Breadth of Study

Breadth of Studies

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

4 Principles

Theme

Autumn Me, Myself and I

Throckley Values

Whole school Shared Text

Learning: The Magical Yet- Angela DiTerlizzi and Lorena Alvarez Deliberately chosen texts

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 The big wide world Heroes!

Respect: Champion Gran (Kara Learns About Respect)Deborah Chancellor

Little Red Riding Hood The Family Book

by Todd Parr

Teamwork: The Squirrels Who Squabbled- Rachel Bright

Caring: Pass It OnSophy Henn

Bringing In The Lunar New Year by Grace Lin Handa’s Surprise by Eileen Brown

Pride: Perfectly Norman- Tom Percival

Success: The Girl Who Planted Trees- by Caryl Hart and Anastasia Suvorova Alans big scary teeth Superworm by Julia Donaldson Supertato by Paul Linnet

(will be enhanced by other supporting texts chosen through the interests of the children)

*Diwali (Celebrate the world) by Hannah Eliot/Lighting a lamp Jonny Zucker* Room on The Broom by Julia Donaldson We’re Going On A Bear Hunt by Michael Rosen The leaf thief Stickman by Julia Donaldson The Jolly Christmas postman Snail Trail by Ruth Brown The Everywhere Bear by Julia Donaldson The Nativity

Shark In The Park by Nick Sharratt Twist and Hop, MiniBeast Bop by Tony Mitton Peely Wally – Kally Stileman The Three Little Pigs (to be revisited in Reception) The Gingerbread Man (to be revisited in Reception) Jack and the Beanstalk (to be revisited in Reception) Three Billy Goats Gruff

Doctor by Lucy George Flashing Fire Engines by Tony Mitton Biff, Chip and Kipper – Going to the dentist by Roderick Hunt A day on the farm by Sally Hopgood Busy People; Vet by Lucy M

Experiences

Playing in water Making clay pots Walk around the school Treasure hunt

Growing plants and flowers Walk in local area Fruit tasting Taking bear home

Dressing up Visit from police officer

British values to be referred to (democracy –story votes, respect – equipment, tolerance – sharing/cultural celebrations) Children will celebrate and value cultural, religious and community events (Chinese New Year – Feb,

Talk about similarities and differences between communities through stories. They will focus on transition into Reception and next steps of their own journey. Review learning journey with children. Planned vocabulary linked to occupation to be introduced through play (drawing reference

Must reads

Understanding the World

Brown bear, Brown bear what do you see? - Bill Martin and Eric Carle Hairy Maclary From Donaldsons Dairy –Lynley Dodd Each Peach Pear Plum—Janet and Alan Ahlberg Come on Daisy—Come on, Daisy!

The very hungry caterpillar—Eric Carle Don’t let the pigeon drive the bus—Mo Willems Farmer duck—Martin Waddell

Children to use ‘All About Me’ books to share information about their immediate family and themselves. They will talk about who is in their family. Children will create representations of themselves (self-portraits, family trees etc.)

Children will learn the meaning of ‘same’ and ‘different’

Ramadan – April, Easter – April)

Children will begin to name some common animals, including pets. They will plant seeds and

They will celebrate and value cultural, religious and community events (European Day of

Languages – Sept, Diwali – Nov, Hanukkah – Nov/Dec, Christmas – Dec)

Diverse puppets and props will be available through continuous provision.

Continuous provision set up to create wonder with different equipment (magnifying glasses, microscopes, iPad etc.) Children will explore the school grounds including the allotment.

They will be told about the 5 senses and be given opportunities to use them.

Communication Children will spend time listening to, learning and singing a wide range of songs and and Language

rhymes.

Children will begin to sit and be quiet during a short story time/ group time, using some reminders or picture prompts.

Children will follow the 1, 2 3 empty hands prompt.

Children will begin to associate the tidy up song to tidying up the classroom.

Children will know that they need to be quiet when someone else is talking during group time.

Children will learn what it means to be a good listener through development of class rules which will be clearly displayed and referred back to daily.

Children will be exposed to new language through high quality talk, books, language rich environment and adult interaction. New language will be displayed in different classroom areas and tasks.

care for growing plants and to identify flowers, leaf and stem They will understand the key features of the life cycle of a plant and an animal. Children will begin to understand the need to respect and care for the natural environment and all living things;

to gender stereotype for example, firefighter) Celebrate and value cultural, religious and community events (Eid – May, World

Children will listen to stories of increasing length and will be able to talk about what happens.

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

Focus on various question words and what they mean (who, where, what) Active listening is expected. Children will be able to sit and listen before responding to questions with relevant responses.

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

Children can follow one step instructions (sit down, line up, and get your coat).

Children will be exposed to new language through high quality talk, books, language rich environment and adult interaction. New language will be dropped into different classroom areas and tasks.

Children will start a conversation with a friend or adult. The conversation will consist of turn taking and not one person doing all the talking and the other listening. Adults will model this through high quality adult interaction.

Active listening is expected. Children will be able to sit and listen before responding to questions with relevant responses.

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

Children can follow an instruction that has two parts. (Get your coat and line up.)

Children can answer simple why and how questions.

Children will be exposed to new language through high quality talk, books, language rich environment and adult interaction. New language will be dropped into different classroom areas and tasks.

Children will be able to use sentences of 4-6 words (I want to play with cars. What’s that thing called?’

Children can use past and future tense with increasing accuracy.

Children begin to use and, because and or to join sentences together. (I like the park

Refugee Day – June)

Explore and talk about different forces they can feel.

Children will learn the names of some common materials and their properties.

They will talk about the differences between materials and the changes they notice.

Personal, Social and Emotional Development

Must read books provide children with opportunities to listen to and learn repeated parts of books. Children will join in with repeated refrains from familiar stories.

Children are able to give a verbal response to ‘good morning’ on the register.

Children will ask an adult for support when needed by saying, ‘Please can you help?’ This will be modelled back to them if asked incorrectly.

Children will make their needs known to staff by asking to go to the toilet, or using visual cues if appropriate.

Children to expand their awareness of using the correct tense in wider conversation.

Children will use talk to organise their play.

Children use talk to make their feelings known.

They are able to seek support from an adult when they are finding something difficult or have had a disagreement with a peer.

Children will be given opportunities to practise expressing their point of view

because it is fun. I like to go to the park and play on the swing.)

Children are becoming more familiar with the rules and expectations in nursery.

Children are able to remember the names of key adults in the setting and can recognise who is their teacher.

Children are able to seek adult support when conflict arises rather than responding in a physical manner (pushing/snatching toys).

Children are able to separate from their parent/carer in the morning and join the nursery line.

Children seek comfort from a familiar adult when needed.

Children begin to understand the need to wait (for their turn, to be given something, to not interrupt others).

Children begin to find solutions to conflict and problems.

Children begin to understand that they have to share toys and resources with others.

Children understand the rules in nursery and usually follow them.

Children are beginning to identify their own feelings (happy, sad, worried, and angry).

Children will develop a sense of responsibility when caring for plants that they have planted themselves. (Planting, watering, weeding etc.)

Children show more confidence when accessing the environment independently.

Children will play alongside other children in a friendly manner.

Children begin to understand how their actions can impact others.

Children begin to be aware of the feelings of others (happy, sad, worried, and angry) and how they can respond to these.

Children accept that they might not be chosen to complete every task during large group times. They accept this and know that sometimes it will be their turn and sometimes it will not.

Children have more of a sense of risk assessment and danger when discussing the emergency services and their responsibilities.

Children are able to manage their own toileting needs. They can ask when they need to leave the room to go to the

Children will learn the expectations during carpet time and will begin to be able to adapt their own behaviour to meet those expectations. Golden rules will be created with visual images to give children additional reminders.

Children will learn to respond to the instruction ‘Empty hands in 3, 2, 1’ (or similar) and will be able to resist the urge to continue with what they were doing.

Children will begin to access areas of the classroom independently, knowing that an adult is nearby to support them.

Children will begin to support the tidy up process with some direction from key adults.

Children will be able to ask for help when needed.

Children are able to visit the bathroom and wash their hands with prompting from an adult, where necessary.

Children will learn the importance of caring for their teeth (oral health).

Children become more confident around familiar adults.

Children are able to access the classroom environment when a familiar adult is nearby.

Children accept that other children may want to play with the same toys as them. They will allow another child to play in the same area, with or without shared play taking place. .

Children keep play going by responding to what others say or do with relevant actions or responses.

bathroom and remember to flush the toilet and wash their hands when using the bathroom independently.

Children can talk about themselves using positive terms. They can say what they are good at and celebrate when they have made progress or achieved success.

Children begin to know about healthy food choices.

Children understand the need to look after their personal hygiene – washing hands, covering mouths when coughing and wiping their nose.

Children will continue to revisit the importance of caring for their teeth (oral health).

Children engage in pretend play with their peers. They take on imaginary roles and keep play going by responding to the things their peers do or say with appropriate responses.

Physical Development

Safety first – children to join in with daily risk assessment checklists to begin to build safety awareness. Specific focus on collaborative carrying of large bricks.

Children will use large muscle movements – (wave flags and streamers, paint and make marks) Children will have opportunities to develop fundamental movement skills (rolling, crawling, walking, jumping, running, hopping, skipping and will be encouraged to stand on one leg and hold a balanced pose) throughout free flow outdoor and focused PE session.

Children will have opportunities to go up steps and stairs when exploring the school building and grounds.

Children will be able to remove their coats and place it on the correct peg. Children will be supported with loops for pegs.

Children will be shown the ‘flip method’ to put on their own coats.

Children to begin to work with a partner during physical activities.

Children to practise simple balances using an object to hold on to.

Children will be given resources to support own imagination when making up activities (boxes, balls, drain pipes etc.)

Children will be encouraged to use a knife, fork and spoon to feed themselves at lunchtimes. They will be supported to cut their food up by staff until they are able to do it independently.

Children to use malleable materials to squeeze, roll and cut.

Children will have opportunities to develop fundamental movement skills (crawling, walking, jumping) which using balance and climbing equipment. Focus on standing on 1 leg. They will be encouraged to use alternating feet when using climbing apparatus.

Further opportunities given to access steps to practise alternate feet.

Children to practise a range of movement such as running, hopping skipping and jumping through free play.

Children to practise changing direction.

Children to practise work with a partner during physical activities.

Children will develop their movement skills including balancing and riding on scooters, trikes and bikes.

Children will be able to remove their own jumpers/cardigans (supported with buttons) and take responsibility for placing them in their drawers.

Children will continue to be encouraged to use a knife, fork and spoon to feed themselves at lunchtimes. They will be supported to cut their food up by staff until they are able to do it independently.

Children will use scissors (including those with spring action) to make snips in paper and cut along a straight line.

Children will hold a writing tool in their dominant hand to draw lines and anti-clockwise circles.

Staff will introduce zips into the environment through role play clothing, sensory boards etc. alongside time set aside each day to support target children with the zipping of their coats.

Children will be able to form their ‘special letter’.

Children to practise changing direction.

Children to practise work with a partner during physical activities, extending to working as a team in a game.

Children to explore a variety of body shapes, balances and rolls through free play.

Children will negotiate spaces as they take part in PE sessions and in the Nursery garden.

Children will have opportunities to develop fundamental movement skills alongside developing ball skills (rolling, throwing, catching and bouncing).

Children are able to move in a sequence of movements (linked to music and rhythm).

Adults model vocabulary - follow, lead, copy.

Children will be able to remove their own jumpers/cardigans (including buttons) and put them back on again. They will be taught how to put it the correct way around before putting it on.

Children to engage in team games, showing awareness of rules through free flow outdoor learning time and focused PE sessions. Children will use scissors in their dominant hand to cut out simple shapes, including curves. Additional support for those children not yet demonstrating control.

Children will be able to fasten zips and buttons. Additional support for those children not yet able to achieve this independently.

Literacy

Children will be able to hold a writing tool to make marks on paper.

Children will be supported to identify their dominant hand through a range of fine motor opportunities.

Teachers will model correct pencil grasp.

Ongoing assessment to be kept to monitor.

Children will hold scissors (including the whole hand scissors) in their dominant hand and be able to make snips in paper. Children to be shown correct way to hold scissors.

Children to experience lots of fine motor experiences such as pegs, threading, picking up small objects and looping to help with button control. Introduce buttons into the environment through role play clothing etc.

Children will be able to use spoons to scoop and transport small objects. This will support them in being able to feed themselves.

Opportunities to reinforce hand-eye coordination and foot-eye coordination to be planned into cross curricular activities.

Children will be able to use tweezers to pick up small items

Children will use their dominant hand to begin to write recognisable letters from their first name.

Children will use their dominant hand to make marks on paper. They will be encouraged to give meaning to their marks and to take care when drawing. Staff to support children to use recognisable features.

Opportunities to reinforce hand-eye coordination and foot-eye coordination to be planned into cross curricular activities.

Children listen to short stories with increasing attention and recall.

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

Children fill in the missing word or phrase in a well-known rhyme or story.

Children will begin to recognise their ‘special letter’ in the environment.

Children will be exposed to their picture alongside their written name.

Children will know that print has meaning (through text in the environment, names and stories).

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

Children fill in the missing word or phrase in a well-known rhyme or story.

Children begin to be aware of the way stories are structured.

Children will be able to listen to a short story and answer simple questions (who, where, when) Children talk about significant events that take place in stories (The wolf blows the house down.

Jack climbs the beanstalk).

Children can say who some of the characters in the story are.

Children begin to be aware of the way stories are structured, with some understanding that texts have a beginning, middle and an end.

Children will be able to listen to a short story and answer simple questions (how and why) Children can say who the main characters in the story are.

Children begin to know that the author writes the words in the story.

Children begin to know that the illustrator draws the pictures.

Mathematics

Children will know that we follow text from left to right. This includes turning pages of the book and looking at the images from left to right and top to bottom.

Children will listen to, and name, sounds in the environment.

Children will be able to make changes to sounds to make them loud/quiet/slow/fast.

Children will make marks through different writing opportunities (shopping lists, menus, pictures, cards etc.).

Children will begin to write the initial letter from their name with some support.

Children will be encouraged to use a tripod grip to hold their writing tool using grip it, pick it, flick it method.

Children will continue to develop their knowledge that print has meaning (through text in the environment, names and stories).

Children will know that we follow text from left to right. This includes turning pages of the book and looking at the images from left to right and top to bottom, turning one page at a time.

Children will be exposed to books that include rhyme. They will be supported to identify the rhyming words.

Children will be able to recognise their name in the environment (working wall).

Children will give meaning to the marks they make through different writing opportunities (shopping lists, menus, pictures, cards etc.).

Children will be able to write some recognisable letters from their name.

Children will be encouraged to use a tripod grip to hold their writing tool.

Children will begin to understand that information can be gained from text.

Children have some awareness that nonfiction books tell use facts about real things.

Children will begin to identify the initial phoneme in words.

Children will begin looking at oral blending (in a play based situation – Can you please pass the c-ar. Can I have the r-e-d one please?) and through adult led learning tasks.

Children will be able to identify their name when it is mixed in with other words that begin with the same capital letter (knowing their name and not just recognising the capital letter).

Children will give meaning to the marks they make in different writing opportunities (shopping lists, menus, pictures, cards etc.)

There may be some recognisable letters beginning to form.

Children will be able to write their name from memory or limited scaffold, with some correct formations.

Children will be able to use a tripod grip to hold their writing tool.

Children know that physical objects can be counted.

Children know to touch count objects and can assign one number to each object.

Children will compare amounts, saying ‘lots’, ‘more’ or ‘same’.

Children sing songs and chants that focus on counting forwards.

Children begin to subetise numbers up to and including 3 using physical objects.

Children will continue to develop their ability to assign one number to each object they count.

Children will develop a sense of cardinality and know that the final number said is the total (after counting or identifying) Children begin to learn the composition of numbers in ones

Children will be encouraged to make marks and symbols as well as trying to form numerals.

Children know that things we cannot hold (claps, stamps etc.) can be counted.

Children know to touch count objects and can assign one number to each object up to and including 5.

Expressive Arts and Design

Children can recite some number names in order.

Children know they can represent numbers using their fingers.

Children can talk about and identify the patterns around them (e.g. stripes on clothes, designs on rugs) Children to be taught to recognise and name colours in a variety of contexts.

Children to have opportunities to explore and match objects that are the same.

Children to have opportunities to explore and sort objects in their own ways, teaching them that collections can be sorted based on attributes such as colour, size or shape.

Children to understand position through words (e.g. push the chair under the table)

Children continue to make comparisons between amounts (more/less) Children begin to recite number names to 5 and beyond.

Children can hold up fingers to represent 0-5.

Children know where numbers to 3 belong in a number line.

Children begin to place numbers to 3 in order.

Can recognise change in numbers when more or added or some have been taken away. They use the language more/ less/fewer/ the same.

Children to create and extend AB patterns Children to revisit colour and colour mixing through expressive arts.

Children talk about and explore 2D shapes using informal mathematical language (sides, corners, straight, round, curved flat etc.)

Children begin to understand position – they can place an object in, under, on, beside, between, in front of.

Children begin to make comparisons between objects relating to size, length, weight and capacity.

Children will begin to describe a sequence of events, real or fictional, using words such as ‘first and ‘then’

Children know that the final number said is the total amount when counting.

Children can begin to match quantities to numerals to 5 (physical objects).

Children will be able to subitise with numbers up to 5 with a range of representations (Numicon, dice, fingers) Children can recite numbers to 10.

Children know where numbers to 5 belong in a number line.

Children are able to place numbers 1-5 in order.

Children will begin to understand the concept of ‘1 more/1 less’ through physical representations (e.g. seeing that the quantity of a group can be changed by adding 1 or taking 1 away) Children can notice and correct an error in a repeating pattern.

Children can use positional language to describe the location of an object, or to describe a simple route.

Children talk about and explore 2D shapes using informal mathematical language (sides, corners, straight, round, curved flat etc.)

Children begin to make comparisons between objects relating to size, length, weight and capacity using language such as longer/shorter, heavier/lighter, more/less, bigger/smaller, and full/empty.

Children will explore different materials and textures when using collage.

Children will be encouraged to think about what they would like to create and adults will

Children know that they can add white to make lighter shades of paint and black to make a darker shade of paint.

Children will know how to use a glue stick or PVA glue to attach collage materials to a piece of paper/card. They will learn how to add the glue to the smaller piece of material before fixing it to the larger piece. Children will be taught to replace the lid on glue sticks to stop them drying out.

Children will use paint to make marks.

Children will try to follow an example to create a finished product.

Children listen with increased attention to sounds and songs.

Children can identify noises made by familiar things (animals, hoover, waves, etc.)

Children can take part in some simple pretend play. Role-play links to familiar situations so children can link to their own experiences.

Children to learn and sing familiar Nursery Rhymes and Numeracy songs.

Children to have access to musical instruments through continuous provision.

Children to take part in call and response songs.

encourage children to explore different materials to be able to make their planned creation.

Children will be able to use scissors to make changes to materials (fine motor focus) Children will explore different ways of joining materials (glue, masking tape, sticky tape) Children will know clean their brush before changing paint colour Children listen to pieces of music and songs. They respond to what they have heard, expressing their thoughts and feelings.

Children will explore the different sounds that a selection of instruments make.

Children build a narrative into their play. The keep imagination play going by responding to what is said/done by other participants.

Children to learn and sing familiar Nursery Rhymes and Numeracy songs.

Children to have access to musical instruments through continuous provision.

Children to take part in call and response songs.

Children will explore different ways of joining materials (Staple, treasury tag, split pin) Children will remove paint from their brush by using water. They will know to dry their brush on a paper towel before selecting a new colour.

Children use their creative skills to make props to support their imaginative play.

Children remember and sing entire songs/ nursery rhymes.

Children are able to speed up or slow down the pace of the song/ nursery rhyme.

Children will be taught to listen and respond to instructions when using instruments. Changing the dynamics (loud/quiet) and Tempo (fast/slow). Children will explore how music connects with different parts of a story or feeling and emotions.

Children have resources available to allow them to build more complex small worlds.

They make additional resources to enhance their small world play.

Children to learn and sing familiar Nursery Rhymes and Numeracy songs.

Children to have access to musical instruments through continuous provision.

Children to take part in call and response songs.

Reception Long Term Plan 2023 - 2024 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 Travel around the world with us!

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

Let’s tell a tale…

Then, now and next!

Throckley Values

Sophy Henn Learning: The Magical Yet Angela DiTerlizzi and Lorena Alvarez

Deliberately chosen texts (will be enhanced by other supporting texts

Respect: Champion Gran (Kara Learns About Respect)Deborah Chancellor

Red Riding Hood (whole school text) Red Riding Hood and the Sweet Little Wolf How to catch a rainbow Bear on a Bike Around the World

Teamwork: The Squirrels Who Squabbled Rachel Bright

Caring: Pass It On Sophy Henn

The Three Little Pigs (revisit from Nursery) The Gingerbread Man (revisit from Nursery) Jack and the Beanstalk (revisit from Nursery) The Little Red Hen

Pride: Perfectly Norman Tom Percival

Success: The Girl Who Planted Trees Caryl Hart and Anastasia Suvorova

Mather Maps it Out What the ladybird heard on holiday / at the seaside Aliens love underpants What can you see in space?

chosen through the interests of the children)

Busy, busy World Hello Autumn Pick a Pumpki Luna Loves Art Nursery Rhymes Meercat Mail Artic Animals Pick a Pine tree The Jolly Postman

Experiences

Must reads

Understanding the World

European Day of Languages Diwali / Hanukah / Christmas Thrive @ Throckley Nativity production PACT day

Just Ducks Non-fiction – animals and the life cycle Caterpillar to Butterfly by Camilla de la Bedoyere My Little Book of Life Cycles Oi Frog What the Ladybird Heard

Ducklings Caterpillars Farm PACT day Thrive @ Throckley

Owl babies—Martin Wadell Handa’s Surprise—Eileen Brown All join in—Quentin Blake You choose—Pippa Goodhart and Nick Sharratt Oi frog—Kes Gray Elmer—David McKee All aboard for the Bobo Road—Stephen Davies I am a tiger—Karl Newson Six dinner Sid—Inga Moore Puffin Peter—Petr Horacek Children will learn about the lives of the Children will begin to learn about the people around them and their roles in concept of ‘the past’ through settings, society. This will link to the local area characters and events encountered in books when learning about Throckley. Children read in class and storytelling. Children will will talk about the significant people in learn about different countries, religions and their life and people who are important to ways of life. Through a focus on traditional them in their community. Children will tales, children will be exposed to a growing develop an understanding of yesterday,

How to catch a Star Dinosaurs Love Underpants Am I yours?

Ambrose goes for gold (Sports Day) Think Big Dentist A Superhero Like You

Summer picnic on the field PACT day Sports day Thrive @ Throckley

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. They will also take part in STEAM week that focuses on science, technology, engineering, art and maths.

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 be able to talk about Throckley as a village and be able to identify places of significance. Children will learn about change in their natural environment through walks and experiences in the school grounds and will be able to observe the affects that seasonal change have on the environment.

As part of our transport study, children will be exposed to non-fiction texts (atlas, geography themed books) to learn about different places.

number of animals, and they will learn about their natural habitats and how they grow.

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

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

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.

Children will have the opportunity to see real life life-cycles taking place in the classroom with the addition of butterflies and ducklings to enhance learning experiences.

Children will continue to take part in cultural themed days which celebrate different religions from across the world.

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

Children will have the opportunity to explore the similarities and differences between life in this country and life in other countries.

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.

Class Year books will be used as a tool to prompt discussions about past experiences in their Reception year.

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.

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 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.

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 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 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.

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.

Physical Development

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

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

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.

Literacy

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.

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 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.

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 be taught graphemes and phonemes using the Read Write Inc. phonics scheme.

Children will begin to segment and blend phonemes into words.

Children will listen to rhyming couplets

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.

Writing opportunities

Writing opportunities

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 small group reading. They will read more high frequency words in line with RWI programme. When children write, they are encouraged to re-read their writing to make sure it makes sense.

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 work on the writing of CVC words. Children will begin to write CVC/CCVC/CVCC words in independent and

Writing opportunities

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

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 have many opportunities to develop their mathematical skills.

Throughout the autumn term, children will be given opportunities to compare numbers and learn which numbers are worth more or less than each other. They will also understand that some groups of objects may contain the same amount. In autumn, children will work on numbers to 5. Learning to identify the value of a number, being able to count out that amount, subitising (knowing how many there are without counting) and ordering.

Children will also understand the composition of numbers to 5. They will know that 3 could be 2 and 1 or 1 and 1 and 1.

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

independent and children know how to respond to feedback and make corrections in their work.

Throughout the spring term, the children will know the number name for zero and how it is represented. They will recognise patterns and related number bonds to 5. Children shall continue to apply the counting principles when counting to 6, 7 and 8.

They will learn to use their fingers to count forward from a given number between 0 and 10. Children will be able to count on and back from a given number to 8 saying what is one more and one less than that number.

They will begin to use subtraction to understand that numbers can be taken away until they reach 0. Children will also understand how to represent the numbers 9 and 10 in different ways - recognising the numerals that matching the amount.

Throughout the summer term, children will build numbers beyond 10 by following the counting principles and number patterns of adding one more to another number to reach a greater number. They will understand that numbers exist beyond 20 and they have some experience of naming numbers through chants and songs etc. Children shall be exposed to greater amounts in the environment, including 100.

Children will know how to change the quantity of a group by adding more or taking away and will learn to represent this using pictorial and abstract representations.

They will work on doubling as well as odd and even understanding. The children will develop their mathematical language by building with 2d and 3d shapes and justifying their choices. They will also work on pattern by learning various possible sequences.

Children will also explore mass, volume, length and height – using comparison skills throughout. They will also explore pairs of objects and numbers. Children shall compare 2d and 3d shapes and their properties.

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 will colour and paint within an outside line consistently. Children will become more confident representing people and objects using drawing and painting skills.

Children will find different ways of making music using a variety of musical instruments.

They will join in with familiar songs and dances that they have learned in school or at home.

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 construction and change/alter accordingly.

Children create props that they use in their independent play and can be included within the continuous provision. They continue to make more identifiable representations of objects and people.

Year 1 Breadth of Study

Autumn

Geography

History

Whole School Shared Text

Value

Spring

Summer

Learning

Respect

Teamwork

Caring

Pride

Success

The Magical Yet

by Angela DiTerlizzi

Champion Gran (Kara Learns About Respect)

by Deborah Chancellor

The Squirrels Who Squabbled

by Rachel Bright

Pass It On

by Sophy Henn

Perfectly Norman

by Tom Percival

The Girl Who Planted Trees

by Caryl Hart and Anastasia Suvorova

Terrific Trains!

How do we get around?

History Enquiry How have explorers changed our lives?

Linked Historical Concept: Innovation

Linked Historical Concept: Civilisation, Innovation

Significant People: George Stephenson

Significant People: Neil Armstrong and Mae Jemison

What is the weather like where we live?

The children will, using world maps, atlases and globes name and locate the four countries and capital cities of the United Kingdom and its surrounding seas. They will learn and use basic symbols in a key on a map. In addition, they will identify seasonal and daily weather patterns in the United Kingdom.

They will build on their understanding of weather and seasons learned in the early years.

This unit links to children’s learning in science about seasonal change.

Significant People: John Dalton

What is special about the British Monarchy?

Linked Historical Concept: Empire Significant People: Queen Elizabeth II

Geography Enquiry Our wonderful world Where do different animals live?

This term the children will learn the names and The children will use simple fieldwork and observational locations of the world’s seven continents and five skills to study the geography of their school and its oceans. Use aerial photographs and plan perspectives grounds and the key human and physical features of its to recognise landmarks and basic human and physical surrounding environment. They will be investigating and features. Understand geographical similarities and observing the animals that live on our school grounds differences through studying human and physical and will devise a simple map and use it to plot the geography of a small area of the UK and a small area in location of the different animals found. a contrasting non-European country.

This unit builds upon children’s knowledge of the This unit builds upon children’s understanding of continents and oceans learned during Spring Term to landmarks in the local area learned in the early years. include the identification of the equator, North and South Pole.

Significant People: Chris Packham

Key geographical concepts will be woven throughout the geography units. These are: Place and Space, Scale and Connection, Physical and Human Geography, Environment and Sustainability and Culture and Diversity. These skills are planned progressively to ensure they are revisited and built upon in each unit of study.

Year 1 Breadth of Study

Studied Poetry

Writing Opportunities Driven by Class Text or Wider Curriculum

Studied Texts

English

To entertain:

To entertain:



Name and describe pictures relating to the story and write captions to match. (Treasure Island).



Describe a character using adjectives. (Zeraffa Giraffa) Links to geography – Our wonderful world.



Write simple sentences using the same characters for a different plot. (The Train Ride) Links to history – Trains, George Stephenson.



Write a continuation of the plot: The boy and the Martian visit another planet and meet a girl and another alien in trouble.(A Way Back Home) Links to history - Explorers.



Entertain others by writing a simple description of a Christmas tree that the children have decorated themselves. (Pick a Pine Tree)

Write a simple weather report (fact file) – writing simple words using phonetically plausible spellings of taught GPCs. (Froggy day) Links to geography and science - weather and seasons



Write an alternative version of the story. (The Queen’s Knickers) Links to history - The monarchy.



Retell the story in their own words. (The Last Tree) Links to science - Plants.

To Inform:

To Inform: 

To Inform: 

To entertain:

Poetry: 



Write a fact file about an that we have studied. (How to help a hedgehog and protect a polar bear).

Links to geography and science - environment and sustainability and animals Poetry:



Write a shape poem about an animal of their choice.

Links to science - animals

Write a simple biography about the life and works of Mae Jemison.

Links to history - Explorers.

Re cognise rhyming words and substitute with own words using same rhyming patterns in the style of a Calligram. (Spring is Here)

Year 1 Breadth of Study Mathematics Previous Reception experiences 

Consolidation of EYFS mathematical concepts: cardinality and counting, comparison, composition, pattern, shape and space, measures

Counting within 100 

Comparison of quantities and part-whole relationships, pupils will:   

Pupils count within 100 in different ways, forwards and backwards.    



explain that items can be compared using length/height, weight/mass and volume/capacity count and compare a set of objects use equality and inequality symbols to compare sets of objects and expressions explain what a whole and that is can be split into parts explain that a whole can represent a group of objects identify a part of a whole group explain what a part-whole model is and use a part-whole model to represent a whole partitioned into two parts use a part-whole model to represent a whole partitioned into more than two parts

Numbers 0 to 5, pupils will: 

Maths

     

explain that numbers can represent how many objects there are in a set explain that ordinal numbers show a position and not a set of objects partition numbers one to five in different ways and in in a systematic way find a missing part when one part and the whole is known show one more and one less than a number using representations and describe this accurately. show one more and one less than a number using representations use a bar model to represent a whole partitioned into two parts

Recognise, compose, decompose and manipulate 2D and 3D shapes cont., pupils will:  

Numbers 0 to 10, pupils will:          

  





  

count a set of objects and match the spoken number to the written numeral and number name represent the numbers 6 to 10 using a five and a bit structure identify the whole and parts of the numbers 6 to 10 using the five and a bit structure explore the numbers 6 to 10 using the part whole model and the five and a bit structure explain where 6, 7, 8 and 9 lie on a number line explain what odd and even numbers are and the difference between them explain how even and odd numbers can be partitioned partition numbers 6 to 10 in different ways partition the numbers 6 to 10 in a systematic way identify a missing part when a whole is partitioned into two parts

Additive Structures, pupils will:

Recognise, compose, decompose and manipulate 2D and 3D shapes, pupils will: compose pattern block images and copy, extend and develop repeating and radiating pattern block patterns compose tangram images investigate tetromino and pentomino arrangements investigate ways that four cubes can be composed into different 3D models and explore, discuss and compare 3D shapes

identify 2D shapes within 3D shapes and explore, discuss and compare 2D shapes explore, discuss and identify circles, triangles, rectangles and shapes that are not circles/traingles/rectangles from shape cut-outs



 

combine two or more parts to make a whole explain that addends can be represented in any order. This is called the commutative law explain that the = sign can be used to show that the whole and the sum of the parts are equal add parts to find the value of the whole and write the equation find the missing addend in an equation partition a whole into two parts and express this with a subtraction equation use additive structures to think about addition and subtraction equations in different ways

Additive Structures cont., pupils will:

Numbers 0 to 20, pupils will:

Unitising and coin recognition cont., pupils will:







  



make addition and subtraction stories and write equations to match represent ‘first, then, now’ stories with addition and subtraction equations represent different types of stories with subtraction calculations work out the missing part of an addition/subtraction story and equation if the other two parts are known explain that addition and subtraction are inverse operations

Addition and subtraction facts within 10, pupils will:             

explain that addition is commutative find pairs of numbers to 10 add and subtract 1 from any number explain what the difference is between consecutive numbers explain what happens when 2 is added to or subtracted from odd and even numbers explain what the difference is between consecutive odd and even numbers explain what happens when zero is added to or subtracted from a number explain what happens when a number is added to or subtracted from itself double numbers and explain what doubling means halve numbers and explain what halving means use knowledge of doubles and halves to calculate near doubles and halves use knowledge of doubles and halves to solve problems efficiently use knowledge and strategies to add 5 and 3 and 6 and 3

         

explain that the digits in the numbers 11 to 19 express quantity and position on a number line identify the quantity shown in a representation of numbers 11 to 19 use knowledge of ‘10 and a bit’ to solve problems explore odd and even numbers within 20 double the numbers 6 to 9 and halve the result, explaining what doubling and halving is use knowledge of addition and subtraction facts within 10 to add and subtract within 20 measure one object with different non-standard measures and record outcomes measure items using individual cm cubes (dienes) measure length from zero cm using a ruler estimate length in cm estimate length, measure length and record these values in a table

Unitising and coin recognition, pupils will:    

count efficiently by counting in groups of two, five and ten recognise and explain the value of 1p, 2p, 5p and 10p coins explain that a single coin can be worth several pennies use knowledge of the value of coins to solve problems

   

calculate the total value of the coins in a set of 2p, 5p and 10p coins compare sets of 2p, 5p and 10p coins relate what they have learnt to a real-life context work out how many coins are needed to make a value of 10p and 20p use knowledge of the value of coins to solve problems

.

Position and Direction, pupils will:  



describe position, direction and movement, including whole, half, quarter and three-quarter turns use the language of position, direction and motion, including left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside make whole, half, quarter and threequarter turns in both directions and connect turning clockwise with movement on a clock face.

Time, pupils will: 

 

sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] recognise and use language relating to dates, including days of the week, weeks, months and years tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

Science

Year 1 Breadth of Study

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 the use of a daily weather chart (EYFS)

Builds on different textures of materials; features of classroom environment (EYFS)

Science Animals Including Humans Children will identify common vertebrates; carnivores, herbivores and omnivores; structure of animals; link human body parts to senses Builds on names of common animals; life cycle of a butterfly (EYFS)

Plants Children will identify and name plants; different trees structure of plants

Working Scientifically Investigations Assessment & consolidation of prior knowledge

Builds on naming common plants; planting a seed (EYFS) 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.

Seesaw Skills

Computing

Online Safety (Link to PSHE) Self-Image & Identity Online Relationships Systems and Networks Mouse and Keyboard Skills (Build on EYFS Autumn)

Text and Images

Online Safety (Link to PSHE) Online Reputation Online Bullying Multimedia (Links to Music, Art and DT) Music Creation (Build on EYFS Summer) Digital Art (Build on EYFS Summer) Comic Creation

Online Safety (Link to PSHE) Managing Online Information Health, Wellbeing and Lifestyle

Computing Online Safety (Link to PSHE) Privacy and Security Copyright & Ownership

Programming (Builds on EYFS Disciplinary) A - Moving A Robot Buttons Directions Forwards and backwards Four directions Getting there Routes

Multimedia iPad Using a tripod for photos (Build on EYFS) Green Screen Creating one image on one green screen background

Online Safety (Revisit 8 areas) B – Introduction to Animation Comparing tools Joining blocks Make a change Adding sprites Project design Following my design

Consolidation and Assessment for Learning Children will recall and revisit their learning throughout the year to ensure they have secured and maintained progress in online safety, systems and networks, programming and multimedia.

Class teachers to ensure online safety is taught discretely 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.

3D Design

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

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

Builds on children being able to hold drawing tools correctly (EYFS)

Art Painting – colour and value Explore mark making with paint using primary colours.

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

EYFS – Colour mixing Maths – 2d shapes and their properties

DT

DT

Structures

Food and Nutrition

Textiles

How can you stop a tower from toppling over?

How does food affect your senses?

How can two squares of fabric keep you warm?

Build structures that are freestanding using a range of different materials

Peel, chop and grate a selection of vegetables Modify food to suit food senses

Create a running stitch Select tools for sewing Thread a needle

Science – Animals including humans (Human senses) PSHE – Physical health and mental Wellbeing (Health)

History – Terrific trains (innovation) Computing – 3D Design Science – Everyday materials

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

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.

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.

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

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

Builds on understanding of Easter covered in EYFS.

Music

Music

Pulse: Keep a steady pulse in a group and identify two contrasting tempos in a piece of music.

Rhythm: Recognise and demonstrate one bar repetition using crotchets and quavers.

Active listening & Appraising: Identify features of a range of high quality live and recorded music. Replicate basic rhythms (Supported in assemblies/classroom) Performing: Play basic rhythms on un-tuned and tuned instruments and using body percussion and repetition.

Pulse: Keep a steady pulse in a group and identify two contrasting tempos in a piece of music.

Rhythm: Recognise and demonstrate one bar repetition using crotchets and quavers.

Active listening & Appraising: Identify features of a range of high quality live and recorded music. Replicate basic rhythms (Supported in assemblies/classroom) Performing: Play basic rhythms on un-tuned and tuned instruments and using body percussion and repetition.

Singing: Sing simple folk tunes using pentatonic scales in unison both with and without accompaniment or backing tracks. Respond to simple, visual cues/directions.

Pulse: Keep a steady pulse in a group and identify two contrasting tempos in a piece of music.

Rhythm: Recognise and demonstrate one bar repetition using crotchets and quavers.

Active listening & Appraising: Identify features of a range of high quality live and recorded music. Replicate basic rhythms (Supported in assemblies/classroom) Performing: Play basic rhythms on un-tuned and tuned instruments and using body percussion and repetition.

Singing: Sing simple folk tunes using pentatonic scales in unison both with and without accompaniment or backing tracks. Respond to simple, visual cues/directions.

Composition: Improvise and understand the difference between simple rhythms and a pitch pattern on given stimuli e.g. rhythm/pitch grids.

Year 1 Breadth of Study

Physical Health and Mental Wellbeing Mental Wellbeing – How can we recognise feelings?

PSHE

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?

PSHE Relationships 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

Summer

Learning

Respect

Teamwork

Caring

Pride

Success

The Magical Yet

by Angela DiTerlizzi

Champion Gran (Kara Learns About Respect)

by Deborah Chancellor

The Squirrels Who Squabbled

by Rachel Bright

Pass It On

by Sophy Henn

Perfectly Norman

by Tom Percival

The Girl Who Planted Trees

by Caryl Hart and Anastasia Suvorova

Whole School Shared Text

Value

Spring

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 our capital city?

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 Entertain: Rewrite the ending to Little Red Riding Hood

To Persuade: Persuasive letter to the Bear

To Inform: Factfile on a fictional character

Geography – If you go down to the woods

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

Geography – UK coastlines To Inform: Instructions on how to make a disgusting sandwich To Inform: Postcard from the coast

To inform: Diary entry about the great fire of London History – Who was to blame for the Great Fire or London?

To Inform: Non-chronological reports about brown bears

To Entertain: Great Fire of London shape poem

Science – Animals and their habitats History – David Attenborough

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

To Entertain: Retell the Easter Story Build on previous knowledge of The Easter Story RE – How do the events of Easter make us feel?

To inform: Biography about David Attenborough

Geography – UK coastlines History – Why will we remember David Attenborough?

To Entertain: Rewrite the ending to a specified chapter of The Worst Witch To inform: Instructions on how to plant a seed (STEAM) Science – Plants Build on previous knowledge of Plants To persuade: Leaflet to show why Paddington should visit London Geography – What will we see if we visit our capital city?

Year 2 Breadth of Study Mathematics

Maths

Number- Numbers 10-100 Children will determine the place value of each digit in two-digit numbers and compose and decompose two-digit numbers using standard and non-standard partitioning.

Number – Calculations within 20 Children will explore adding and subtracting across ten.

They will begin to recognise subtraction as ‘difference’ and answer questions of the form, “How many more…?”

Fluency add and subtract within 10 Children will practise a range of useful strategies for addition within ten. This will include adding and subtracting zero and one, commutativity, adding and subtracting two to/from odd and even numbers, and doubling and halving.

Addition and subtraction of two-digit numbers Part 1 Children will discover addition and subtraction within 100 by applying related one-digit addition and subtraction facts: add and subtract only ones or only tens to/from a two-digit number.

Introduction to multiplication Children will recognise repeated addition contexts, representing them with multiplication equations and calculating the product, within the 2, 5 and 10 multiplication tables.

Introduction to multiplication Children will recognise repeated addition contexts, representing them with multiplication equations and calculating the product, within the 2, 5 and 10 multiplication tables.

Introduction to division structures Children will relate grouping problems, where the number of groups is unknown, to multiplication equations with a missing factor, and to division equations (quotitive division).

Shape Children will use precise language to describe the properties of 2D and 3D shapes. They will also compare shapes by reasoning about similarities and differences in properties, including number of sides, vertices, edges, faces and lines of symmetry.

Money Children will be introduced to British currency in the form of coins. They will become familiar with each coin, so that they are able to name it and know its worth. They will then use different coins to make the same amount.

Fractions

Shape Children will use precise language to describe the properties of 2D and 3D shapes. They will also compare shapes by reasoning about similarities and differences in properties, including number of sides, vertices, edges, faces and lines of symmetry.

Addition and subtraction of two-digit numbers Part 2 Children will add and subtract within 100 by applying onedigit addition and subtraction facts: add and subtract any 2 two-digit number.

Children will identify one quarter, one half, one third, two quarters and three quarters of a number or shape. They will discover how all parts must be equal parts of the whole.

Position and Direction Children will use their knowledge of fractions to determine quarter, half, three quarter and full turns. They will also explore directional language such as clockwise and anticlockwise alongside compass directions.

Multiplication and Division Children will explore doubling and halving. Their understanding of commutativity will be developed further and they will delve into quotitive and partitive division.

Multiplication and Division Children will explore doubling and halving. Their understanding of commutativity will be developed further and they will delve into quotitive and partitive division.

Sense of measure – Capacity Volume and Mass Children will apply their times table knowledge towards being able to read scales in divisions of ones, twos, fives and tens. This could be in the format of number lines, thermometers, measuring jugs and rulers.

Year 2 Breadth of Study 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.

Living things and their habitats Children will discuss living, once living & never alive.

They will research how habitats provide for needs.

Build on Year 1 knowledge of common materials

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

Build on Year 1 knowledge of animals from around the world.

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

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

Build on Year 1 knowledge of naming common animals and their offspring

Build on Year 1 knowledge of naming common garden and wild plants

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

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 Digital Literacy

Information Technology

Computer Science

Information Technology

iLearn 2

Project Evolve Self-Image & Identity – Different online and offline behaviours Online Relationships – Ways to accept/deny permission with a trusted adult 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

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

Studio Code – Course A Sequencing – Algorithms

iPad Airdropping one photo

Computer Science

Green Screen Loops – Loop patterns Events – Varying a sequence

Creating one video on one green screen background

Studio Code – Course B Using a design Changing a design Designing and creating a program Evaluating

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) Evoke mood and represent movement through mark making.

Art

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

Make your own painting tools and develop colourmixing skills using secondary colours.

Painting – Colour and value Explore line, colour and shape.

Printmaking (Line and pattern) Create repeated patterns with positive and negative space.

Make your own painting tools and develop colourmixing skills using secondary colours.

Use natural objects as stimulus.

Artist influence: Beth Krommes and Wassily Kandinsky.

DT

Design Technology Understanding Materials How do you waterproof a hat?

Food and Nutrition How healthy is your food?

Mechanisms Are bigger wheels always better?

Make paper waterproof Transform flat paper by folding and creasing

Shape and form ingredients to make delicious food Use a range of culinary techniques

Are bigger wheels always better?

P E

Science – Use of materials (Function)

Science – Animals including Humans (Nutrition) PSHE – Physical Health and Mental Wellbeing (Health) PE

Create a simple wheel mechanism Use wheel mechanisms to propel a simple vehicle

Year 2 Breadth of Study

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

Athletics Running and Jumping

Significant person: Ellie Simmonds Caring

RE

RE

Religious books Consolidates knowledge of the holy books explored in Year 1.

How do religious people express their sense of community?

Sikhism Revisit and consolidate Sikhism knowledge from Autumn.

What does it mean to be a Sikh?

Introduction to a new religion with the opportunity to understand the differences between religions covered and Sikhism.

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

Belonging and Community Consolidates knowledge of belonging from EY/Y1.

How do the events of Easter make me feel?

Builds on understanding of Easter covered in EY/Y1.

M u s i c

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

Music

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

Children are introduced to the idea that religious beliefs and faith require expression, both individually through living and collectively in communities through worship.

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.

Year 2 Breadth of Study

Pulse, rhythm, performing, active listening and appraising, singing

Pulse, rhythm, performing, active listening and appraising, singing Singing rounds in two and three groups.

Learn to sing a song in 3/4 Keep a steady beat moving your body to the pulse.

Build on Y1 knowledge of the pulse of a song.

Identify the three beats with the accent on beat one.

Build on Y1 knowledge of the beat of a song.

Listen to a waltz

Develop a percussion piece made up of longer sequences.

Build on Y1 knowledge of recognising and playing percussion instruments.

Pulse, rhythm, performing, active listening and appraising, singing Call and response rhythm games. Pupils improvise responses using percussion.

Build on Y1 knowledge of listening and appraising.

Compose using a variety of tuned and un-tuned instruments.

Identify which dynamics can be used in composition.

Use dynamics for expression both in singing and in the percussion piece.

Build on Y1 knowledge of performing.

Refine and perform finished pieces to the group.

Build on performing skills from EY/Y1.

Introduce minim using Sammy the Snake.

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?

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

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

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

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

What is bullying?

Online relationships- How do I stay safe online?

Who do I interact with online?

How do I use the information I see online?

Being Safe- How can I stay safe?

Who can help me?

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

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

How do I keep my money safe?

CAREERS Linked to other curriculum areas and significant peopleAutumn Career focus: RNLI (coastline/Grace Darling) Spring Career focus: naturalist/biologist/broadcaster (David Attenborough) Summer Career focus: Firefighter (Great Fire of London)

Year 3 Breadth of Study

Autumn

Summer

Learning

Respect

Teamwork

Caring

Pride

Success

The Magical Yet

by Angela DiTerlizzi and Lorena Alvarez

Champion Gran (Kara learns about respect)

By Deborah Chancellor

The squirrels who squabbled

By Rachel Bright

Pass it on

By Sophy Henn

Perfectly Norman

By Tom Percival

The Girl who Planted Trees

By Caryl Hart and Anastasia Suvorova

Whole School Shared Text

Value

Spring

History Enquiry

History

Should we celebrate the Ancient Egyptians?

How did human civilisation change during the Stone, Bronze and Iron Age? Linked Historical Concept: Civilisation, Innovation

Linked Historical Concept: Civilisation, Innovation Significant People: King Tutankhamun - ruled Egypt as pharaoh for 10 years until his death at age 19.

Cleopatra – famous Egyptian queen.

Should the Romans have Invaded Britain?

Linked Historical Concept: Empire Significant People: Boudicca - a warrior queen of the Iceni people.

Geography

Geography Enquiry

How significant is the Amazon Rainforest?

This unit builds upon children’s learning of forests in Year 2 Spring term.

They extend their knowledge of lines of latitude to include the Tropics of Cancer and Capricorn. Children will also increase their understanding of climate by learning about the tropical climate zone and their understanding of climate change.

Significant People: Francisco de Orellana - Spanish soldier and first European explorer of the Amazon River.

What’s Beneath My Feet?

This unit builds children’s ability to locate the world’s countries and they will start to identify a much wider range of countries.

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

This unit builds upon children’s knowledge of human and physical geographical features and their knowledge of the UK learned in Key Stage 1.

Year 3 Breadth of Study Key geographical concepts will be woven throughout the geography units. These are: Place and Space, Scale and Connection, Physical and Human Geography, Environment and Sustainability and Culture and Diversity. These skills are planned progressively to ensure they are revisited and built upon in each unit of study.

Writing Opportunities Driven by Class Text or Wider Curriculum

Studied Texts

English

Treasure Island - To Entertain: Children to write a character description about their own pirate.

The Great Kapok Tree - To Entertain: Children to write a setting description about the Amazon Rainforest highlight its natural beauty.

Geography Unit – Why is the Amazon Rainforest significant?

Stone Age Boy - To Entertain: Children to write a recount in the form of a diary entry about Stone Age Boy’s adventures from when he travelled back in time.

History – How did human civilisation change during the Stone, Bronze and Iron Age? To Inform: Children to write a magazine article about what can be found at the site of Skara Brae.

History – How did human civilisation change during the Stone, Bronze and Iron Age?

Street Beneath My Feet - To Inform: Children to write a non-chronological report detailing what can be found within the different layers of the Earth.

Geography Unit – What’s beneath my feet?

I Asked A Little Boy Who Cannot See - To Entertain: Children to write a metaphorical poem about what colours touch, taste, smell and sound like.

Wisp: A Story of Hope - To Entertain: Children to write a short narrative describing the life and surroundings of a refugee child from their point of view.

PSHE – Living in the Wider World To Inform: Children to write a biography about the life and history of Tutankhamun.

History Unit – Should we celebrate the Ancient Egyptians?

True Story of the Three Little Pigs - To Entertain: Children to write their own True Story of the Three Little Pigs A Poem For Every Summer Day - To Entertain: Children to write a tanka poem about their favourite parts of summer.

The Incredible Book Eating Boy - To Entertain: Children to take inspiration and rewrite the narrative about an Incredible Game Eating Boy/Girl.

To Persuade: Children to write an advertisement script about a holiday destination they think the reader should visit.

Geography Unit – We’re all going on a summer holiday, but to where?

Studied Poetry

Year 3 Breadth of Study

Maths

Mathematics

Adding and Subtraction Across 10 Children will add 3 addends efficiently and use appropriate vocabulary to write mathematical stories. Children will make totals to 10 and begin to bridge through 10 with both addition and subtraction.

Numbers to 1000 Children will use their knowledge of place value to add, subtract, order and compare numbers up to 1000.

They will use this to support their understanding of conversion and estimation of length.

Numbers to 1000 (cont.)

Children will count forwards and backwards in multiples of 2, 10, 20, 5, 50, 25 and 100 to 1000. They will apply their prior learning to partition numbers, reason and solve problems of mass, capacity and volume.

Right Angles Children to recognise, draw, rotate and join right angles.

They will identify vertices and 4-sided polygon shapes with right angles. Children investigate and draw other polygons with right angles

Manipulating the Additive Relationship and Securing Mental Addition Children to build on their learning in Autumn 1 to evaluate the efficiency of strategies when adding and subtracting. Children will explain order of addition and subtraction steps in a multi-step problem and rearrange equations.

Column Addition Children will use their knowledge of place value to correctly lay out column addition. Once confident in applying the method, children will solve problems and move onto regrouping across the ones and tens columns.

2, 4 and 8 Times Tables Children will build on their knowledge of the 2 times tables to represent their 4s and 8s. They will explore the relationships between the multiples and solve problems.

Towards the end of the unit children will work with division facts and scale by 10.

Column Subtraction Children will explain the column subtraction algorithm.

They will exchange 2 and 3 digit numbers from tens to one s and hundreds to tens.

Children will evaluate the efficiency of strategies for subtraction.

Unit Fractions Children build upon their prior learning of part-whole models and apply this to fractions.

They will identify equal and unequal parts in different representations. Children will order, compare and explain relationships between unit fractions. They will calculate the value of a part by connecting knowledge of division and division facts with finding a fraction of a quantity.

Non-Unit Fractions Children to identify non-unit fractions and solve problems using them.

Non-Unit Fractions Children will place non-unit fractions with the same denominator on number lines to order, compare, add and subtract. They will identify the whole, the number of equal parts and the size of each part as a unit fraction. Children will represent a whole as a fraction in different ways and use this to solve problems involving subtraction.

Parallel and Perpendicular Lines in Polygons Children will make compound shapes by joining two polygons in different ways and use composition and decomposition.

They will extend lines and sides to identify parallel and perpendicular lines as well as create polygons on geoboards.

Time Children will be introduced to Roman numerals on a clock face and a 12-hour digital clock.

Year 3 Breadth of Study

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

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 3 Breadth of Study Seesaw Skills Children will revisit their disciplinary knowledge of the Seesaw app throughout their computing lessons.

Online Safety 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 Systems and Networks Children will build on their Year 2 knowledge to recognise uses of IT, edit and create documentation and to make use of typing.

Online Safety Children will continue to build on their knowledge of Online Reputation and Online Bullying iLearn2 Children will build on their learning to create and edit documents as well as increase their accuracy in using mouse and keyboard skills.

Media iLearn2 Children will build on making comics, music and digital art as well as explore new content such as infographics.

Links to Music and Art

Online Safety Children will explore privacy and security. In addition, they will also explore copyright and ownership material.

Online Safety

Links to PSHE

Children experience how to manage information online and link learning with health, wellbeing and lifestyle.

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

Links to PSHE

Programming Children will build on their previous knowledge and explore the following areas: Introduction to Scratch, programming sprites, sequences, ordering commands , looking good, making an instrument

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

Programming Events and Action Children will explore moving a sprite, creating maze movement, drawing lines and adding features. They will debug movements and end their unit with a final project.

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 Textiles – Pattern and Texture

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.

D T

History – Cave art – Palaeolithic and Neolithic

Children will create monoprints and explore mark making/patterns with printing tools.

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

Science - Rocks DT

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.

Science – animals including humans (insects)

Year 3 Breadth of Study

Food and Nutrition What do we mean by a balanced diet?

Systems

Textiles How can you make a box out of cloth?

How are things powered?

Select and apply solutions to stiffen fabric Make a box using stiffened fabric

Identify how things are powered Suggest appropriate energy sources for design problems

Make a fruit and yoghurt dessert Make homemade chips Flavour foods to increase sensory qualities.

Science – Animals including humans (Animal Nutrition) PSHE – Physical health and mental Wellbeing (Health) DT – Y2 Spring – How healthy is your food?

PE

Dance

R E

PE

Invasion Games Basketball, Hockey, Tag Rugby, Netball 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.

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.

Rainforest dance linked to Rainforest geography unit

Gymnastics 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.

Net/Wall Games Tennis and Badminton Children will develop their game skills through footwork, aiming and use of apparatus such as racquets.

RE

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

Athletics 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.

Year 3 Breadth of Study

How and why do we use signs and symbols in everyday life?

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.

Religions in the 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.

What is the significance of the events of Palm Sunday and Holy Week?

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

Children will revisit their Children will build on their prior learning of religions in our knowledge of Easter from KS1 local community from earlier in as they explore significance of the year. They will focus on the events from Palm Sunday, the key elements of worship in through Holy Week to Easter Hinduism and what they Sunday. mean.

Who is Jesus?

Consolidation

Children will explore what is known about Jesus through history, the gospels and interpretations of artwork.

They will evaluate their work around Jesus to establish they own impression.

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

Children will create 4 bar rhythms using crotchet, quavers, minims and rests. They will perform rhythms at two different tempos (andante and allegro) using a backing track. Children will listen to music in 4/4 and 3/4 and tap along, keeping a steady tempo. They will identify ostinato patterns and be introduced to semibreves.

Children will sing songs where notated rests are important.

They will sing folk songs in rounds and develop percussion piece using different tempos and different dynamics. Children will identify the instrumentation in different types of music (features of music through time).

Children will develop improvisational solos in a drumming piece.

They will compose tuned accompaniment in drumming piece including drones. Children will listen to music that includes orchestra and choir—introducing accompaniment. They will compare Sammy the Snake grid to traditional notation and use traditional notation in composition.

French

French

Children will develop their greetings when meeting others, recognise four Paris landmarks and five classroom instructions. They will revisit French stories and songs from EYFS and KS1.

P S H E

Music – Performing

Children will learn the names of the countries and capitals of the UK as well as the numbers up to 6 Maths – Place Value

Children will learn the names of landmarks in Cardiff, Belfast Children will explore Children will recognise six new & Edinburgh. They will vocabulary around ‘Happy Paris landmarks, use fronted understand how to ask and New Year,’ learn imperative adverbials and invariable answer, ‘How old are you?’ verbs and build on their verbs. They will continue to and ‘Where do you live?’ number knowledge counting to develop counting up to 12.

10.

Geography – UK Holidays

PSHE

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

Year 3 Breadth of Study

Children will build on their knowledge of Mental Wellbeing, Health and Internet Safety and Harms 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?

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 – Online Safety

Career focus: Palaeontologist Link to significant person/ curriculum area: Science Autumn 2 - Rocks (Mary Anning)

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 – Online Safety How can I stay safe?

Where can I go for help?

Career focus: Engineer Link to significant person/ curriculum area: DT Spring Systems

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

What makes a community?

Why is it important to save money?

Career focus: Chef Link to significant person/ curriculum area: DT Summer – Food and Nutrition

Year 4 Breadth of Study

Autumn

Summer

Learning

Respect

Teamwork

Caring

Pride

Success

The Magical Yet

by Angela DiTerlizzi and Lorena Alvarez

Champion Gran (Kara learns about respect)

By Deborah Chancellor

The squirrels who squabbled

By Rachel Bright

Pass it on

By Sophy Henn

Perfectly Norman

By Tom Percival

The Girl who Planted Trees

By Caryl Hart and Anastasia Suvorova

Whole School Shared Text

Value

Spring

History

History Enquiry

How have the Ancient Greeks influenced our society?

What can Pompeii tell us about Roman life?

Did the Victorian Empire benefit everyone?

Linked Historical Concept: Civilisation, Innovation and Empire

Linked Historical Concept: Civilisation

Linked Historical Concept: Empire

Significant people: Alexander the Great

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?

Children build on their understanding of urban, rural and coastal areas in the UK, using a range of maps and for the first time, ordinance survey maps.

Why do some natural disasters do more damage than others?

Children build upon their Year 3 learning about the structure of the earth and formation of mountains.

Did the Romans make Britain better?

Children build upon their knowledge of change and land use from Year 4 Autumn term, and continue to locate a range of countries on a world map.

Key geographical concepts will be woven throughout the geography units. These are: Place and Space, Scale and Connection, Physical and Human Geography, Environment and Sustainability and Culture and Diversity. These skills are planned progressively to ensure they are revisited and built upon in each unit of study.

Year 4 Breadth of Study

Studied Poetry

Writing Opportunities Driven by Class Text or Wider Curriculum

Studied Texts

English

To Entertain: Narrative: Twisted Tale based on Sleeping Beauty.

To Inform: Diary entry: Charlie’s point of view walking into the chocolate factory.

To Discuss: Debate: Should Professor Erasmus be allowed to make new creations?

To Entertain: Poem: Writing a ryhming chapter introduction in the style of Guy Bass.

To Inform: Explanation text: Volcanoes and Earthquakes Link to geography: Why do some natural disasters do more damage than others?

To Inform: Newspaper report: A real survivor of a natural disaster Link to geography: Why do some natural disasters do more damage than others?

To Entertain: Poetry: Poem written in the style of Revolting Rhymes To Persuade: Letter: A persuasive letter to the community asking to be kind to Iron Man.

To Persuade: Advert: Encouraging people to visit a magical place.

To Inform: Poster: Showcasing the magical features of the train.

To Entertain: Narrative: Finishing the story of Oliver Twist in the style of Charles Dickens

To Inform: Biography: Fact file on pioneering scientists Joseph Swan or Thomas Edison Link to science: Significant people

Year 4 Breadth of Study Mathematics

Maths

Addition and Subtraction Children will recap addition and subtraction using written, column methods. Children will consolidate their understanding of regrouping ones for tens and tens for hundreds in addition; and exchanging tens for ones and hundreds for tens in subtraction.

Numbers to 10,000 Children will apply their placevalue knowledge from Autumn 1 to known additive and multiplicative number facts (scaling facts by 100).

Perimeter Children will identify regular polygons, including equilateral triangles and squares, as those in which the side-lengths are equal and the angles are equal.

They will then use their knowledge of shape and addition to find the perimeter of regular and irregular polygons.

Numbers to 10,000 For the first time, children will understand the place value of 4-digit numbers. They will know that 10 hundreds are equivalent to 1 thousand, and that 1,000 is 10 times the size of 100. Using their 3,6,9 Times Tables understanding of place value, Children will recall children will progress to multiplication and division ordering, comparing and facts up to 12×12, and rounding 4-digit numbers. recognise products in Children will divide 1,000 into multiplication tables as 2, 4, 5 and 10 equal parts, and multiples of the corresponding read scales/number lines number. Children will begin marked in multiples of 1,000 their progression with times with 2, 4, 5 and 10 equal parts. tables looking at patterns in the 3, 6 and 9 times tables.

7 Times Tables and Patterns Children will continue to recall multiplication and division facts up to 12×12, and recognise products in the 7 multiplication table as multiples of the corresponding number.

Understanding and Manipulating Multiplicative Relationships Pupils will multiply and divide whole numbers by 10 and 100 (keeping to whole number quotients), understanding this as equivalent to making a number 10 or 100 times the size. Children will also manipulate multiplication and division equations, and understand and apply the commutative property of multiplication.

Multiplicative Relationships Progress from Spring 1, will allow pupils to understand and apply the distributive property of multiplication. They will apply place-value knowledge to known additive and multiplicative number facts (scaling facts by 100) Coordinates Children will draw polygons, specified by coordinates in the first quadrant, and translate within the first quadrant.

Review of Fractions Building on knowledge from Year 3, children will interpret and write proper fractions to represent 1 or several parts of a whole that is divided into equal parts.

Fractions Greater Than 1 New knowledge around fractions will involve children being exposed to mixed numbers for the first time.

They will reason about the location of mixed numbers in the linear number system and convert mixed numbers to improper fractions and vice versa. Children will add and subtract improper and mixed fractions with the same denominator, including bridging whole numbers 11, 12 and Times Tables Practice Children will continue to recall multiplication and division facts up to 12×12, and recognise products in the 11 and 12 multiplication table as multiples of the corresponding number.

11, 12 and Times Tables Practice (MTC) Children will take a statutory ‘Multiplication Check’ in this half term which tests the recall of children’s times tables up to 12x12.

Symmetry and 2D Shapes Pupils will identify line symmetry in 2D shapes presented in different orientations. They will reflect shapes in a line of symmetry and complete a symmetric figure or pattern with respect to a specified line of symmetry.

Time Children will read, write and convert time between analogue and digital 12- and 24-hour clocks as well as solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days.

Division with Remainders Children will end the year solving division problems, with two-digit dividends and one-digit divisors that involve remainders.

Science

Science Living Things and their Habitats Children will use classification keys to classify groups and animals and explore human impact on the environment.

Animals Including Humans Children will identify different teeth types, research and act out the digestive system. They will also construct food chains looking at producers and consumers.

States of Matter Children will classify different states of matter: solids, liquids and gases. They will also order change and become familiar with the water cycle.

Electricity Children will sort battery and mains powered appliances.

They will build working series circuits and investigate the impact of conductors and insulators.

Sound Children will explore the formation of sounds considering volume and pitch.

Working Scientifically and Investigations Assessment and consolidation of prior knowledge.

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 4 Breadth of Study Computing Online Safety

Online Safety

Seesaw Children will revisit their disciplinary knowledge of the Seesaw app throughout their computing lessons.

Computing

Online Safety Children will continue to build on their knowledge of ‘SelfImage & Identity’ and ‘Online Relationships.’

Links PSHE

Systems and Networks Children will build on their EYFS knowledge of the inside of a computer and use the Internet to research.

Online Safety Children will continue to build on their knowledge of ‘Online Reputation’ and ‘Online Bullying.’

Children will continue to build on their knowledge of ‘Managing Online Information’ and ‘Health, Wellbeing and Lifestyle.’

Programming

Children will experience how to create animations, eBooks and 3D design structures through technology.

Children will explore the following areas of learning: repetition of shapes, programming a screen turtle, programming letters, patterns and repeats, using loops to create shapes, breaking things down and creating a programme.

Online Safety

Links PSHE

Children will revisit their knowledge of the eight areas of Project Evolve.

Multimedia

Links PSHE

iPad Children will further explore air dropping images to use in a green screen project.

Programming

Links PSHE

Links PSHE

Multimedia

Children will continue to build on their knowledge of ‘Privacy and Security’ and ‘Copyright & Ownership.’

Green Screen Children will learn how to edit green backgrounds using the crop tool.

Children will explore the following areas of learning: how to use loops to create shapes, different loops, animate their name, modifying a game, designing a game, creating a game.

Consolidation and Assessment for Learning Children will recall and revisit their learning throughout the year to ensure they have secured and maintained progress in online safety, systems and networks, programming and multimedia.

iMovie Children will import and rearrange media. They will crop videos and edit media using text, volume and filter tools.

Art

Class teachers to ensure online safety is taught discretely 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.

Drawing Children will create contour drawings using still life and natural forms.

Art Printmaking and Textiles Children will respond to the traditional designs of Kente cloth.

They will create a range of surfaces, combining colour, texture and pattern.

Painting - Colour and Tone Children will learn about abstract and develop colour mixing skills to include tertiary colours.

Pupils will explore the symbolic significance of colour.

Link to science: Plants

Collage and 3D Children will create wire structures focussing on line and form.

DT

Year 4 Breadth of Study

Food and nutrition

DT Structures

Textiles

What’s really in your food?

Children will: make, roll and shape bread dough.

Children will also make a soup.

Which shapes will give us structure stability?

Children will make triangles to form and join trusses and identify the forces that affect structures.

How do you keep a tea towel from slipping of a hook?

Children will select appropriate fastenings and attach them to fabric. They will also make a shank for a button.

Links to science: Animals including Humans/Food chains and digestive system

Links to geography: Why do some natural disaster do more damage than others?

PE

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

Dance Children will work to include freeze frames in routines, practise and perform a variety of different formations in dance and develop a dance to perform as a group with a et starting position.

Gymnastics Children will become increasingly confident and competent to perform skills more consistently and use compositional ideas in sequences such as changes in height, speed and direction.

Net/Wall Children will play the individual sports, tennis and badminton where they can explore different shots with both fore hand and back hand and demonstrate different court positions in game play.

Striking and Fielding Children will develop a range of skills to apply in a competitive context choosing and using a range of simple tactics in isolation and in games contexts of tennis and badminton.

Athletics Using running, jumping and throwing stations, children will investigate in small groups different ways of performing these activities.

How do Hindus show their devotion to God? Children will explore some Hindu ideas about God and explore that God takes many forms.

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

Children will develop their understanding of festivals and celebrations as being important events for believers.

Music

RE

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

Children will draw on their understanding and experience of belonging.

Why do people make religious journeys?

Children will develop their understanding of symbolic language and look for meaning in accounts and stories.

Pulse, Rhythm, Performing, Active Listening and Appraising Listen to ‘Short Ride in a Fast Machine’ Sing and orchestra song Listen to some reggae to demonstrate syncopation Play Sammy the Snake Bingo with Crochets Clap and play back syncopated rhythms

How do Christians use the Bible?

Children will focus on the composition of the Bible and research the history of Jewish people in the early years of the Christian church.

How has the crucifixion affected the Christian faith?

Children will develop their understanding of the meaning of the significance of Easter and their beliefs around Jesus and his relationship with God.

Music Singing, Pulse, Rhythm, Active Listening and Appraising and Performing Listen to Thematic Film Music Sing pieces in 2/3 parts using counter melodies Extend the drumming piece Sing syncopated rhythms

Singing, Pulse, Rhythm, Active Listening and Appraising, performing and Composition Composing a riff Using a ostinato Listen to ‘Under Pressure’ and ‘We Will Rock You’ Compose a piece with tuned and untuned instruments that include a riff, an ostinato and dotted syncopated rhythm.

French

Year 4 Breadth of Study

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.

PSHE

Physical Health and Mental Wellbeing 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?

French Children will learn 6 new Children will use adverbials of colours and new 8 feminine place (in the sea & in the nouns to build expanded noun woods) to create complex phrases into their writing. As sentences within their work. well as the 5 parks in Paris, Their knowledge of “Places” in they will read Grand Monstre Paris will expand with live links Vert to help improve their and they will learn of the life of verbal description.

Maurice Ravel.

PSHE Relationships 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?

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.

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

Summer

Learning

Respect

Teamwork

Caring

Pride

Success

The Magical Yet

by Angela DiTerlizzi and Lorena Alvarez

Champion Gran (Kara learns about respect)

By Deborah Chancellor

The squirrels who squabbled

By Rachel Bright

Pass it on

By Sophy Henn

Perfectly Norman

By Tom Percival

The Girl who Planted Trees

By Caryl Hart and Anastasia Suvorova

Whole School Shared Text

Value

Spring

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 Is all the world the same?

Children build on their understanding of biomes and climate zones learned in Year 3 and 4 and are introduced to time zones.

How does Paris compare to London?

Children build upon their Year 2 learning about London and begin to explore economic factors and land use in urban areas.

What is the journey of a river?

Children build upon their understanding of how a river is formed in Year 3 to understansd the different parts of a river and look at land use around the River Tyne.

Year 5 Breadth of Study Key geographical concepts will be woven throughout the geography units. These are: Place and Space, Scale and Connection, Physical and Human Geography, Environment and Sustainability and Culture and Diversity. These skills are planned progressively to ensure they are revisited and built upon in each unit of study.

Writing Opportunities Driven by Class Text or Wider Curriculum

Studied Texts

English

To Entertain: Twisted Tale

To Entertain: Letter from Romeo to Juliet after he has been banished.

To Discuss: Essay about what caused the Battle of Newburn Ford.

To Entertain: Writing a 14-line rhyming poem (sonnet) about Juliet.

To Entertain: Fantasy narrative inspired by Harry Potter.

To Inform: Detailed explanation of how the Mayan civilisation 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 Quidditch match.

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

To Persuade: A travel blog persuading people to visit Paris.

Geography – How does Paris compare to London?

To Inform: The Vikings in 30 seconds – Non chronological report detailing Viking life.

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

To Entertain: Narrative poetry on Earth and Space in the style of Brian Moses Science – Earth and Space?

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

To Persuade: Persuasive text to convince somebody to rehome a lost or abandoned item

Studied Poetry

Year 5 Breadth of Study

Maths

Mathematics

Decimal fractions Children will compare identify the place value of decimals with tenths and hundredths.

They will use this knowledge to calculate with decimals using column addition and subtraction.

Money Building on their knowledge of decimals, children will apply their learning in the context of money to solve a range of problems including calculating totals and change.

Negative numbers Children will learn to explain how the value of a number relates to its position and distance from zero.

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

Area and Scaling Children will find the area and perimeter of rectangles before exploring the area of compound and irregular shapes. They will then compare and describe measurements by using their knowledge of multiplication and division (mass/capacity/time)

Calculating with Decimal Fractions Children will explain the effect of multiplying and dividing by 10, 100 and 1000. They will use this to multiply whole numbers by decimals.

Factors, Multiples and Primes Children will identify factors, multiples (including common multiples) and prime numbers.

Then they will learn about cube numbers and relate this to calculating volume.

Science

Fractions Building on their fraction work in Year 4, children will learn to multiply fractions and mixed numbers. They will explain the relationship between multiplying a whole number by a fraction and finding a fraction of a whole number.

Converting Units Children will convert between units of measure and from a fraction and decimal fraction quantities of larger units.

Angles Children use a protractor to learn to measure angles in degrees

Science

Year 5 Breadth of Study

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 Children will investigate properties of materials including solubility and conductivity. They will understand the difference between reversible and irreversible change.

Animals, including humans Children will describe the changes as humans develop to old age.

Forces Children will investigate gravity, air resistance, water resistance and friction.

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

Working scientifically investigations Children will conduct a range 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.

Year 5 Breadth of Study Computing

Computing

Seesaw Children will revisit their disciplinary knowledge of the Seesaw app throughout their computing lessons.

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

Links PSHE

Online Safety Children will continue to build on their knowledge of ‘Online Reputation’ and ‘Online Bullying.’

Links PSHE Multimedia Children learn to layer tracks and edit these to adjust the volume and add effects.

Links Music Children will create apps and e-books including images, text and hyperlinks.

Systems and Networks Children will understand Computer Networks, Internet, Cloud Computing and Bluetooth and how they help us. They will explore what email is and how they can use it safely.

Online Safety Children will continue to build on their knowledge of ‘Privacy and Security’ and ‘Copyright & Ownership.’

Links PSHE

Online Safety Children will continue to build on their knowledge of ‘Managing Online Information’ and ‘Health, Wellbeing and Lifestyle.’

Multimedia

Links PSHE

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

Programming Children will connect crumbles, combine output components, control with conditions, start with selection and draw designs. Children will also write and test algorithms.

Green Screen Children will edit videos created on green screen and add layers of photos and videos (Build on Y3). They will use background brush tool to erase finer green background details (Build on Y4) iMovie Children will learn to create transitions between media and give their movies titles and end credits.

Online Safety Children will revisit their knowledge of the eight areas of Project Evolve.

Links PSHE Programming Children will explore conditions, select outcomes and ask questions.

Children will also plan, test and evaluate a quiz.

Systems and Networks

Children will resize multiple cell widths and find data to create a spreadsheet. Children will search a database for information and find totals, averages and maximum/minimum numbers.

Consolidation and Assessment for Learning Children will recall and revisit their learning throughout the year to ensure they have secured and maintained progress in online safety, systems and networks, programming and multimedia.

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

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.

DT

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

Year 5 Breadth of Study Cooking and nutrition Why are our diets so different?

Children will: make, roll and cook a flatbread; prepare a range of vegetables and present foods to a high standard.

Mechanisms Textiles How can you lift a car onto a roof?

Which fabric is ideal for creating a functional and Children will explore gear trains and pulleys to create lifting hardwearing lunch bag? mechanisms. They will safely use sharp knives, saws and hot Children will: explore the properties of different natural and glue guns to create a prototype mechanism for lifting a car onto a synthetic materials; make a beeswax sandwich wrap and upcycle roof. a pair of jeans to make a lunch bag.

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.

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.

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.

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

RE

RE 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.

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

The Magical Yet

by Angela DiTerlizzi

Champion Gran (Kara Learns About Respect)

by Deborah Chancellor

The Squirrels Who Squabbled

by Rachel Bright

Pass It On

by Sophy Henn

Perfectly Norman

by Tom Percival

The Girl Who Planted Trees

by Caryl Hart and Anastasia Suvorova

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

Hansel and Gretel- To entertain Twisted version of the traditional tale Number the Stars- To entertain (links to history) Write part of a narrative to create tension.

To inform- (Links to science) Double page spread on Carl Linnaeus

Holes- To entertain Narrative detailing the escape from Camp Green Lake

The Raven- To entertain To create black-out poetry.

Street Child- To inform (links to history) Write an informative letter from Jim Jarvis’ perspective detailed the conditions of the workhouse.

To inform- (Links to science) Explain how circulatory system functions.

Earth Heroes- To persuade (links to geography) Write a persuasive speech inspired by Greta Thunberg.

The Nowhere Emporium- To entertain Rewriting part of a narrative to create excitement at the start of the novel.

The Boy at the Back of the Class- To entertain Narrative flashback depicting Ahmet’s journey to London.

Refugee- To entertain (links to PSHE) Narrative poetry detailed a refugee’s journey.

Moth:To persuade (links to science) Essay answering how evolution came about and was proven.

Eren- To discuss Discursive argument about keeping the creature in the attic.

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.

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

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).

Science Light During this unit of study, 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.

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.

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.

Electricity 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.

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.

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

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 6 Breadth of Study Computing

Seesaw

Online Safety Privacy and Security Copyright & Ownership

Children will revisit their disciplinary knowledge of the Seesaw app throughout their computing lessons.

Links to PSHE Online Safety

Computing

Online Safety Children will continue to build on their knowledge of ‘SelfImage & Identity’ and ‘Online Relationships.’

Children will continue to build on their knowledge of Online Reputation Online Bullying Link to PSHE

Links PSHE Multimedia Systems and Networks Children will explore Computers: Past, Present, Future (Build on Y5 Autumn) HTML Binary Code

Children will experience how to create animations, eBooks and 3D design structures through technology.

Online Safety Multimedia Managing Online Information Health, Wellbeing and Lifestyle

iPad Airdropping (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.

Link to PSHE Green Screen Programming Children will explore the following areas of learning: Introducing variables, variables in programming, improving a game, designing a game, design to code and improving and sharing.

Creating and editing photos and videos (Summer Y5)

B – Sensing Children will use the micro:bits to develop their understanding of coding.

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

Class teachers to ensure online safety is taught discretely 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

Painting and collage

Art

Drawing and 3D Combine techniques to create an abstract image through exploring Frida Kahlo.

Learn about surrealism and portraiture.

Create still life compositions by combining different media and response to cubist work.

Adapt and refine ideas and techniques and respond to different styles of art and movements.

Maths – Geometric/3d shapes (Cunism)

3D Explore shape, form and colour and explore the effect of heat to create chihuly-style glass.

Year 6 Breadth of Study

DT

DT

Food and Nutrition

Structures

Textiles

Does food affect the way you feel?

How strong is a piece of spaghetti?

How can we reduce, recycle and repurpose?

Dice, slice, peel, grate and cook a range of vegetables Make sauce and a stock Use height and colour to improve the visual appeal of food

Children will create structures using spaghetti and marshmallows.

They will consider how to make a successful structure.

Science – Animals including humans

Maths- Understanding of shape and its properties.

(Cardiovascular system)

Make a crochet hook out of a chopstick Use plastic bags and snack packets to create practical items Geography – Is the damage to our Earth irreparable?

PSHE (Y2) - How do we look after the world we live in?

PSHE (Y4) – How can our choices make a difference to others?

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.

Music

Music

Drums

Drums

Drums

Year 6 Breadth of Study

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 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