athletics Net/Wall Games

Children will use a variety of moments to create a sequence both with and without apparatus. They will develop a good techniques when travelling and improve balancing in unison.

Children will develop their game skills through footwork, aiming and use of apparatus such as racquets.

Striking/Fielding Children will develop their skills when stopping and bowling with a ball as well as catching and batting using different apparatus.

Children will use running, jumping, throwing and catching both in isolation and in combination. Children will also develop their flexibility, strength, technique, control and balance.

RE

RE

Signs and Symbols Children will revisit their prior knowledge of signs and symbols in Christianity and Sikhism to support their new learning about the use of symbols in everyday life.

Local Community Children will explore and analyse religions around our local area by collecting and interpreting evidence from different sources. They will develop a sense of how other express individuality.

Easter Children will build on their prior knowledge of Easter from KS1 as they explore significance of the events from Palm Sunday, through Holy Week to Easter Sunday.

Jesus Hinduism Children will explore what is Children will revisit their known about Jesus through learning of religions in our local history, the gospels and community from earlier in the interpretations of artwork. They year. They will focus on the key will evaluate their work around elements of worship in Jesus to establish they own Hinduism and what they mean. impression.

Consolidation Children will recall and revisit their learning about important people from different religions and the key elements of Hinduism to ensure they maintained progress by learning about and from religion.

Music

Music

Charanga Module: Let Your Spirit Fly Children will revisit how to sing a wide range of unison songs of varying styles and structures with a pitch range of so-do. They will combine known rhythmic notation with letter names to create rising and falling phrases using just three notes (do, re and mi).

Charanga Module: Three Little Birds Children will be introduced to the stave, lines and spaces, and clef. They will use dot notation to show higher or lower pitch.

Charanga Module: Learning how to play an instrument.

Children will continue to become more skilled in improvising (using voices, tuned and un-tuned percussion and instruments) inventing short ‘on-the-spot’ responses using a limited noterange. They will develop facility in playing tuned percussion or a melodic instrument, performing melodies following notation that is represented by symbols.

French

French Children will develop their greetings when meeting others, recognise four Paris landmarks Children will learn the names of Children will explore and five classroom instructions. the countries and capitals of vocabulary around ‘Happy New They will revisit French stories the UK as well as the numbers Year,’ learn imperative verbs and songs from EYFS and up to 6 and build on their number KS1. knowledge counting to 10.

Maths – Place Value Music – Performing

Children will recognise six new Paris landmarks, use fronted adverbials and invariable verbs. They will continue to develop counting up to 12.

Children will learn the names of Children will learn five 5 new landmarks in Cardiff, Belfast & landmarks in London as well as Edinburgh. They will helpful phrases to use whilst on understand how to ask and holiday. Children will explore answer, ‘How old are you?’ and the definite articles of ‘le, la ‘Where do you live?’ and les’ Geography – UK Holidays

Geography – UK Holidays

Year 3 Breadth of Study

PSHE

PSHE Children will build on their knowledge of Mental Wellbeing, Health and Internet Safety and Harms through exploring the following questions…

Children will build on their knowledge of Families and People Who Care for Me, Caring Friends, Respectful Relationships, Online Relationships and Being Safe through exploring the following questions…

How do different people show how they are feeling?

Is how they are behaving appropriate and proportionate to the emotions they are feeling?

What does a stable, caring family look like?

What are the different family structures in the wider world?

Why should we be active, eat well and make sure we have good quality sleep?

PE – Healthy Lifestyle Science – Animals Including Humans Why do people use the internet?

How much time should I spend online?

Computing – Digital Literacy

Children will build on their knowledge of Belonging to a Community, Economic Wellbeing and Careers through exploring the following questions…

How can friendships be repaired or strengthened?

What makes a community?

How do I respect the differences of others?

What is bullying and how can I help it stop?

How do I stay safe online?

How do I treat people online?

Computing – Digital Literacy How can I stay safe?

Where can I go for help?

Why is it important to save money?

Year 4 Breadth of Study

Autumn

Whole School Shared Text

Value

Spring

Summer

Learning

Respect

Teamwork

Caring

Pride

Success

Just Because by Mac Barnett & Isabelle Arsenault

The Sneetches by Dr Seuss

How the Crayons Saved the Rainbow

by Monica Sweeney

A Sick Day for Amos McGee

by Philip C. Stead

Exclamation Mark! By Amy Krouse Rosenthal

Amazing Grace

by Mary Hoffman

History

History Enquiry How have the Ancient Greeks influenced our society?

Linked Historical Concept: Civilisation, Innovation, Empire Significant People: Alexander the Great

What can Pompeii tell us about Roman life?

Did the Victorian Empire benefit everyone?

Linked Historical Concept: Civilisation

Linked Historical Concept: Empire

Significant People: Lucy Jones and Pliny the Younger

Significant People: Queen Victoria and Charles Dickens.

Geography

Geography Enquiry Location, location, location – where is your ideal home?

Why do some natural disasters do more damage than others?

Linked Geographical Concept: The Wider World, The UK, Climate

Linked Geographical Concept: The Wider World

Significant People: Francisco de Orellana

Significant People: Charles Richter

Did the Romans make Britain better?

Linked Geographical Concept: The UK Significant People: Emperor Hadrian

Year 4 Breadth of Study

Writing Opportunities Driven by Class Text or Wider Curriculum

Studied Texts

English

Writing to entertain Description- Use of figurative language to describe the Bucket’s house.

Writing to inform Recount- Newspaper report on the finding of the fifth and final Golden Ticket.

Writing to persuade Letter- Writing to Mr Wonka, entreating him to give me (Charlie) another chance.

Writing to discuss Discursive argument- Who deserves the credit for inventing the light bulb- Swan or Edison?

Writing to entertain Poetry- Using the imagery of the Firework-makers’ Daughter to create a Cinquain following the traditional structure.

Writing to entertain A mystery narrative building suspense about the Chocopocalypse.

Writing to explain A set of instructions on how to create a delicious chocolate bar.

Writing to inform An explanation text on the process of digestion.

Writing to entertain A short adventure narrative based upon a picture book.

Writing to entertain Retelling a traditional narrative using suspense and figurative language.

Writing to entertain Recount- Diary entry chronicling the travels of Phineas Fogg in Around the World in 80 Days.

Writing to discuss Discursive argument- Was the British Empire a force for good or bad? Links to humanities study.

Writing for different audiences changing formality of tone Various- Children write a formal letter to the Empress of India and examine how this would be different if emailing, texting or tweeting about it.

Writing to inform Non-Chronological report- children explain the role of pioneering Victorian scientists in solving problems.

Writing to entertain Poetry- Inspired by the work of Basho and Kensuke’s Kingdom children create a Haiku and Tanka.

Studied Poetry

Year 4 Breadth of Study

Mathematics

Measurement: Length and Perimeter

Maths

Number: Place Value Children will build on their knowledge of hundreds, tens and ones to read and write numbers to 10,000. Children will compare, order and round 4-digit numbers as well as their first introduction to Roman numerals and negative numbers.

Number: Addition and Subtraction Children will consolidate their understanding of the formal methods for addition and subtraction and build on this by using the methods to add and subtract 4-digit numbers.

Measurement: Money Children will learn to convert between m, cm and mm and be introduced to km. Children will begin to calculate perimeter of rectangles and rectilinear shapes.

Measurement: Area Children are first introduced to area and what this is. Children will be able to calculate and compare areas by the end of their learning.

Number: Multiplication and Division Children will begin by dividing and multiplying by 1 and 100.

Children will then focus on methods and patterns that facilitate their rehearsal and recall of the 3, 6, 9 and 7 times tables.

Later in this unit, children will study the formal written methods for division and multiplication with 2 and 3-digit numbers.

Number: Fractions Children will build on their knowledge of equivalent fractions and begin to add and subtract fractions from other fractions and whole numbers.

For the first time, children will calculate fractions of amounts.

Number: Decimals Children are introduced to decimals and must recognise tenths and hundredths on a place value grid. Children will practise dividing 1 and 2-digit numbers to make decimals.

When confident, children will order, compare and round decimals.

Children will understand the value of pounds and pence in order to calculate with the four operations using money contexts.

Measurement: Time Children will convert times from an analogue clock into digital time. Children will understand durations of time in days, weeks, months, year as well as seconds, minutes and hours.

Statistics Children will interpret data from bar charts and line graphs.

Geometry: Properties of Shape Children will look at the angles within shapes before moving onto a focus on triangles and quadrilaterals. Children will find lines of symmetry in shapes.

Geometry: Position and Direction Children will plot, draw and describe position of points on a grid. They will also describe movements on a grid.

Year 4 Breadth of Study Science States of Matter

Science

Living Things and their habitats

Electricity Sound

Children will examine the sources of both AC and DC Children will revisit their electricity in their lives, from knowledge of habitats & living sustainable and nonthings, developing new ways to sustainable energy sources. By classify them. They will creating simple series electrical investigate invertebrates locally circuits, they will appreciate the and the habitats of vertebrates roles of different components, globally. They will learn about the difference between how natural & human made insulators & conductors and changes to environments can the nature of current. have a positive and negative effect on living things.

Children will explain the effect of heating and cooling upon Animals including humans Children will identify how changing states of matter, sounds are made, associating comparing & grouping Children will build upon their this with vibrations travelling materials into the three primary knowledge of the muscularthrough a medium such as air. states. They will analyse the skeletal system, by They will investigate patterns temperature at which some understanding the role of teeth between the pitch of a sound materials change in degrees and the digestive system. They and instruments, the volume of Celsius (°C). Through practical will link this to their knowledge a sound and explain how experimentation and secondary of food chains and predation. sounds get fainter as the sources they will identify the distance from the sound source roles of evaporation & increases. condensation in the water cycle.

Working Scientifically Investigations Children will recall and revisit their learning throughout the year to ensure they have made and maintained progress by working scientifically across a variety of investigations.

Working Scientifically will not be taught discretely but will be taught across the year in line with statutory expectations. Children will work across five strands within working scientifically, including: Explaining Science; Classification; Designing Experiments, Data, Tables and Graphs; Interpreting Results. In Summer Two, there will be a focus of developing those skills which are required for the Key Stage Three Science Curriculum.

Computing Information Technology iPad Children will build on their iPad skills by using Airdrop (Bluetooth).

Digital Literacy

Computing

Information Technology iLearn 2 Children will build on a range of IT skills such as data handling, animation and computer hardware.

Project Evolve Children will continue to build on the seven areas of online safety covered throughout the whole school. They are selfimage and identity, online relationship, online reputation, online bullying, managing online information, privacy and security and copyright and ownership.

Links to PSHE

Computer Science Studio Code – Course D Children will continue to build on their prior coding skills as they will continue to develop algorithms (a set of instructions) using sequencing (ordering), loops (repetition) and events (actions/consequences). Children will be introduced to the new concepts of conditionals (in relation to loops).

Green Screen Children will build on their Green Screen skills by editing green backgrounds using the crop tool. iMovie Children will revisit iMovie by importing, rearranging and cropping photos and videos to make a small film. For the first time, they will edit media using text, volume and filter tools.

Consolidation Children will recall and revisit their learning throughout the year to ensure they have made and maintained progress across the three strands.

Class teachers to ensure online safety (Digital Literacy) is taught discretely in the Autumn term but also incidentally to respond to the needs of their class.

Class teachers to provide opportunities for children to apply skills in using PCs, iPads and Chromebooks across the curriculum.

Year 4 Breadth of Study Art

Art

Drawing and Painting Children will create contour drawings using still life and natural forms. The will build on their knowledge of abstract art and develop colour-mixing skills to include tertiary colours.

Printmaking and Textiles

Collage and 3D

Children will create monoprint and press prints on fabric and make collages. They will also create repeated patterns by flipping and rotating images.

Children will create wire structures, focusing on line and form. They will combine a range of techniques such as overlapping and layering.

DT Cooking and Nutrition DT

Electronics Children will learn how to apply their knowledge of circuits to make their own electric car.

Clay pottery – Sculpture

Children will know where and how a variety of ingredients are grown, reared, caught and processed. They will compare and cook Roman and Greek dishes.

Children will design and evaluate their own Victorian bowl.

PE

PE Invasion Games Netball, Hockey and Basketball

Dance

Gymnastics/ Swimming

Net/Wall Tennis and Badminton

Striking and Fielding Cricket and Rounders

Athletics

Value: Success

Value: Pride

Value: Learning

Value: Teamwork

Value: Respect

Value: Caring

How has the crucifixion affected the Christian faith?

How do Hindus show their devotion to God?

What are the key elements of Hindu worship and what do they mean?

Significant People: Jesus, characters from the Easter story, Christians.

Significant People: Ganesha, Krishna, Lakshmi

RE

RE How do religious people express their sense of identity with their faith community?

Significant people: Themselves, believers of faith.

Why do people make religious journeys?

Significant People: Mary and Joseph, Herod, Christians.

How do Christians use the Bible?

Significant people: Christians, Jewish people.

Significant People: Hindus

Music

Music Charanga Module: Lean on me External Provider: Drums

Improvise on a limited range of pitches on the instrument they are now learning.

Charanga Module: Glockenspiel

Charanga Module: Stop

Explore developing knowledge of musical components by composing music to create a specific mood, for example creating music to accompany a short film clip.

Capture and record creative ideas using any of: graphic symbols rhythm notation and time signatures staff notation

Year 4 Breadth of Study

French

French Children will build on their basic conversation skills by asking “What is it?” questions to identify nouns. They will practise creating compound sentences by using conjunction “or” & new 8 masculine nouns.

4 new classroom instructions.

Children will revisit concepts of liaison and elision by practising 4 new masculine nouns (with vowels opening). They will add the first fronted adverbials to their sentences, as well as 4 new colours. Culturally they will study 5 new Paris landmarks.

Children will learn 6 new colours and new 8 feminine nouns to build expanded noun phrases into their writing. As well as the 5 parks in Paris, they will read Grand Monstre Vert to help improve their verbal description.

Children will use adverbials of place (in the sea & in the woods) to create complex sentences within their work.

Their knowledge of “Places” in Paris will expand with live links and they will learn of the life of Maurice Ravel.

Children will add “Where is it?” to their conversational gambits, allowing them to practise asking for directions. They will use simple phrases to express preferences, employing pronouns to avoid repetition and study 5 landmarks in Paris.

Children will explore the life and work of Paul Cezanne (links to art) and create their own pieces inspired by him.

They will use the negative adverb to add variety to their spoken and written work to create greater variety of opinion and expression.

PSHE Relationships

Physical Health and Mental Wellbeing

PSHE

Mental Wellbeing Do I understand the scale of emotions that different people feel?

Where can I/ people turn for support?

Health Why Should we be active, eat well and look after our teeth?

Internet Safety and Harms So what if I’m not old enough?

How can I be respectful online?

Families and people who care for me What are the characteristics of a healthy family life?

How do family members support each other in challenging times?

Caring Friendships Who can I trust?

Respectful Relationships How does self-respect link to happiness?

What is bullying?

How can I help when someone is being bullied?

Online Relationships How do I stay safe online?

How do I know who I am taking to online?

Is my information safe online?

Being Safe What are boundaries?

How do I tell someone I don’t feel safe?

Living in the Wider World Belonging to a Community (Community, Environment & Rule of Law) How can our choices make a difference to others and the environment?

Economic Wellbeing (Money) What decisions can people make with money? (media influence) Careers Research careers of significant people across the curriculum

Year 5 Breadth of Study

Autumn

Whole School Shared Text

Value

Spring

Summer

Learning

Respect

Teamwork

Caring

Pride

Success

Just Because by Mac Barnett & Isabelle Arsenault

The Sneetches by Dr Seuss

How the Crayons Saved the Rainbow

by Monica Sweeney

A Sick Day for Amos McGee

by Philip C. Stead

Exclamation Mark! By Amy Krouse Rosenthal

Amazing Grace

by Mary Hoffman

History

History Enquiry How did our local area affect the battle of Newburn Ford?

How has the Maya civilisation influenced the modern world?

Barbaric or civilised: how did the Vikings develop over time?

Linked Historical Concept: Empire

Linked Historical Concept: Civilisation, Empire

Linked Historical Concept: Civilisation, Innovation and Empire

Significant people: Charles I

Significant People: Lady K’abel

Significant People: King Aelle

Geography

Geography Enquiry

What makes a successful Antarctic expedition?

Linked Geographical Concept: Climate, The Wider World Significant People: Ernest Shackleton

How does Paris compare to London?

What is the journey of a river?

Linked Geographical Concept: The UK, The Wider World

Linked Geographical Concept: The UK, The Wider World

Year 5 Breadth of Study

Studied Poetry

Writing Opportunities Driven by Class Text or Wider Curriculum

Studied Texts

English

To Entertain: Character description of a new witch or wizard.

To Persuade: Poster to persuade Mrs Stuart to allow Year 5 to visit Harry Potter World.

To Entertain: Poetry about kindness and our actions having consequences inspired by Alan Bold.

PSHE – Health and wellbeing

To Persuade: Letter from Dudley to persuade Dumbledore to accept Harry into Hogwarts immediately.

To Inform: Non-chronological report on how the Mayans have influenced the modern world.

History – How has the Maya civilisation influenced the modern world?

To Inform: Newspaper report detailing the events of Harry’s first day at Hogwarts.

To Entertain: To write an adventure story following plot points from The Explorer

by Katherine Rundell.

To Inform: Non-chronological report on what makes a successful Antarctic expedition.

Geography – What makes a successful Antarctic mission?

To Inform: A leaflet comparing the geography of London and Paris.

Geography – How does Paris compare to London?

To Inform: Discursive argument about whether humans should travel to Mars.

Science – Earth and Space To Entertain: Nordic fairytales – Rewritten from a different character’s point of view.

To Inform: The Vikings in 30 seconds – Instructions to inform a Viking on how to transform from being a barbarian into a civilised person.

History – Barbaric or civilized: How did the Vikings develop over time?

To Entertain: Descriptive narrative detailing the journey of a river from the persuasive of a water molecule.

Geography – What is the journey of a river?

To Entertain: To write a science-fiction narrative based on Cosmic by Frank Cottrell Boyce.

Year 5 Breadth of Study Mathematics

Maths

Number – Place Value Children will compare and order numbers up to 1 million before exploring negative numbers and roman numerals up to 1000.

Number – Addition and Subtraction Children will add and subtract 4-digit numbers using column methods. They will then use these to solve multistep problems.

Statistics Children will learn to create, read and interpret line graphs and solve problems based on data represented in a range of charts.

Number – Multiplication and Division 1 Children will identify prime, square and cube numbers as well as factors and multiples.

They will then multiply and divide by 10, 100, and 1000.

Perimeter and Area Children will find the area and perimeter of rectangles before exploring the area of compound and irregular shapes.

Number – Multiplication and Division 2 Children will use written methods to multiply and divide numbers with up to 4 digits.

Number: Fractions Children will learn about equivalent fractions as well as improper fractions and mixed numbers. They will add, subtract, and compare fractions.

Fractions Children will find fractions of quantities.

Number: Decimals and Percentages Children will identify the place value of decimals up to thousandths and recognising these as percentages.

Number: Decimals Children will add, subtract, multiply and divide decimals.

Geometry: Properties of Shape Children will identify and measure angles and identify properties of triangles and quadrilaterals.

Measurement: Volume Children will estimate and compare volume.

Geometry: Position and Direction Children will describe the position of a shape on a grid.

Children will be translating shapes and identifying symmetry and reflection.

Measurement: Converting Units Children will be learning to covert units of measures including time and understanding timetables.

Science

Science

Living things and their habitats Children will describe the differences in the life cycles of a mammal, amphibian, insect, and bird.

Properties and changes in materials Forces Children will investigate Children will investigate gravity, properties of materials including air resistance, water resistance solubility and conductivity. They and friction. will understand the difference between reversible and irreversible change.

Earth and Space Children will describe movement of the Earth, other planets and the moon.

Animals, including humans Working scientifically Children will describe the investigations changes as humans develop to Children will conduct a range of old age. investigations.

Working Scientifically will not be taught discretely but will be taught across the year in line with statutory expectations. Children will work across five strands within working scientifically, including: Explaining Science; Classification; Designing Experiments, Data, Tables and Graphs; Interpreting Results. In Summer Two, there will be a focus of developing those skills which are required for the Key Stage Three Science Curriculum.

Year 5 Breadth of Study Computing

Computing

Information Technology Digital Literacy Project Information Technology Children will continue to build iLearn 2 on the seven areas of online Children will learn about safety covered throughout the computer networks and further whole school. They are selfdevelop their data handling, image and identity, online eBook creation, music relationships, online reputation, creation skills and designing online bullying, managing online an app. information, privacy and security and copyright and ownership.

Links to music.

iPad Children will use the iPad to capture multi-media and air drop it into a larger project.

Computer Science Studio Code – Course E Children will develop their understanding of loops and different functioning when programming sprites.

Green Screen Children will edit videos created on green screen and add layers of photos and videos.

Consolidation Children will recall and revisit their learning throughout the year to ensure they have made and maintained progress across the three strands.

iMovie Children will learn to create transitions between media and give their movies titles and end credits.

Links PSHE

Class teachers to ensure online safety (Digital Literacy) is taught discretely in the Autumn term but also incidentally to respond to the needs of their class.

Class teachers to provide opportunities for children to apply skills in using PCs, iPads and Chromebooks across the curriculum.

Art

Art Drawing and Painting We are learning about the technique of subtractive drawing and will be using organic lines to create landscapes.

Textiles and Collage Children will create wall hangings using layered collage and weaving techniques. They will use natural forms as a starting point for their artwork.

3D and Print Making Children will create slab pots and learn techniques to join and seal clay sections.

DT

DT Materials Children will use a range of materials and aesthetic finishing techniques to create wands.

Cooking and nutrition Children will select appropriate equipment to make space foods.

Science – Earth and Space

Construction Children will use recyclable materials to turn something old into something new.

Geography – Plastic pollution in rivers.

R E

PE

PE Invasion Games Children will develop their skills in games such as rugby, netball, hockey and basketball.

Dance/OAA Children will form movements to music to create dance performances for Christmas shows.

Children will take part in team building activities such as orienteering.

Gymnastics Children will develop their balance, strength and flexibility whilst performing a range of gymnastic moves.

Net/Wall Children will further develop their racket control and handeye co-ordination in games such as tennis and badminton.

RE

Striking and Fielding Children will develop their throwing, catching, and batting skills through games such as cricket and rounders.

Athletics Children will develop their running, jumping and throwing skill working towards a successful performance at sports day.

Year 5 Breadth of Study Why is worship so important to believers?

Children will study the key features of worship and what worship means to believers.

They will; explore the place and importance of prayer in worship for faith communities and individuals. Children will learn the importance of community and how faith communities express their beliefs and commitment to through worship.

What are the similarities and differences in believes between different faith traditions?

Children will understand how religious building exemplify the beliefs and values of religious communities. They will acquire knowledge of signs, symbols and metaphors and explore how they are used to extend and deepen religious understanding.

How did the bible develop and why is it still important?

Children will gain insights into the developments of the bible, setting it in a historical and literary context.

How do the events in Mohammad’s life influences What does the Qur’an teach the life of Muslims today? about God? Children learn about the life Children will deepen their and teachings of Mohammad knowledge and understanding and why he is significant for of the Qur’an and appreciate its Muslims. They explore the idea significance for Muslims. of role models and how Mohammad provides a role model for Muslims.

What does it mean to belong to a Muslim community?

Children will lean about the Mosque and the role it plays in the Muslim community, reflecting on what is involved in belonging in a community.

They develop their understanding of how religious beliefs are expressed in practice by studying how worship takes place in a Mosque.

Music

Music Charanga Unit – Livin on a Prayer Children will sing a broad range if songs from an extended repertoire with a sense of ensemble and performance. This should include observing phrasing, accurate pitching and appropriate style.

Charanga Module: Make you Feel my Love Children will experiment with using a wide range of dynamics including very loud (fortissimo), very quiet (pianissimo), moderately loud (mezzo forte, moderately quiet (mezzo piano).

Charanga Module: Dancing in the Street Children will compose melodies made from pairs of phases in either C Major or A Minor key, or a key suitable for their chosen instrument. These melodies will be enhanced with rhythmic or chordal accompaniment.

French

French

Children will lean the numbers 13-21 and explore telling the time (seconds, minutes etc).

Children will learn the numbers 22-39 and use adjectives and time phrases.

Arrondissement – children will learn about the suburbs of Paris.

Children will learn first ordinal number and time (quarter to the hour).

Children will write a letter in French and use positive and negative fronted adverbials.

Numbers – 40 – 49.

P S H E

Geography – How does London compare to Paris?

PSHE

Children will be able to answer the questions what time?

Where are you going?

Numbers – 50 – 59.

The 7th, 8th and 16th arrondissements and use verbs to describe their hobbies.

Year 5 Breadth of Study

Physical Health and Mental Wellbeing Children will consider how they can take care of their mental health. They will understand the importance of being active, eating well and making informed choices. They will develop an understanding and awareness of how their body will change.

Children will also explore online safety including how the media influence people and how other people’s actions online could impact their mental health.

Relationships Children will understand how to identify if family relationships are making them feel unhappy or unsafe and how to get support.

They will consider why they need their friends and further develop their understanding of respect for others. Children will explore bullying, being bullied online, and how to get help. They will also understand how they should behave online and how to stay safe both online and in real life.

Living in the wider world Children will explore how they can be an active member of their local community. They will find out why they do not get to keep all of the money they earn if they get a job.

Year 6 Breadth of Study

Autumn

Whole School Shared Text

Value

Spring

Summer

Learning

Respect

Teamwork

Caring

Pride

Success

Just Because by Mac Barnett & Isabelle Arsenault

The Sneetches by Dr Seuss

How the Crayons Saved the Rainbow

by Monica Sweeney

A Sick Day for Amos McGee

by Philip C. Stead

Exclamation Mark! By Amy Krouse Rosenthal

Amazing Grace

by Mary Hoffman

History Enquiry

History

WW2: How did conflict affect society?

Linked Historical Concept: Civilisation; Empire Significant People: Winston Churchill, Neville Chamberlain, Adolf Hitler

How has the earth’s climate changed since the 1800s (Industrial Revolution Study)?

Linked Historical Concept: Innovation; Civilisation Significant People: Greta Thunberg

How fierce were the Anglo-Saxons?

Linked Historical Concept: Empire; Innovation Significant People: Bede, King Alfred

Geography Enquiry

Geography

Is the damage to our earth irreparable?

How does land use influence a country’s economy?

Linked Geographical Concept: The UK, The Wider World

Linked Geographical Concept: Climate

Why was Britain a desirable settlement for the AngloSaxons?

Significant People: Greta Thunberg, David Attenborough

Linked Geographical Concept: The UK, The Wider World

Year 6 Breadth of Study

Studied Poetry

Writing Opportunities Driven by Class Text or Wider Curriculum

Studied Texts

English

To inform Recount- Diary recount from POV of key character.

To discuss Discursive argument: Should Britain have gone to war?

To entertain Narrative Description detailing wartime village life.

To explain Explanation- Circulatory System To inform Double page spread on influential black figures in history To persuade A letter to Daniel Holmes to convince him to accept the apprenticeship To inform Leaflet on the computer to inform visitors of the Emporium’s wonders

To inform Non-chronological report- Yellow-spotted lizard.

To entertain Describe the wisp for a refugee in the camp

To entertain Non-chronological report on a yellow-spotted lizard

To persuade An informal letter to the Queen from the protagonist’s perspective asking her to keep the border gates open.

To inform To write a biography on Greta Thunberg

To persuade Persuasive leaflet- Hawkhirst visit

To entertain Narrative Flashback- Kissin’ Kate Barlow

To inform A poem inspired by Darwin’s theory of evolution

To persuade Comparison poetry to encourage other youngsters to be the change and protect the planet

To discuss A newspaper article to explore how safe Hrothgar’s kingdom is from Grendal.

Year 6 Breadth of Study

Maths

Mathematics Place Value; Addition, subtraction, multiplication and division (formal methods); fractions, calculating and problem solving; percentages and percentage increase and decrease.

Formal methods of addition, subtraction, multiplication and division; geometry – 2D shapes and their properties; angles – missing angles and angle problem solving.

Securing calculating with fractions, including the use of The Singapore Bar Method for complex problems; decimals; percentages; ratio; data handling – line graphs; bar charts; pie charts.

To prepare for our SATs texts, a lot of the Year 6 content will be revisited during this half term.

Measurement including converting between standard and imperial units and between different sized units (i.e. mm – cm – m – km etc).

Formal methods of addition, subtraction, multiplication and division, including consolidating long division and long multiplication; fractions; decimals; percentages; percentage increase and decrease; statistics; geometry – 3D shapes and their properties.

Problem Solving and Investigation work utilising skills from across the whole Year 6 curriculum.

Science

Science Living things and their habitats: Children will be looking at what it means to be living, expanding on their knowledge from Year 4; how all living things (including plants, animals and microbes) are classified; the Linnaean classification system; grouping and sub-grouping using classification keys.

Animals, including humans Children will be identifying and naming the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood; recognizing the impact of diet, exercise, drugs and lifestyle on the way our bodies function; and describing the ways in which nutrients and water are transported within animals, including humans

Electricity Linking with our Design Technology unit, children will use recognised circuit symbols to construct simple series and parallel circuit diagrams. Using circuit equipment, children will create a range of different simple circuits and investigate how the numbers of cells / voltage will impact on the brightness of a bulb and to create a bath sensor prototype.

Light During this topic, children will learn all about light including how it travels in straight lines, how and why we can actual see the things we see, how the fact that light travels in straight lines creates shadows.

Children will also look at how mirrors and water impact on how light travels and how they create refraction when we see things.

Evolution and Inheritance Children will use a range of different sources to help them recognise that things have changed over time (including fossils). We will discuss reproduction and analyse how living things produce offspring of the same kind, but normally the offspring varies and are not identical to their parents. As well as this we will look at animal adaptation and discuss how adaptation may lead to evolution.

“Secondary Ready…” During the final half term of the year, children will prepare to transition to secondary science studies through the focus of discrete ‘biology’, ‘chemistry’ and ‘physics’ objectives. As well as consolidating knowledge from across the whole Key Stage Two Science curriculum, children will take a multi-skill approach to refine their discrete investigation skills.

C o m p u ti n g

Working Scientifically will not be taught discretely but will be taught across the year in line with statutory expectations. Children will work across five strands within working scientifically, including: Explaining Science; Classification; Designing Experiments, Data, Tables and Graphs; Interpreting Results. In Summer Two, there will be a focus of developing those skills which are required for the Key Stage Three Science Curriculum.

Computing

Year 6 Breadth of Study Digital Literacy Project Evolve Information Technology iLearn 2 Computers: Past, Present, Future – Changes over time and impacts on society (Build on Y5 Computer Networks and the Internet) Binary Code – Matching and converting binary to make digital art (Build on Autumn Y4 Binary) HTML – Adding text, background, images and hyperlinks Graphic Design – Grouping shapes, using transparency/opacity and gradient effects (Build on Y5 App Design) Image Editing – Cropping, filtering and adjusting the contrast and brightness of images Web Design – Create, format and evaluate pages (Build on Y5 App Design)

Image Editing (Autumn Y6) Self-Image & Identity – Critically evaluate online representation and explain importance of asking for help

Information Technology Copyright & Ownership (Spring Y6)

Online Relationships – Respecting boundaries online and explain inappropriate sharing of others’ images Online Reputation – Developing positive strategies for an online reputation Online Bullying – Capturing bulling content and reporting in different contexts HTML (Autumn Y6) Managing Online Information – Analysing validity and explain persuasive design used by companies

iPad Computer Science Studio Code – Course F Children will continue to build on their prior coding skills as they will continue to develop algorithms (a set of instructions) using sequencing (ordering), loops (repetition) and events (actions/consequences). Children will be introduced to the new concepts of binary (1 or 0 coding) and data (information processed by a computer). New learning will introduce variables, where children will get to practise repetitive, artistic designs.

Airdropping (Summer Y5) Green Screen Creating and editing photos and videos (Summer Y5)

Consolidation Children will recall and revisit their learning throughout the year to ensure they have made and maintained progress across the three strands.

iMovie Change the speed of videos and add sound effects (Build on Y5) Ensure finished project is professional and present to peers.

Privacy and Security – Exploring ways to increase privacy on apps and recognise online terms and conditions Copyright & Ownership – Making references and acknowledged online sources Links to PSHE

Class teachers to ensure online safety (Digital Literacy) is taught discretely in the Autumn term but also incidentally to respond to the needs of their class.

Class teachers to provide opportunities for children to apply skills in using PCs, iPads and Chromebooks across the curriculum.

D T

Art

Drawing and 3D Children will continue to build on their drawing techniques to create still life compositions by combining different media, which links to WW2 evacuation. Adapt and refine ideas and techniques and respond to different styles of art and movements.

Art Print Making and Textiles Children will revise mono printing and explore mark making/patterns with printing tools.They will then move on to exploring batik technique on clothing to create their own pattern.

DT

Painting and Collaging Children will create still life compositions by combining different media and response to cubist work.

Year 6 Breadth of Study Food and Nutrition

Christmas Card Project Children will analyse existing products before determining a key target audience for their own Christmas card.

Pupils will learn how to cook foods that are often pre-made and processed. They will learn and apply techniques to make dishes designed to help improve energy levels, mood and future health.

Structures In this block, pupils will test the strength of spaghetti and then apply what they have learned to construct a tower that is at least one metre tall.

Electrical Systems Textiles

PE

PE Invasion Games Children will develop their skills in games such as rugby, netball, hockey and basketball.

Dance/OAA Children will form movements to music to create dance performances for Christmas shows.

Children will take part in team building activities such as orienteering.

Gymnastics Children will develop their balance, strength and flexibility whilst performing a range of gymnastic moves.

Net/Wall Children will further develop their racket control and handeye co-ordination in games such as tennis and badminton.

Striking and Fielding Children will develop their throwing, catching, and batting skills through games such as cricket and rounders.

Athletics Children will develop their running, jumping and throwing skill working towards a successful performance at sports day.

RE

RE What is my image and understanding of Jesus’ character, personality and purpose?

Children understand some of the meanings within the symbolic language Jesus used to describe himself. They understand why Jesus made enemies and their motives for having him put to death.

What do I think about the nature and existence of God? Children will reflect on their interepretation of religion.

How do religious people make moral and ethical choices?

Children will explore the basics of ethics and morality. Reflecting on how we determine what is right and wrong.

How does belief influence life choices?

Children will critically analyse the influence of religions on some people. Children will begin to evaluate the role of religion (if any) in their identity.

What is Humanism?

Children will learn that some people link themselves to no religion whatsoever. Humanists believe in a scientific approach to life yet still have a ‘moral compass’ to live by.

F r e n c h

Music

Music

Drums

Drums

French

Drums

Year 6 Breadth of Study Children will develop their greetings when meeting others, recognise four Paris landmarks Children will learn the names of Children will explore and five classroom instructions. the countries and capitals of vocabulary around ‘Happy New They will revisit French stories the UK as well as the numbers Year,’ learn imperative verbs and songs from EYFS and up to 6 and build on their number KS1. knowledge counting to 10.

Maths – Place Value Music – Performing

Children will recognise six new Paris landmarks, use fronted adverbials and invariable verbs. They will continue to develop counting up to 12.

Children will learn the names of landmarks in Cardiff, Belfast & Edinburgh. They will understand how to ask and answer, ‘How old are you?’ and ‘Where do you live?’

Children will learn five 5 new landmarks in London as well as helpful phrases to use whilst on holiday. Children will explore the definite articles of ‘le, la and les’

Geography – UK Holidays

Geography – UK Holidays

PSHE Children will build on their knowledge of Mental Wellbeing, Health and Internet Safety and Harms through exploring the following questions…

PSHE

How do different people show how they are feeling?

Is how they are behaving appropriate and proportionate to the emotions they are feeling?

Why should we be active, eat well and make sure we have good quality sleep?

PE – Discuss regular activities and how they improve our mental and physical health.

Science – Animals Including Humans Why do people use the internet?

How much time should I spend online?

Computing – Digital Literacy

Children will build on their knowledge of Families and People Who Care for Me, Caring Friends, Respectful Relationships, Online Relationships and Being Safe through exploring the following questions…

What does a stable, caring family look like?

What are the different family structures in the wider world?

How can friendships be repaired or strengthened?

How do I respect the differences of others?

What is bullying and how can I help it stop?

How do I stay safe online?

How do I treat people online?

Computing – Digital Literacy How can I stay safe?

Where can I go for help?

Belonging To a Community What are human rights and how do they protect people?

Economic Wellbeing (Money) How do I stay in control of my money?

Careers Autumn Career focus: Botantist Link to significant person/ curriculum area: Science Carl Linneaus Spring Career focus: Conservationist Link to significant person/ curriculum area: Greta Thunberg (Geography) Summer Career focus: Videographer Link to significant person/ curriculum area: Computing