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Norbury C of E Primary School

NorburyC of E Primary School

Laughter and Learning in a
Caring Christian School

Curriculum

Topics

TOPIC – LONG TERM PLANNING ROLLING PROGRAMME

Starling Class [EYFS / Year 1]

Year A Brilliant Bears My Marvellous Map Growing Up Green
Year B Story time Our Hero’s Green Fingers

Kingfisher Class [Year 2 / Year 3]

Year A Seaside and the Sea We Are Britain Transport
Year B Fire! Fire! Africa Flight

Heron Class [Year 4 / Year 5 / Year 6]

Year A Asia The Living Tree Vikings
Year B Inventions America Fantastical Worlds
Year C Ancient Greeks Awesome Earth Tudors / Shakespeare
 

National Curriculum Overview

TOPIC – LONG TERM PLANNING ROLLING PROGRAMME

Starling Class [EYFS / Year 1]

Year A Brilliant Bears Our Marvellous Map Growing Up Green
Science Everyday Materials

 

  • Pupils should be taught to distinguish between an object and the material from which it is made [Yr1]
  • To identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock [Yr1]
  • Describe the simple physical properties of a variety of everyday materials [Yr1]
  • Compare and group together a variety of everyday materials on the basis of their simple physical properties [Yr1]
  • Use vocabulary such as hard/soft, stretchy/stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof/not waterproof, absorbent/not absorbent, opaque/transparent [Yr1]
  • To explore materials such as brick, paper, fabrics, elastic, foil [Yr1]

 

Everyday Materials

 

Adaption to the Environment

Senses of Sight and Hearing

 

  • Pupils should be taught to distinguish between an object and the material from which it is made [Yr1]
  • To identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock [Yr1]
  • Describe the simple physical properties of a variety of everyday materials [Yr1]
  • Compare and group together a variety of everyday materials on the basis of their simple physical properties [Yr1]
  • Use vocabulary such as hard/soft, stretchy/stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof/not waterproof, absorbent/not absorbent, opaque/transparent [Yr1]
  • To explore materials such as brick, paper, fabrics, elastic, foil [Yr1]

 

Animals, including humans

 

Life Cycles

Local Environment

Environmental issues

 

  • Pupils should be taught to identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals [Yr1]
  • Pupils should be taught to name a variety of common animals that are carnivores, herbivores and omnivores [Yr1]
  • Describe and compare the structure of a variety of common animals [fish, amphibians, reptiles, birds and mammals, including pets] [Yr1]
  • Identify, name, draw, label the parts of the human body and say which part of the body is associated with each sense. [Yr1]
  • Use the local environment to explore and answer questions about animals in their habitats [Yr1]
  • Use vocabulary such as head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth [Yr1]
  • Describe how to identify and group animals according to what they eat, live and can be grouped [Yr1]
History Changes within Living Memory

 

  • Pupils should be taught about changes within living memory and where appropriate reveal aspects of change in national life [KS1]

 

Significant Individuals and where they Lived

 

  • Study the lives of significant individuals in the past who have contributed to national and international achievements [KS1]
  • Study significant historical events, people and places in their own locality [KS1]
  • Compare aspects of life in different periods [KS1]
  • Use a chronological framework identifying similarities and differences between ways of life in different periods [KS1]
  • Understand ways in which we find out about the past and identify different ways in which it is represented [KS1]
Events Beyond Living Memory

 

  • Pupils should be taught about events beyond living memory that are significant nationally and globally [KS1]
  • Commemorate anniversaries and festivals [KS1]
Geography Place Knowledge

 

 

  • To understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a non-European country [KS1]

 

Weather [Human and Physical Geography]

 

Creating Maps

Australia

 

  • To identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles [KS1]
  • Use basic geographical vocabulary to refer to key features including, beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather [KS1]
  • Use basic geographical vocabulary to refer to human features including city, town, village, factory, farm, house, office, port, harbour and shop [KS1]
  • Use world maps, atlases and globes to identify the UK and its countries [KS1]
  • Use simple compass directions [KS1]
  • Use aerial photos and plan perspectives to recognise landmarks [KS1]
Seasonal Changes

 

 

  • To identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles [KS1]
  • Use basic geographical
Music Nativity

 

  • To use voices expressively and creatively by singing songs and speaking chants and rhymes [KS1]
  • Play tuned and un tuned instruments [KS1]
  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression [KS2]
  • Listen with attention to detail and recall sounds with increasing aural memory [KS2]

 

Music Around the world

 

  • To understand and explore how and why music is composed and created [KS1 / KS2]
  • Evaluate music across a range of genres and traditions [KS1 / KS2]
Tuned Instruments

 

  • To play tuned instruments [such as the glockenspiel / xylophone / recorder] musically
Art and DT Collage and Display

 

  • To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space [KS1]
  • Perform practical tasks [for example cutting, shaping, joining and finishing [KS1]
Aboriginal Art

 

  • To use a range of materials creatively to design and make products [KS1]
  • To produce creative work [KS1]
  • Build structures and objects, exploring how they can be made stronger, stiffer and more stable [KS1]
Sculpture

 

  • To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination [KS1]
  • Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics [KS1]
Computing
PE Team Games

 

  • Participate in team games, developing simple tactics for attacking and defending [KS1]

 

 

Dance and Movement

 

  • Perform dances using simple movement patterns [KS1]
Athletics

 

  • Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities [KS1]

 

Year B Story time Our Hero’s Green Fingers
Science Animals, including humans

 

Seasonal Changes

Local Environment

Identification and Classification

Habitats

Seasonal Changes

 

  • Pupils should be taught to identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals [Yr1]
  • Pupils should be taught to name a variety of common animals that are carnivores, herbivores and omnivores [Yr1]
  • Describe and compare the structure of a variety of common animals [fish, amphibians, reptiles, birds and mammals, including pets] [Yr1]
  • Identify, name, draw, label the parts of the human body and say which part of the body is associated with each sense. [Yr1]
  • Use the local environment to explore and answer questions about animals in their habitats [Yr1]
  • Use vocabulary such as head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth [Yr1]
  • Describe how to identify and group animals according to what they eat, live and can be grouped [Yr1]
  • Pupils should be taught to observe changes across the four seasons [Yr1]
  • Observe and describe weather associated with the seasons and how the day length varies [Yr1]
  • Pupils should know that it is not safe to look directly at the sun [Yr1]
  • To work scientifically by making tables and charts about the weather and making displays of what happens in the world around them [Yr1]
Seasonal Changes

 

  • Pupils should be taught to observe changes across the four seasons [Yr1]
  • Observe and describe weather associated with the seasons and how the day length varies [Yr1]
  • Pupils should know that it is not safe to look directly at the sun [Yr1]
  • To work scientifically by making tables and charts about the weather and making displays of what happens in the world around them [Yr1]
Plants

 

  • Pupils should be taught to identify and name a variety of common wild and garden plants, including deciduous and evergreen trees [Yr1]
  • Identify and describe the basic structure of a variety of common flowering plants, including trees [Yr1]
  • Ask and answer questions about plants growing in their local habitat [Yr1]
  • Observe the growth of flowers and vegetables that they have planted [Yr1]
  • Use vocabulary such as leaves, flowers, blossom, petals, fruit, roots, bulbs, seeds, trunk, branches, stem [Yr1]
  • To keep records of how plants have changed over seasonal changes [Yr1]
History Stories from the Past

 

 

Compare aspects of life in different periods [KS1]

  • To use a wide vocabulary of everyday historical terms [KS1]

 

The Lives of Significant individuals

 

 

  • Study the lives of significant individuals in the past who have contributed to national and international achievements [KS1]
  • Study significant historical events, people and places in their own locality [KS1]
  • Compare aspects of life in different periods [KS1]
  • Use a chronological framework identifying similarities and differences between ways of life in different periods [KS1]
  • Understand ways in which we find out about the past and identify different ways in which it is represented [KS1]
Comparing Different Periods

 

 

  • Compare aspects of life in different periods [KS1]
  • To use a wide vocabulary of everyday historical terms [KS1]

 

Geography Map of the Local Environment

 

 

  • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems [GIS] [KS1 / KS2]
  • 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 [KS1]

 

Where in the World [Continents]?

 

 

  • Name and locate the world’s 7 continents and 5 oceans [KS1]
  • Name, locate and identify characteristics of the 4 countries and capital cities of the UK and its surrounding seas [KS1]

 

Plants

 

 

  • An understanding of the Earth’s key natural resources [KS1 / KS2]
Music Nativity

 

 

  • To use voices expressively and creatively by singing songs and speaking chants and rhymes [KS1]
  • Play tuned and un tuned instruments [KS1]
  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression [KS2]
  • Listen with attention to detail and recall sounds with increasing aural memory [KS2]

 

Music Around the world

 

 

  • To understand and explore how and why music is composed and created [KS1 / KS2]
  • Evaluate music across a range of genres and traditions [KS1 / KS2]
Untuned Instruments

 

 

  • To play untuned instruments [such as the drum / tambourine / percussion] musically
Art and DT Using a Range of Materials

 

 

  • To use a range of materials creatively to design and make products [KS1]
  • To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination [KS1]
  • Evaluate their ideas and products against design criteria [KS1]
Famous Artists

 

 

  • Pupils should be taught about the work of a range of artists, craft makers and designers [KS1]

 

Collage and Display

 

 

  • To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space [KS1]
  • Explore mechanisms [for example levers, sliders, wheels and axles] in their products [KS1]

 

 

Computing
PE Team Games

 

 

  • Participate in team games, developing simple tactics for attacking and defending [KS1]

 

 

Dance and Movement

 

 

  • Perform dances using simple movement patterns [KS1]
Athletics

 

 

  • Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and coordination, and begin to apply these in a range of activities [KS1]

 

Kingfisher Class [Year 2 / Year 3]

Year A Transport We Are Britain Seaside and the Sea
Science Forces and Magnets

 

 

Find out how the shapes of solid objects can be changed by squashing, bending, twisting and stretching [Yr2]

Compare how things move on different surfaces [Yr3]

Notice that some forces need contact between two objects, but magnetic forces can act at a distance [Yr3]

Observe how magnets attract or repel and attract some materials but not others [Yr3]

Describe magnets as having poles [Yr3]

Predict whether two magnets will attract or repel [Yr3]

Everyday Materials

 

Animals and Humans

 

Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses [[Yr2]

Find out how the shapes of solid objects made from different materials can be changed by squashing, bending, twisting and stretching [Yr2]

 

Notice that animals, including humans, have offspring which grow into adults [Yr2]

Find out about and describe the basic needs of animals, including humans, for survival [water, food, air] [Yr2]

Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene [Yr2]

Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat [Yr3]

Identify that humans and some other animals have skeletons and muscles for support, protection and movement [Yr3]

 

Habitats

 

Rocks

SRE

 

Explore and compare the differences between things that are living, dead and things that have been alive [Yr2]

Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other [Yr2]

Identify and name a variety of plants and animals in their habitats, including micro-habitats [Yr2]

Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different food sources [Yr2]

 

Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties [Yr3]

Describe in simple terms how fossils are formed when things that have lived are trapped within a rock [Yr3]

Recognise that soils are made from rocks and organic matter [Yr3]

 

History History of different types of transportation

 

 

Understand changes within living memory [KS1]

Understand changes beyond living memory [KS2]

Commemorated festivals or anniversaries [KS1]

Research the lives of significant individuals who have contributed to national and international achievements [KS1]

Study significant people, places events in their own locality [KS1]

Understand how our knowledge from the past is constructed from a range of sources [KS2]

Research a significant turning point in British history [KS2]

 

Victorian Britain

 

British Values [democracy / rule of law / individual liberty / mutual respect / tolerance]

 

A study of an aspect or theme in British History that extends pupils’ chronological knowledge beyond 1066 [KS2]

The changing power of monarchs [KS2]

 

Mary Annings – Fossils and Dinosaurs

 

 

To know where people and events fit within a chronological framework and identify similarities and differences between ways of life in different periods [KS1]

To find out about the past and identify different ways in which it is represented [KS1]

 

 

 

 

Geography Places of interest to us

 

 

Name and locate the world’s 7 continents and 5 oceans [KS1]

Name, locate and identify characteristics of the 4 countries and capital cities of the UK and its surrounding seas [KS1]

Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK and of a small area in a contrasting non-European country [KS1]

Use world maps, atlases and globes to identify the UK and its countries [KS1]

Use simple compass directions [KS1]

Use aerial photos and plan perspectives to recognise landmarks [KS1]

 

United Kingdom

 

Britain

Great Britain

England / Scotland / Wales / Ireland

 

Name and locate countries and cities of the UK, geographical regions and their identifying human and physical characteristics, key topographical features [including hills, mountains, coasts and rivers] and land-use patterns; and understand how some of these aspects have changed over time [KS2]

Describe and understand key aspects of human geography, including types of settlements and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water [KS2]

Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies [KS2]

Seas and Oceans

 

 

Name and locate the worlds 7 continents and 5 oceans [KS1]

Name and locate cities and seaside resorts [KS1]

Use vocabulary that refers to beaches, cliffs, coasts, seas, oceans, rivers [KS1]

Use vocabulary that refers to ports, harbours [KS1]

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Artic and Antarctic circle [KS2]

To understand key aspects of the water cycle [KS2]

 

Music Nativity

 

 

To use voices expressively and creatively by singing songs and speaking chants and rhymes [KS1]

Play tuned and un tuned instruments [KS1]

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression [KS2]

Listen with attention to detail and recall sounds with increasing aural memory [KS2]

 

British Composers and Musicians

 

 

To listen to a variety of composers [KS1 / KS2]

Understand and explore how music is created, produced and communicated looking at pitch, duration, dynamics, tempo, timbre, texture, structure and notation [KS1 / KS2]

Develop an understanding of the history of music [KS2]

Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians [KS2]

Composing Music

 

 

Experiment with, create, select and combine sounds using the inter-related dimensions of music [KS1]

Play tuned and untuned instruments musically [KS1]

Improvise and compose music for a range of purposes [KS2]

Use and understand staff and musical notations [KS2]

 

Art and DT Moving Car [linked to Forces]

 

 

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space [KS1]

Build and apply a repertoire of knowledge, understanding and skills in order to design and make prototypes and products for a wide range of users [KS1 / KS2]

Design purposeful, functional, appealing products for themselves and other users based on design criteria [KS1]

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics [KS1]

To explore and use mechanisms in their products [KS1]

Understand the use of mechanisms in their products [KS2]

 

 

British Artists and their Inspiration

 

 

Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms [KS1 / KS2]

To use a range of materials creatively to design and make products [KS1]

To learn about great artists, architects and designers in history [KS2]

Collage

 

 

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space [KS1]

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [pencil, charcoal, paint, clay] [KS2]

MFL Spanish

 

 

Engage in conversations; ask and answer questions; express opinions and respond to those of others [KS2]

Appreciate stories, songs, poems and rhymes in the language [KS2]

Spanish

 

 

Listen attentively to spoken language and show understanding by joining in and responding [KS2]

Describe people, places, things and actions orally [KS2]

Spanish

 

 

Speak in sentences, using familiar vocabulary [KS2]

Computing
PE [including gymnastics and swimming] Team Games

 

 

Participate in team games, developing simple tactics for attacking and defending [KS1]

Play competitive games [badminton, basketball, cricket, football, hockey, netball, rounders and tennis] [KS2]

Compare performances with previous ones and demonstrate improvement to achieve their personal best [KS2]

Dance

 

 

Perform simple dances using simple movement patterns [KS1]

Develop flexibility, strength, technique, control and balance [KS2]

 

Athletics

 

 

Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities [KS1]

To be active for sustained periods of time [KS1 / KS2]

To engage in competitive sports and activities [KS1 / KS2]

Make improvements to achieve a personal best [KS2]

Year B Fire! Fire! Africa Flight
Science Light

 

 

Recognise that they need light in order to see things and that darkness is the absence of light [Yr3]

Notice that light is reflected from surfaces [Yr3]

Recognise that light from the sun can be dangerous and that there are ways to protect their eyes [Yr3]

Recognise that shadows are formed when light from a light source is blocked by a solid object [Yr3]

Find patterns in the way that the size of shadows change [Yr3]

Living Things and Plants

 

 

Explore and compare the differences between things that are living, dead and things that have been alive [Yr2]

Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other [Yr2]

Identify and name a variety of plants and animals in their habitats, including micro-habitats [Yr2]

Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different food sources [Yr2]

 

Observe and describe how seeds and bulbs grow into mature plants [Yr2]

Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy [Yr2]

Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers [Yr3]

Explore the requirements of plants for life and growth [air, light, water, nutrients from soil, and room to grow] and how they vary from plant to plant [Yr3]

Investigate the way in which water is transported within plants [Yr3]

Explore the parts that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal [Yr3]

 

SRE
History The Great Fire of London

 

 

To study changes in any aspect of social history, including crime and punishment [KS2]

To study an aspect or theme in British History that extends chronological knowledge [KS2]

Benin

 

 

To study a non-European society that provides contrasts with British history [Benin [West Africa] AD 900-1300 [KS2]

 

The Wright Brothers

 

Aeroplanes

Birds and migration

Changing roles of woman [Amelia Earhart]

WW2

 

Understand changes within living memory [KS1]

Understand changes beyond living memory [KS2]

Commemorated festivals or anniversaries [KS1]

Research the lives of significant individuals who have contributed to national and international achievements [KS1]

 

Geography London and Our Locality

 

 

Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and then use and construct basic symbols in a key [KS1]

Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies [KS2]

The World

 

The 7 continents

The 5 Oceans

Seasons

 

Name and locate countries and cities of the UK, geographical regions and their identifying human and physical characteristics, key topographical features [including hills, mountains, coasts and rivers] and land-use patterns; and understand how some of these aspects have changed over time [KS2]

Describe and understand key aspects of human geography, including types of settlements and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water [KS2]

Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas in the world in relation to the Equator and the North and South Poles [KS2]

The World from the Air

 

 

Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems [GIS] [KS1 / KS2]

Use basic geographical vocabulary to refer to physical features such as beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather [KS1]

Use basic geographical vocabulary to refer to human features such as city, town, village, factory, farm, house, office, port, harbour and shop [KS1]

 

Music Nativity

 

 

To use voices expressively and creatively by singing songs and speaking chants and rhymes [KS1]

Play tuned and un tuned instruments [KS1]

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression [KS2]

Listen with attention to detail and recall sounds with increasing aural memory [KS2]

 

African Percussion

 

 

To appreciate that music is a universal language [Ks1 / KS2]

To understand how music is communicated [KS1 / KS2]

To understand duration, dynamics, tempo and texture [KS1 / KS2]

Play untuned instruments [KS1]

To compose music for a range of purposes [KS2]

1940s Music

 

 

To develop an understanding of the history of music [KS2]

To appreciate and understand a wide range of high quality live and recorded music drawn from different traditions [KS2]

Art and DT 3D Models

 

 

To select from and use a range of tools and equipment to perform practical tasks [cutting, shaping, joining and finishing] [KS1]

To build structures, exploring how they can be stronger, stiffer and more stable [KS1]

Understand how key events and individuals in design and technology have helped shaped the world [KS2]

African Art

 

 

To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space [KS1]

Create sketch books to record and revisit ideas [KS2]

Birds Eye View

 

 

Create a model using s wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and qualities [KS2]

MFL Spanish

 

 

Engage in conversations; ask and answer questions; express opinions and respond to those of others [KS2]

Appreciate stories, songs, poems and rhymes in the language [KS2]

Spanish

 

 

Listen attentively to spoken language and show understanding by joining in and responding [KS2]

Describe people, places, things and actions orally [KS2]

Spanish

 

 

Speak in sentences, using familiar vocabulary [KS2]

Computing
PE

 

[including gymnastics and swimming]

Team Games

 

 

Participate in team games, developing simple tactics for attacking and defending [KS1]

Play competitive games [badminton, basketball, cricket, football, hockey, netball, rounders and tennis] [KS2]

Compare performances with previous ones and demonstrate improvement to achieve their personal best [KS2]

Dance

 

 

Perform simple dances using simple movement patterns [KS1]

Develop flexibility, strength, technique, control and balance [KS2]

 

Athletics

 

 

Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities [KS1]

To be active for sustained periods of time [KS1 / KS2]

To engage in competitive sports and activities [KS1 / KS2]

Make improvements to achieve a personal best [KS2]

 

Heron Class [Year 4 / Year 5 / Year 6]

 

Year A Asia The Living Tree Vikings
Text The Firework-Maker’s Daughter

 

Phillip Pullman

The Body – Ultimate Guide – Dr Kristina Routh

 

Tree of Life: The Incredible Biodiversity of Life on Earth – Margot Thompson

How to Train Your Dragon – Cressida Cowell

 

The Dragon’s Eye – Dugald A Steer

Science Animals, Including Humans [Year 4/5/6]

 

 

Describe the simple functions of the basic parts of the digestive system in humans [Yr4]

Identify the different types of teeth in humans and their simple functions [Yr4]

Construct and interpret a variety of food chains, identifying producers, predators and prey [Yr4]

Describe the changes as humans develop to old age [Yr5]

Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood [Yr6]

Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function [Yr6]

Describe the ways in which nutrients and water are transported within animals, including humans [Yr6]

 

Living Things and their Habitats [Year 4/5/6]

 

Animals, Including Humans [Year 4/5/6]

RSE

 

Recognise that living things can be grouped in a variety of ways [Yr4]

Explore and use classification keys to help group, identify and name a variety of living things in their local environment [Yr4]

Recognise that environments can change and that this can sometimes pose dangers to living things [Yr4]

Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird [Yr5]

Describe the life process of reproduction in some plants and animals [Yr5]

Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals [Yr6]

Give reasons for classifying plants and animals based on specific characteristics [Yr6]

Research the significance of the work of Carl Linnaeus [Yr6]

 

Describe the simple functions of the basic parts of the digestive system in humans [Yr4]

Identify the different types of teeth in humans and their simple functions [Yr4]

Construct and interpret a variety of food chains, identifying producers, predators and prey [Yr4]

Describe the changes as humans develop to old age [Yr5]

Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood [Yr6]

Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function [Yr6]

Describe the ways in which nutrients and water are transported within animals, including humans [Yr6]

 

States of Matter [Year 4]

 

Properties and Changes of Materials [Year 5]

 

Compare and group materials together, according to whether they are solids, liquids or gases [Yr4]

Observe that some materials change state when they are heated or cooled, and measure to research the temperature at which this happens in degrees Celsius [Yr4]

Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature [Yr4]

 

Compare and group together every day on the basis of their properties, including their hardness, solubility, transparency, conductivity [electrical and thermal] and response to magnets [Yr5]

Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution [Yr5]

To use knowledge of solids, liquids and gasses to decide how mixtures might be separated, including filtering, sieving and evaporating [Yr5]

Give reasons, based on evidence from comparative and fair tests, for the particular of everyday materials including metals, wood and plastic [Yr5]

Demonstrate that dissolving, mixing and changes of state are reversible changes [Yr5]

Explain that some changes result in the formation of new materials and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda [Yr5]

History Shang Dynasty

 

Great Wall of China

 

To understand the achievements of the earliest civilisations [KS2]

[3] Britain’s Settlement by Anglo-Saxons and Scots

 

 

To study the Roman withdrawal from Britain in AD410 and the fall of the western Roman Empire [KS2]

To study the Scots invasion from Ireland to north Britain [now Scotland] [KS2]

Anglo-Saxon invasions, settlements and kingdoms; place names and village life [KS2]

Anglo Saxon art and culture [KS2]

Christian conversion – Canterbury, Iona and Lindisfarne [KS2]

[4] Vikings and Anglo-Saxons

 

 

To study Viking raids and invasions [KS2]

To study the resistance by Alfred the Great and Athelstan, the first king of England [KS2]

To study further Viking invasions and Danegeld [KS2]

To study Anglo Saxon laws and justice [KS2]

To study Edward the Confessor and his death in 1066 [KS2]

Geography Locational Knowledge

 

[Countries in Asia]

 

Locate the world’s countries, using maps to focus on Europe, Asia, North / South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities [KS2]

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic circle. [KS2]

Place Knowledge

 

 

To understand geographical similarities and differences through the study of human and physical geography of a region of the UK, a region in a European country and a region within North / South America [KS2]

 

Locational Knowledge

 

[Europe and Scandinavia]

 

Locate the world’s countries, using maps to focus on Europe, Asia, North / South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities [KS2]

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic circle. [KS2]

Music Music and Traditions

 

 

To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians [KS2]

 

Natural Percussion

 

 

Play and perform in solo and ensemble contexts, using voices and playing musical instruments with increasing accuracy, fluency, control and expression [KS2]

To improvise and compose music for a range of purposes using inter-related dimensions of music [KS2]

Summer Production

 

 

Perform and evaluate music [KS1 / KS]

Learn to sing and use voices looking at pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations [KS1 / KS2]

Art and DT Constructing Walls

 

 

Use research and develop design criteria to inform the design of innovation aimed at particular individual or groups [KS2]

Select from and use a wider range of tools and equipment to perform practical tasks [for example cutting, shaping, joining and finishing] accurately [KS2]

Understand how key events and individuals in design and technology have helped shaped the world [KS2]

Body Model Making

 

 

Generate, develop, model and communicate their ideas through discussion, annotate sketches, cross sectional and exploded diagrams, prototypes, pattern pieces and computer aided designs [KS2]

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities [KS2]

Understand and use mechanical system in their products [for example, gears, pulleys, cams, levers and linkages [KS2]

 

Viking Culture

 

 

To learn about great artists, architects and designers in history [KS2]

 

MFL French

 

 

Listen attentively to spoken language and show understanding by joining in and responding [KS2]

Explore the patterns in sounds of languages through songs and rhymes and link the spelling, sound and meaning of words [KS2]

Engage in conversations; ask and answer questions; express opinions and respond to those of others [KS2]

 

French

 

 

Speak in sentences, using familiar vocabulary, phrases and basic language structures [KS2]

Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases [KS2]

Read carefully and show understanding of words, phrases and simple writing [KS2]

 

French

 

 

Appreciate songs, stories, poems and rhymes in the language [KS2]

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through a dictionary [KS2]

Write phrases from memory, and adapt these to create new sentences, to express ideas clearly [KS2]

To describe people, places, things and actions orally and in writing [KS2]

Computing
PE Team Games

 

 

Play competitive games [badminton, basketball, cricket, football, hockey, netball, rounders and tennis] [KS2]

Take part in outdoor and adventurous activity challenges both individually and within a team [KS2]

Compare performances with previous ones and demonstrate improvement to achieve their personal best [KS2]

Dance

 

 

Develop flexibility, strength, technique, control and balance [KS2]

Perform dances using a range of movement patterns [KS2]

 

Athletics

 

 

To be active for sustained periods of time [KS1 / KS2]

To engage in competitive sports and activities [KS1 / KS2]

Make improvements to achieve a personal best [KS2]

To use running, jumping, throwing and catching in isolation and in combination [KS2]

Develop flexibility, strength, technique, control and balance [for example, through athletics and gym] [KS2]

Year B Inventions America Fantastical Worlds
Text The Invention of Hugo Cabret – Brian Selznick Holes – Louis Sachar Harry Potter – JKRowling
Science Forces [Year 5]

 

 

Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object [Yr5]

Identify the effects of air resistance, water resistance and friction, that act between moving surfaces [Yr5]

Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect [Yr5]

 

Light [Year 6]

 

 

To recognise that light appears to travel in straight lines [Yr6]

Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye [Yr6]

Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then our eyes [Yr6]

Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them [Yr6]

Earth and Space [Year 5]

 

RSE

 

Describe the movement of the Earth, and other planets, relative to the Sun in the solar system [Yr5]

Describe the movement of the Moon relative to the Earth [Yr5]

Describe the Sun, Earth and Moon as approximately spherical bodies [Yr5]

Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky [Yr5]

History A Study of an Aspect or theme in history

 

Famous Inventors

 

To study a significant turning point in history, for example, the inventions of Leonardo Da Vinci, The Wright Brothers, Tim Berners-Lee and Thomas Edison [KS1 / KS2]

American History and its Independence

 

 

To develop a chronology with secure knowledge and understanding of world history, establishing clear narratives within and across the period of study [KS2]

To note connections, contrasts and trends over time [KS2]

 

[2] Roman Empire and its Impact on Britain

 

 

To study Julius Caesar’s attempted invasion in 55-54 BC[KS2]

To study the Roman Empire by AD 42 and the power of its army [KS2]

To study the successful invasion by Claudius and conquest, including Hadrian’s Wall [KS2]

To study the British resistance, for example Boudicca [KS2]

To study ‘Romanisation’ of Britain; sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity [KS2]

Geography Locational Knowledge

 

7 Continents

5 Oceans

UK / Great Britain / British Isles

 

Name and locate countries and cities of the UK, geographical regions and their identifying human and physical characteristics, key topographical features [including hills, mountains, coasts and rivers] and land-use patterns; and understand how some of these aspects have changed over time [KS2]

Describe and understand key aspects of human geography, including types of settlements and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water [KS2]

Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas in the world in relation to the Equator and the North and South Poles [KS2]

Locational Knowledge

 

North America / South America

 

Locate the world’s countries, using maps to focus on Europe, Asia, North / South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities [KS2]

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic circle. [KS2]

Geographical Skills and Fieldwork

 

 

Use world maps, atlases and globes to identify the UK and its countries as well as the countries, continents and oceans studied at this key stage [KS1]

Use simple compass directions [NSEW] and locational and directional language [for example, near and far, left and right] to describe the locations of features and routes on a map [KS1]

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied [KS2]

Use the eight points of a compass, four and six figure grid references, symbols and key [OSM] to build their knowledge of the United Kingdom and the wider world [KS2]

Music Great Composers and Musicians

 

 

Listen and review music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians [KS1 / KS2]

The 8 Bar Blues

 

 

To listen with attention to detail and recall sounds with increasing aural memory [KS2]

Use and understand staff and other musical notations [KS2]

Summer Production

 

 

Perform and evaluate music [KS1 / KS]

Learn to sing and use voices looking at pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations [KS1 / KS2]

Art and DT Self Portraits and Leonardo da Vinci

 

 

To create sketch books to record their observations and use them to review and revisit ideas [KS2]

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint, clay]

Graffiti and Tagging

 

 

To explore creativity and experimentation [KS1 / KS2]

Owls, Cats and Rats

 

 

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint , and clay]

MFL French

 

 

Listen attentively to spoken language and show understanding by joining in and responding [KS2]

Explore the patterns in sounds of languages through songs and rhymes and link the spelling, sound and meaning of words [KS2]

Engage in conversations; ask and answer questions; express opinions and respond to those of others [KS2]

 

French

 

 

Speak in sentences, using familiar vocabulary, phrases and basic language structures [KS2]

Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases [KS2]

Read carefully and show understanding of words, phrases and simple writing [KS2]

 

French

 

 

Appreciate songs, stories, poems and rhymes in the language [KS2]

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through a dictionary [KS2]

Write phrases from memory, and adapt these to create new sentences, to express ideas clearly [KS2]

To describe people, places, things and actions orally and in writing [KS2]

Computing
PE Team Games

 

 

Play competitive games [badminton, basketball, cricket, football, hockey, netball, rounders and tennis] [KS2]

Take part in outdoor and adventurous activity challenges both individually and within a team [KS2]

Compare performances with previous ones and demonstrate improvement to achieve their personal best [KS2]

Dance

 

 

Develop flexibility, strength, technique, control and balance [KS2]

Perform dances using a range of movement patterns [KS2]

 

Athletics

 

 

To be active for sustained periods of time [KS1 / KS2]

To engage in competitive sports and activities [KS1 / KS2]

Make improvements to achieve a personal best [KS2]

To use running, jumping, throwing and catching in isolation and in combination [KS2]

Develop flexibility, strength, technique, control and balance [for example, through athletics and gym] [KS2]

Year C Ancient Greeks Awesome Earth Tudors
Text Greek Myths – Usbourne

 

The Girl of Ink of Stars

Journey to the River Sea –

 

Escape from Pompeii

Much Ado About Nothing – Shakespeare

 

 

Science Sound [Year 4]

 

 

Identify how sounds are made, associating some of them with something vibrating [Yr4]

Recognise that vibrations from sounds travel through a medium to the ear [Yr4]

Find patterns between the pitch of a sound and features of the object that produced it [Yr4]

Find patterns between the volume of a sound and the strength of the vibrations that produced it [Yr4]

Recognise that sounds get fainter as the distance from the sound source increases [Yr4]

Living Things and their Habitats [Year 4/5/6]

 

Evolution and Inheritance [Year 6]

RSE

 

Recognise that living things can be grouped in a variety of ways [Yr4]

Explore and use classification keys to help group, identify and name a variety of living things in their local environment [Yr4]

Recognise that environments can change and that this can sometimes pose dangers to living things [Yr4]

Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird [Yr5]

Describe the life process of reproduction in some plants and animals [Yr5]

Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals [Yr6]

Give reasons for classifying plants and animals based on specific characteristics [Yr6]

Research the significance of the work of Carl Linnaeus [Yr6]

 

Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago [Yr6]

Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents [Yr6]

Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution [Yr6]

 

 

 

Electricity [Year 4/6]

 

 

To identify common appliances that run on electricity [Yr4]

To construct a simple series electrical circuit, identifying and naming basic parts, including cells, wires, bulbs, switches and buzzers [Yr4]

Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery [Yr4]

Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit [Yr4]

Recognise some common conductors and insulators, and associate metals with being good conductors [Yr4]

 

Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit [Yr6]

Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches [Yr6]

Use recognised symbols when representing a simple circuit in a diagram [Yr6]

History Ancient Greece

 

 

To study Greek life in ancient times and its achievements and influences on the western world [KS2]

To address valid questions about change, cause, similarity and difference and significance [KS2]

 

Prehistoric Man

 

[1] Changes in Britain from the Stone Age to the Iron Age

 

To study late Neolithic hunter-gathers and early farmers, for example, Skara Brae [KS2]

To study the Bronze Age religion, technology and travel, for example, Stonehenge [KS2]

To study Iron Age hill forts: tribal kingdoms, farming, art and culture [KS2]

A History Study – Tudors / Shakespeare

 

 

To study an aspect or theme in British history past 1066 [KS2]

To study the changing power of monarchs [KS2]

To study changes in aspects of social history [reformation / crime and punishment] [KS2]

The legacy of Tudor art, architecture and literature] [KS2]

 

Geography Locational Knowledge

 

[Europe]

 

Locate the world’s countries, using maps to focus on Europe, Asia, North / South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities [KS2]

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic circle. [KS2]

Human and Physical Geography

 

 

To understand the physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle [KS2]

To understand geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water [KS2]

Geographical skills and fieldwork

 

 

Use world maps, atlases and globes to identify the UK and its countries as well as the countries, continents and oceans studied at this key stage [KS1]

Use simple compass directions [NSEW] and locational and directional language [for example, near and far, left and right] to describe the locations of features and routes on a map [KS1]

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied [KS2]

Use the eight points of a compass, four and six figure grid references, symbols and key [OSM] to build their knowledge of the United Kingdom and the wider world [KS2]

Music Composition and Notation

 

 

Use and understand staff and other musical notations [KS2]

 

 

Composition and Rhythm

 

 

Use and understand staff and other musical notations [KS2]

Play and perform in solo and ensemble contexts [KS2]

 

Summer Production

 

 

Perform and evaluate music [KS1 / KS]

Learn to sing and use voices looking at pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations [KS1 / KS2]

Art and DT Medusa and her Friends

 

 

To create sketch books to record their observations and use them to review and revisit ideas [KS2]

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint, clay]

Art in Nature

 

 

To create sketch books to record their observations and use them to review and revisit ideas [KS2]

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example pencil, charcoal, paint, clay]

Tudor Designs

 

 

Investigate and analyse a range of existing products [KS2]

Understand how key events and individuals in design have helped shape the world [KS2]

MFL French

 

 

Listen attentively to spoken language and show understanding by joining in and responding [KS2]

Explore the patterns in sounds of languages through songs and rhymes and link the spelling, sound and meaning of words [KS2]

Engage in conversations; ask and answer questions; express opinions and respond to those of others [KS2]

 

French

 

 

Speak in sentences, using familiar vocabulary, phrases and basic language structures [KS2]

Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases [KS2]

Read carefully and show understanding of words, phrases and simple writing [KS2]

 

French

 

 

Appreciate songs, stories, poems and rhymes in the language [KS2]

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through a dictionary [KS2]

Write phrases from memory, and adapt these to create new sentences, to express ideas clearly [KS2]

To describe people, places, things and actions orally and in writing [KS2]

Computing
PE Team Games

 

 

Play competitive games [badminton, basketball, cricket, football, hockey, netball, rounders and tennis] [KS2]

Take part in outdoor and adventurous activity challenges both individually and within a team [KS2]

Compare performances with previous ones and demonstrate improvement to achieve their personal best [KS2]

Dance

 

 

Develop flexibility, strength, technique, control and balance [KS2]

Perform dances using a range of movement patterns [KS2]

 

Athletics

 

 

To be active for sustained periods of time [KS1 / KS2]

To engage in competitive sports and activities [KS1 / KS2]

Make improvements to achieve a personal best [KS2]

To use running, jumping, throwing and catching in isolation and in combination [KS2]

Develop flexibility, strength, technique, control and balance [for example, through athletics and gym] [KS2]