Breadth of Studies 22-23

Breadth of Studies

Whole

4 Principles

Nursery Long Term Plan

7 Key Features

1. The best for every

2. High

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

Autumn

Deliberately be enhanced by other supporting texts chosen

Learning:

Counting on Katherine Helaine Becker

Respect: One Little Bird Sheryl Webster Teamwork: Under the Same Sky Britta Teckentrup

Treasure Island Family Book by Todd Parr

Welcome To Our World by Moira Butterfiled by Karl Newson

Caring: The Invisible Boy Trudy Ludwig Elmer David McKee Success: Stuck by Oliver Jeffers

The Everywhere Bear by Julia Donaldson

Bringing In The Lunar New Year by Grace Lin Handa’s Surprise by Eileen Brown We There Yet? By Melanie Joyce

Doctor by Lucy George Fire Engines by Tony Mitton

Biff, Chip and Kipper Going to the dentist by Roderick Hunt day on the farm by Sally Hopgood

the interests of the children)

Black Is A Rainbow Colour by Angela Joy Diwali (Celebrate the world) by Hannah Eliot Room on The Broom by Julia Donaldson

We’re Going On A Bear Hunt by Michael Rosen Badger and The Great Storm by Suzanne Chiew

When Will It Snow by Kathryn White Blizzard by John Rocco Stickman by Julia Donaldson The Nativity

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

Look What we Found At The Seaside by Moira Butterfield Shark In The Park by Nick Sharratt The Tiny Seed by Eric Carle The Busy Tree by Jennifer Ward Twist and Hop, MiniBeast Bop by Tony Mitton

Snail Trail by Ruth Brown The Easter Story

Busy People; Vet by Lucy M George A superhero like you by Ranj Singh Superworm by Julia Donaldson Supertato by Paul Linnet Amazing Grace by Mary Hoffman

Growing plants and flowers Walk in local area

Fruit tasting Taking bear home

Dressing up Visit from police officer

Must reads 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!

We’re going on a bear hunt Michael Rosen The very hungry caterpillar Eric Carle Don’t let the pigeon drive the bus Mo Willems Farmer duck Martin Waddell 1 2 3 Dream Kim Krans

Understanding the World

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’

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 (ChineseNewYear – Feb, Ramadan – April,Easter – April)

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

Communication and Language

They will celebrate and value cultural, religious and community events (EuropeanDayof 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, ipads 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.

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

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

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

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 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.

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.

Literacy 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 be able to form their ‘special letter’.

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 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 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 will know 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.

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

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 begin to know that the illustrator draws the pictures.

Children will begin to understand that information can be gained from text. Children have some awareness that non fiction 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.

Mathematics 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 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 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 sing songs and chants that focus on counting forwards.

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 begin to learn the composition of numbers in ones

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

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.

Expressive Arts and Design

Children will explore different materials and textures when using collage.

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.

Children will be encouraged to think about what they would like to create and adults will 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 know that they can add white to make lighter shades of paint and black to make a darker shade of paint. 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 Term Plan Key Pedagogy: One Little BirdSheryl Under the Same SkyBritta Teckentrup The Invisible BoyTrudy Ludwig Elmer- David McKee Stuck by Oliver

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

Pirates Love Underpants by Claire Freedman and Ben Cort

We’re going on a Treasure Hunt by Martha Mumford

What the Ladybird Heard on Holiday by Julia Donaldson

Meg and Mog by Helen Nicoll

I Wish I Were a Pilot by Stella Blackstone

The Runaway Train by Benedict Blathwayt

The Christmas Story

The Jolly Christmas Postman or Other People's Letters by Allan Ahlberg

Experiences hunt on

The Three Little Pigs

I Will Get You (Simple version of The Three Billy Goats Gruff)

Jack and the Beanstalk

What the Ladybird Heard by Julia Donaldson

The Very Hungry Caterpillar by Eric Carle

Tadpole to Frog by Camilla de la Bedoyere

Caterpillar to Butterfly by Camilla de la Bedoyere

Whatever Next by Jill Murphy

How to Catch a Star by Oliver Jeffers

Look Up by Nathan Byron

How to Grow a Dinosaur by Caryl Hart

How to Spot a Dinosaur by Suzy Senior

Traction Man by Mini Grey (revisit and transition)

Must reads 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

Understanding the World

Talk about the lives of the people around them and their roles in society. We will talk about the significant people in their life and people who are important to them in their community. Children will develop an understanding of yesterday, today and tomorrow through use of class displays and the daily dashboard. Children will also take part in a number of cultural themed days which celebrate different religions from across the world. Children will be able to talk about Throckley as a village and have a walking tour of places of significance. Children will learn about change in their natural environment through 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.

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

Children will know and explain some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. Children will take part in careers day and learn about different occupations. They will also take part in

STEAM week that focuses on science, technology, engineering, art and maths. They will learn how to use the internet properly and how to stay safe through internet safety day. Children will draw on their experiences across the year to enhance their learning and start to reflect on these experiences when transitioning to year 1.

Communication and Language

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

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 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.

Personal, Social and Emotional Development

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

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

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

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

school grounds and the different terrains of their local area.

They will improve their fine motor skills by learning how to use cutting tools with a finger and thumb. They will cut straight lines. They will start to use cutlery in the role play area to help with meal times. Children will hold a pencil using grip it, pick it, flick it strategy and begin to learn how to form graphemes in accordance to their phonic progress.

ensure correct formation of letters. Think pinks will be made in books with a formation focus and children will be expected to respond to these. Children will be able to form clear ascenders and descenders when writing and use an anti clockwise hand motion when forming certain letters.

Children will be able to cut zig-zag lines.

to provide independent writing opportunities.

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

Literacy Children will begin to understand that information can be retrieved from print. They will listen to quality stories that are linked to their interests. Children will start to familiarise themselves with the reception must reads and be able to access them within the provision. Children will be able to make use of the working wall when referencing the story of the week. The children will learn about the roles of an author and illustrator. Children will begin to recognise familiar sounds in their environment. Children will begin to segment and blend phonemes into words. They will also be provided with tricky word sheets focusing on the words a, the and I.

Children will listen to rhyming couplets and start to identify rhyming words.

Children will continue to listen to a wide variety of high quality texts and use the language they hear in their independent play. Children will continue to learn individual sounds and some digraphs. Children will have books that correspond with their phonic knowledge. Children read alongside an adult a minimum of twice weekly. Children begin to read words in small sentence sand phrases. Children use prediction within a text to say how they think a story might end. They link themes to other stories they may have heard or read. They spot similarities and differences with their own lives and the lives of characters in their stories. Children talk about the main character in the story.

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

Writingopportunities

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 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.

Mathematics 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.

Writingopportunities

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

Children will begin to write CVC/CCVC/.CVCC words in independent and adult led activities. Some children will begin to write short phrases and simple sentences.

Writingopportunities

Children will continue to write words that they have learned and be able to attempt unfamiliar words which are phonetically plausible. Writing is more independent and children know how to respond to feedback and make corrections in their work. Children begin to use some trigraphs and split digraphs in their writing. Children continue to use writing tools available in the provision.

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.

Children will also explore mass, volume, length and height using comparison skills

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

throughout. They will also explore pairs of objects and numbers. Children shall compare 2d and 3d shapes and their properties.

shapes and justifying their choices. They will also work on pattern by learning various possible sequences.

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.

Autumn Spring Summer

Value Learning Respect Teamwork

Counting on Katherine by Helaine Becker

History

One Little Bird by Sheryl Webster

Under the Same Sky by Britta Teckentrup

Caring Pride Success

The Invisible Boy by Trudy Ludwig Elmer by David McKee Stuck by Oliver Jeffers

Terrific Trains!

How do we get around?

Linked Historical Concept: Innovation

Significant People: George Stephenson

History Enquiry

How have explorers changed our lives?

Linked Historical Concept: Civilisation, Innovation

Significant People: Neil Armstrong and Mae Jemison

Geography Enquiry

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

Our wonderful world

This term the children will learn the names and locations of the world’s seven continents and five oceans. Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features. Understand geographical similarities and differences through studying human and physical geography of a small area of the UK and a small area in a contrasting non European country.

This unit builds upon children’s understanding of landmarks in the local area learned in the early years

What is special about the British Monarchy?

Linked Historical Concept: Empire

Significant People: Queen Elizabeth II

Where do different animals live?

The children will use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. They will be investigating and observing the animals that live on our school grounds and will devise a simple map and use it to plot the location of the different animals found.

This unit builds upon children’s knowledge of the continents and oceans learned during Spring Term to 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.

Whole Text



To entertain:



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

Write simple sentences using the same characters for a different plot (The Train Ride)

Links to history Trains, George Stephenson.



To entertain:

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



To entertain:

Write an alternative version of the story. (The Queen’s Knickers)

Links to history The monarchy.



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)

To Inform:



To Inform:

Write a simple biography about the life and works of Mae Jemison. Links to history Explorers.





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

To Inform:

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



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



Poetry:

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



Poetry:

Write a shape poem about an animal of their choice. Links to science - animals

Previous Reception experiences



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

Counting within 100



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

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

 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:

 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, 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

Year 1 Breadth of Study

Mathematics

Recognise, compose, decompose and manipulate

2D and 3D shapes cont., pupils will:

 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

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:

 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:



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

Numbers 0 to 20, pupils will:

 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

Unitising and coin recognition cont., pupils will:

 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 three quarter 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

Seasonal Changes

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

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

Everyday Materials

Children will sort materials/objects; name everyday materials; group by property

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

Year 1 Breadth of Study

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)

Computing

Plants

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

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

Weather and seasons (Y1)

Working Scientifically Investigations

Assessment & 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.

Computing

Media Autumn Computer Networks & Online Safety Programming

Seesaw Skills

Project Evolve (Link to PSHE)

Self Image & Identity

Online Relationships

Online Reputation

Online Bullying

Managing Online Information

Privacy and Security Copyright & Ownership

iLearn2

Mouse and Keyboard Skills (Build on EYFS Autumn)

Text and Images

iLearn2 (Links to Music, Art and DT)

Music Creation (Build on EYFS Autumn) Digital Art (Build on EYFS Autumn)

Comic Creation 3D Design

(Unit builds on programming disciplinary knowledge in EYFS)

A - Moving A Robot Buttons Directions Forwards and backwards Four directions Getting there Routes Media

Copyright & Ownership (Year 1 Autumn)

iPad Using a tripod for photos (Build on EYFS)

Green Screen Creating one image on one green screen background Programming (Unit builds on programming disciplinary knowledge from Spring 1)

B Introduction to Animation Comparing tools Joining blocks Make a change Adding sprites Project design Following my design

Consolidation

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

* Assessment for Learning by class teachers will inform Summer 2 *

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.

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 Tone

Explore mark making with paint using primary colours.

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

Year 1 Breadth of Study

Art

Printmaking Line and Pattern

Explore resist and relief block printing, negative stencils and clay slabs.

Textiles Pattern and Texture

Explore weaving with natural and manufactured materials.

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

DT

Structures

How can you stop a tower from toppling over?

DT

Build structures that are freestanding using a range of different materials

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

PE

Food and Nutrition

How does food affect your senses?

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

Science Animals including humans (Human senses)

PSHE Physical health and mental Wellbeing (Health)

3d Form and Shape

Use natural and manufactured materials.

Create plaster casts from clay impressions.

Builds on using natural and manufactured materials (EYFS)

Collage – Texture

Explore the visual and tactile qualities of natural and manufactured objects.

Textiles

How can two squares of fabric keep you warm?

Create a running stitch

Select tools for sewing

Thread a needle

PE Gymnastics

Agility, Balance and Co Ordination

Builds on fundamental skills (EYFS)

Dance Agility, Balance and Co Ordination

Builds on fundamental skills (EYFS)

Run, Jump, Throw

Agility, Balance and CoOrdination

Builds on fundamental skills (EYFS)

Attack, Defend, Shoot Throwing and Catching

Builds on fundamental skills (EYFS)

Send and Return

Throwing and Catching

Builds on fundamental skills (EYFS)

Hit, Catch, Run Throwing and Catching

Builds on fundamental skills (EYFS)

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.

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.

Builds on understanding of belonging covered in EYFS

PSHE Relationships

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

Year 1 Breadth of Study

RE

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: Beliefs and Practice

Why is Moses so important to the Jewish faith?

This unit outlines the key beliefs and practises in Judaism, emphasising current practise while giving children the opportunity to learn about the historical foundation of the religion. Children have opportunities to express their own feelings about these beliefs and practises.

Judaism: Torah and Shabbat

What is special to Jewish people?

Children are introduced to the Sefer Torah (The Torah scroll), which is the focal point of Jewish worship and the source of Jewish teaching, custom and practice. Children learn about how the Torah is regarded and treated and why it is so precious to Jewish people. They have opportunities to consider what rules and teachings influence their own lives and what they value.

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.

Builds on understanding of Easter covered in EYFS.

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.

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.

Physical Health and Mental Wellbeing

Mental Wellbeing

How can we recognise feelings?

Health

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

Internet Safety and Harms

Why do people use the internet? How much time should I spend online?

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?

Autumn Spring Summer

Value Learning Respect Teamwork

History

Why was Grace Darling a hero?

Linked Historical Concept: Empire, Civilisation

Significant People: Grace Darling.

History Enquiry

Caring Pride Success

What is special about our local coastline?

Linked Geographical Concept: The UK

Why will we remember David Attenborough?

Linked Historical Concept: Innovation

Significant People: David Attenborough

Who was to blame for the Great Fire of London?

Linked Historical Concept: Civilisation, Innovation

Significant People: Samuel Pepys

Geography Enquiry

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

Linked Geographical Concept: The Wider World

What will we see if we visit our capital city?

Linked Geographical Concept: The UK

Significant person: Sir Christopher Wren

Careers Link: Architect

Whole

Counting on Katherine by Helaine Becker One Little Bird by Sheryl Webster

Under the Same Sky by Britta Teckentrup

The Invisible Boy by Trudy Ludwig Elmer by David McKee Stuck by Oliver Jeffers

To Entertain: Character description of a pirate

To Inform: Factfile on a fictional character

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 Geography UK coastlines

To Persuade: Persuasive letter to the Bear

Geography If you go down to the woods

To Inform: Non chronological reports about brown bears

Science Animals and their habitats History David Attenborough

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

History Why will we remember David Attenborough?

To inform:

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

To Entertain: Great Fire of London shape poem

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

To Entertain: Rewrite the ending to a specified chapter of The Worst Witch

To inform: Instructions on how to plant a seed

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?

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.

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.

Mathematics

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…?”

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

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

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

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.

Addition and subtraction of two-digit numbers

Part 2

Children will add and subtract within 100 by applying one digit addition and subtraction facts: add and subtract any 2 two digit number.

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.

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.

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

History David Attenborough

Year 2 Breadth of Study

Science

Living things and their habitats

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

History David Attenborough

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

Animals including humans

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

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

Plants

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

Working Scientifically Investigations

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

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

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

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

Information Technology

iLearn 2

Recognise uses of IT Technology beyond school

Introduce Data Handling

Creating pictograms, tables and charts

eBook Creation Adding a cover, text, images and voice recordings

Introduction to Animation

Simultaneous and stop motion with multiple objects

Digital Art Using line, shape, fill and pixel tools

Typing Focusing on hand positions

Computer Science

Studio Code Course A

Sequencing Algorithms

Loops Loop patterns

Events Varying a sequence

Information Technology

iPad Airdropping one photo

Green Screen

Creating one video on one green screen background

Computer Science

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.

Drawing (Line and texture)

Evoke mood and represent movement through mark making.

Painting (Colour and tone)

Explore line, colour and shape.

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

Artist influence: Beth Krommes and Wassily Kandinsky.

Understanding Materials

How do you waterproof a hat?

Make paper waterproof Transform flat paper by folding and creasing

Science Use of materials (Function)

Painting Colour and value

Explore line, colour and shape.

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

Printmaking (Line and pattern)

Create repeated patterns with positive and negative space. Use natural objects as stimulus.

Gymnastics

Agility, Balance and Co Ordination

Significant person: Ellie Simmonds

Invasion Games

Throwing and Catching

Significant person: Ellie Simmonds

Design Technology

Food and Nutrition

How healthy is your food?

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

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

Mechanisms

Are bigger wheels always better?

Are bigger wheels always better?

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

Net/Wall

Agility, Balance and Co Ordination

Significant person: Ellie Simmonds

Agility, Balance and Co Ordination

Significant person: Ellie Simmonds

Striking and fielding

Throwing and Catching

Significant person: Ellie Simmonds Learning Athletics

Running and Jumping

Significant person: Ellie Simmonds Caring

Sikhism

Revisit and consolidate

Sikhism knowledge from Autumn.

Religious books

Consolidates knowledge of the holy books explored in Year 1.

Music

How do religious people express their sense of community?

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

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.

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.

Music

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

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

Introduce minim using Sammy the Snake.

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

Singing rounds in two and three groups.

Develop a percussion piece made up of longer sequences. Build on Y1 knowledge of recognising and playing percussion instruments.

Use dynamics for expression both in singing and in the percussion piece. Build on Y1 knowledge of performing.

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.

Refine and perform finished pieces to the group. Build on performing skills from EY/Y1.

Relationships

Physical Health and Mental Wellbeing

Mental Wellbeing Can I recognise and talk about my emotions?

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

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

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

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?

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

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 people-

Autumn Career focus: RNLI (coastline/Grace Darling)

Spring Career focus: naturalist/biologist/broadcaster (David Attenborough)

Summer Career focus: Firefighter (Great Fire of London)

Autumn Spring Summer

Value Learning Respect Teamwork

Counting on Katherine by Helaine Becker

One Little Bird by Sheryl Webster

Under the Same Sky by Britta Teckentrup

Caring Pride Success

The Invisible Boy by Trudy Ludwig Elmer by David McKee Stuck by Oliver Jeffers

History

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

Linked Historical Concept: Civilisation, Innovation

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.

History Enquiry

Should we celebrate the Ancient Egyptians?

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.

Geography Enquiry

Should the Romans have Invaded Britain?

Linked Historical Concept: Empire

Significant People: Boudicca - a warrior queen of the Iceni people.

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.

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.

Whole

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?

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.

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.

Computing

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.

History Stone Age

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.

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

Online Safety

Project Evolve

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

Links to PSHE

Computer Networks

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

Programming

Sequence in Music

Children will have an introduction to Scratch as they learn to program sprites, create sequences, order commands and make a digital instrument.

Links to Music

Media

iPad

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

Green Screen

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

iMovie

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

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.

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

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.

History Cave art Palaeolithic and Neolithic

Year 3 Breadth of Study

Art

Print Making Line and Pattern

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

Textiles

How can you make a box out of cloth?

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

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.

Dance

Children will incorporate dynamics into movements and create dances that convey feelings and emotions. Children will work with a partner and small groups to evaluate and improve performance.

Rainforest dance linked to Rainforest geography unit

Systems

How are things powered?

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

Textiles – Pattern and Texture

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

Science animals including humans (insects)

Food and Nutrition

What do we mean by a balanced diet?

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?

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.

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.

Music

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?

RE RE

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

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

Children will revisit their learning of religions in our local community from earlier in the year. They will focus on the key elements of worship in Hinduism and what they mean.

Who is Jesus?

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.

Consolidation

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

French

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.

Music

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

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.

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 explore vocabulary around ‘Happy New Year,’ learn imperative verbs and build on their number knowledge counting to 10.

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?’

Geography UK Holidays

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

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)

PSHE

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 SpringSystems

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

Autumn Spring Summer

Value Learning Respect Teamwork

Counting on Katherine by Helaine Becker

One Little Bird by Sheryl Webster

Under the Same Sky by Britta Teckentrup

Caring Pride Success

The Invisible Boy by Trudy Ludwig Elmer by David McKee Stuck by Oliver Jeffers

How have the Ancient Greeks influenced our society?

Linked Historical Concept: Civilisation, Innovation and Empire

Significant people: Alexander the Great

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.

History Enquiry

What can Pompeii tell us about Roman life?

Linked Historical Concept: Civilisation

Significant People: Lucy Jones and Pliny the Younger

Geography Enquiry

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 Victorian Empire benefit everyone?

Linked Historical Concept: Empire

Significant People: Queen Victoria and Charles Dickens

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.

Whole

To Entertain:

Descriptive Narrative: Setting description for Treasure Island

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

To Discuss: Debate: Should animals be allowed to be used in the circus?

To Entertain:

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

English

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: Nonsense poem inspired by Revolting Rhymes

To Inform: Letter: A formal letter to the orphanage from Stuart Little

To Persuade:

Advert: Encouraging people to visit one of the magical paces from the class novel.

To Persuade: Poster: Getting people to jump aboard the magical train

To Entertain: Narrative: Finishing the story of Oliver Twist

To Inform: Biography: Fact file on pioneering scientist

Link to science: Significant people

Studied

Driven

Mathematics

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

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 understanding of place value, children will progress to ordering, comparing and rounding 4 digit numbers.

Children will divide 1,000 into 2, 4, 5 and 10 equal parts, and read scales/number lines marked in multiples of 1,000 with 2, 4, 5 and 10 equal parts.

Numbers to 10,000

Children will apply their place value 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 sidelengths 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.

3,6,9 Times Tables

Children will recall multiplication and division facts up to 12×12, and recognise products in multiplication tables as multiples of the corresponding number. Children will begin their progression with times 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 onedigit divisors that involve remainders.

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.

Art

Computer Networks & Online Safety

Project Evolve

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

Links PSHE Media

iLearn 2

Children will experience how we create animation using eBook creation and 3D design.

Computing

Programming

Teach Computing

Children will learn the following: Repetition of shapes. Programming a screen turtle, programming letters, patterns and repeats, using loops to create shapes, breaking things down and creating a programme.

Media iPad

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

Green Screen

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

iMovie

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

Programming

(Unit builds on programming disciplinary knowledge from Spring 1)

Repetition in Games

Children will learn the following:

How to use loops to create shapes, different loops, animate your 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 made and maintained progress across the three strands.

DT

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 Drawing

Painting - Colour and Tone

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

Food and nutrition

What’s really in your food?

Children will: make, roll and shape bread dough. Children will also make a soup.

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

Children will learn about abstract and develop colour mixing skills to include tertiary colours.

Link to science: Plants

DT

Structures

Which shapes will give us structure stability?

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

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.

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

Textiles

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.

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.

Year 4 Breadth of Study

Music

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.

How do Christians use the Bible?

RE RE

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

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

French

Children will build on their basic conversation skills by asking “What is it?” questions to identify nouns. They will practise creating compound sentences by using conjunction “or” & new 8 masculine nouns. 4 new classroom instructions.

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

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

French

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

Children will use adverbials of place (in the sea & in the woods) to create complex sentences within their work. Their knowledge of “Places” in Paris will expand with live links and they will learn of the life of Maurice Ravel.

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.

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.

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.

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?

PSHE

How can I be respectful online?

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?

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

Autumn Spring Summer

Value Learning Respect Teamwork

Just Because by Mac Barnett & Isabelle Arsenault

The Sneetches by Dr Seuss

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

Linked Historical Concept: Empire

Significant people: Charles I

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.

Caring Pride Success

How the Crayons Saved the Rainbow by Monica Sweeney A Sick Day for Amos McGee by Philip C. Stead Exclamation Mark! By Amy Krouse Rosenthal Amazing Grace by Mary Hoffman

History Enquiry

How has the Maya civilisation influenced the modern world?

Linked Historical Concept: Civilisation, Empire

Significant People: Lady K’abel

Geography Enquiry

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.

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

Linked Historical Concept: Civilisation, Innovation and Empire

Significant People: King Aelle

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.

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.

Whole

To Entertain:

Setting description for Treasure Island

To Discuss:

Essay about what caused the Battle of Newburn Ford.

To Entertain: Character description of a witch or wizard.

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 Entertain:

Letter from Romeo to Juliet after he has been banished.

To Entertain:

Writing a 14 line rhyming poem about a chosen topic.

To Inform:

Detailed explanation of how the Mayan civilisation influenced the modern world.

History How has the Maya civilisation influenced the modern world?

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 Eart 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

Maths

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.

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

Living things and their habitats

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

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.

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.

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.

Computing

Art

Computer Networks & Online Safety

Project Evolve

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

Links PSHE Media

iLearn 2

Children will learn about computer networks and further develop their data handling, eBook creation, music creation skills and designing an app.

Links to music.

Programming Selection in Physical Computing

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

Media iPad

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

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.

Programming

(Unit builds on programming disciplinary knowledge from Spring 1)

Selection within Quizzes

Children will explore conditions, select outcomes and ask questions

Children will also plan, test and evaluate a quiz

Consolidation

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

DT

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

Textiles and Collage

Drawing and Painting

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

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

DT 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

How can you life a car onto a roof?

Children will explore gear trains and pulleys to create lifting mechanisms. They will safely use sharp knives, saws and hot glue guns to create a prototype mechanism for lifting a car onto a roof.

3D and Print Making

Children will create slab pots and learn techniques to join and seal clay sections.

Textiles

Which fabric is ideal for creating a functional and hardwearing lunch bag?

Children will: explore the properties of different natural and synthetic materials; make a beeswax sandwich wrap and upcycle a pair of jeans to make a lunch bag.

Dance/OAA

Year 5 Breadth of Study

RE

Invasion Games

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

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

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

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.

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.

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.

Gymnastics

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

RE

Net/Wall

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

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.

What does the Qur’an teach about God?

Children will deepen their knowledge and understanding of the Qur’an and appreciate its significance for Muslims.

Music

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).

French

Arrondissement children will learn about the suburbs of Paris. Children will learn first ordinal number and time (quarter to the hour).

Geography – How does London compare to Paris?

P S H E PSHE

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

Numbers 40 49.

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

Striking and Fielding

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 the life of Muslims today?

Children learn about the life and teachings of Mohammad and why he is significant for Muslims. They explore the idea 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.

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.

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.

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.

Autumn Spring Summer

Value Learning Respect

Counting on Katherine by Helaine Becker

One Little Bird by Sheryl Webster

Teamwork

Under the Same Sky by Britta Teckentrup

Caring Pride Success

The Invisible Boy by Trudy Ludwig

Elmer by David McKee Stuck by Oliver Jeffers

WW2: How did conflict affect society?

Linked Historical Concept: Civilisation; Empire

Significant People: Winston Churchill, Neville Chamberlain, Adolf Hitler

History Enquiry

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

Linked Historical Concept: Innovation; Civilisation

Significant People: Greta Thunberg

Geography Enquiry

Is the damage to our Earth irreparable?

How fierce were the Anglo Saxons?

Linked Historical Concept: Empire; Innovation

Significant People: Bede, King Alfred

How does land use influence a country’s economy?

Linked Geographical Concept: The UK, The Wider World

Linked Geographical Concept: Climate

Significant People: Greta Thunberg, David Attenborough

Why was Britain a desirable settlement for the Anglo Saxons?

Linked Geographical Concept: The UK, The Wider World English

Treasure Island- To entertain Wanted poster describing an antagonist.

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

The Raven- To entertain To create black out poetry.

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

The Nowhere Emporium- To entertain

Rewriting part of a narrative to create excitement at the start of the novel.

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

Street Child- To inform (links to history)

Write an informative letter from Jim Jarvis’ perspective detailed the conditions of the workhouse.

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

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.

Maths

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

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

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

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

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

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

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

Science

Living things and their habitats:

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

Animals, including humans

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

Evolution and Inheritance

Electricity

Linking with our Design Technology unit, children will use recognised circuit symbols to construct simple series and parallel circuit diagrams. Using circuit equipment, children will create a range of different simple circuits and investigate how the numbers of cells / voltage will impact on the brightness of a bulb and to create a bath sensor prototype. working scientifically, including: which are required for the Key Stage Three Science Curriculum.

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.

Information Technology

iLearn 2

Computers: Past, Present, Future Changes over time and impacts on society (Build on Y5 Computer Networks and the Internet)

Binary Code Matching and converting binary to make digital art (Build on Autumn Y4 Binary)

HTML – Adding text, background, images and hyperlinks

Graphic Design Grouping shapes, using transparency/opacity and gradient effects (Build on Y5 App Design)

Image Editing Cropping, filtering and adjusting the contrast and brightness of images

Web Design Create, format and evaluate pages (Build on Y5 App Design)

Digital Literacy Project Evolve

Image Editing (Autumn Y6)

Self-Image & Identity –

Critically evaluate online representation and explain importance of asking for help

Online Relationships

Respecting boundaries online and explain inappropriate sharing of others’ images

Online Reputation

Developing positive strategies for an online reputation

Online Bullying

Capturing bulling content and reporting in different contexts

HTML (Autumn Y6)

Managing Online Information Analysing validity and explain persuasive design used by companies

Privacy and Security –

Exploring ways to increase privacy on apps and recognise online terms and conditions

Copyright & Ownership

Making references and acknowledged online sources

Links to PSHE

Computer Science

Studio Code – Course F

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

Information Technology

Copyright & Ownership (Spring Y6)

iPad

Airdropping (Summer Y5)

Green Screen

Creating and editing photos and videos (Summer Y5)

iMovie Change the speed of videos and add sound effects (Build on Y5)

Ensure finished project is professional and present to peers.

Consolidation

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

Class teachers to ensure online safety (Digital Literacy) is taught discretely in the Autumn term but also incidentally to respond to the needs of their class Class teachers to provide opportunities for children to apply skills in using PCs, iPads and Chromebooks across the curriculum. r t Art

DT

Drawing and 3D

Combine techniques to create an abstract image through exploring Frida Kahlo.

Learn about surrealism and portraiture.

Painting and collage

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)

DT Food and Nutrition

Does food affect the way you feel?

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

Science – Animals including humans (Cardiovascular system)

PE

Textiles

How can we reduce, recycle and repurpose?

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?

RE

3D

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

Electrical systems

Can switches perform more than one function?

Use switches to adapt a product in response to a design brief

Science Electricity (Linking component output to voltage)

DT Y3 Spring How are things powered?

PE Invasion Games

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

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.

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.

RE

Net/Wall

Children will further develop their racket control and hand eye co ordination in games such as tennis and badminton.

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.

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

Striking and Fielding

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

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.

Drums Drums Drums

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.

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 explore vocabulary around ‘Happy New Year,’ learn imperative verbs and build on their number knowledge counting to 10.

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?’

Geography UK Holidays

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

PSHE

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 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