autumn 1 autumn 2 spring 1 spring 2 summer 1 summer...

CURRICULUM FRAMEWORK

CURRICULUM OVERVIEW

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

EYFS

(cycle 1 –18/19)

Ourselves and Nursery Rhymes

Celebrations and Food Traditional Tales Buildings (Easter) Changes and Growing

Water

EYFS

(cycle 2 -19/20)

Ourselves and Nursery Rhymes

Stories and storytelling People who help us Animals Minibeasts and Growing

Going Places and Space

Rainbow

(cycle 1 –18/19)

Ourselves and Food Great Fire of London Changes- Oceans and Rivers

Rainbow

(cycle 2 -19/20)

Looking after Ourselves Poetry and Rhymes Changes- Growing and Minibeasts

Year 1 People

Animals / Farms

Old and New

Adventures and Fairytales

Year 2 Transport and Travel

Explorers

Great Fire of London

Space

The Natural World

The Seaside

Year 3 Stone Age to Iron Age Rainforests The Egyptians

Year 4 The Romans Chocolate (& The Mayans) Fashion (& Carnival)

Year 5 Vikings The Greeks The River

Year 6 WW2 Building Business Arriving and Departing


EYFS CYCLE 1 (2018-2019)

Term Topic Possible starting points, texts, trips and visits. These will be developed depending on the interests and needs of each cohort.

Autumn 1 OURSELVES AND NURSERY RHYMES

Rhymes and rhyming words, puppets of different characters, building different settings for characters, solving maths problems- how many sheep? How to fix humpty dumpty? Clocks, time, sequencing events, Gardens- designing. Family houses, Boat making. Positional language (up, down, around). Baby photos- growing and changing. Personal timelines. Families and family trees. Texts: Humpty Dumpty, Baa Baa Black sheep, Little Bo peep, Little Miss Muffet, Incey Wincey, Grand old duke of York, Jack and Jill, Hey diddle diddle, Hickory Dickory dock, Mary Mary, Round and Round the garden…Mother Goose Books, The Owl and the Pussycat, Chocolate Cake , Owl afraid of the Dark, Stick man

Autumn 2 CELEBRATIONS AND FOOD

Birthdays, religious celebrations (Divali, Eid, Christmas), food stories, cooking, singing, costumes, parties and places of worship. Visitors to talk about different celebrations. Writing invitations. Firework pictures, Celebration party with parents. Christmas performance for parents. Cards and calendars. Diwali pots, Role play story of Rama and Sita. Where does food come from? Healthy food. Writing recipes (parents to share) Menus. Salt dough decorations. Measures- cooking, shopping, Borough market- food shopping/ decorations Texts: So Much, Giraffes can’t dance, Pass the jam Jim, Samira’s Eid, Kipper’s Birthday, Lima’s Red Hot Chilli, Mog’s Christmas, Freddy and the Fairy, Diwali books, Jolly Christmas Postman, Stick Man, Bear’s Birthday, Owl Babies, Fireworks etc. Christmas cooking.

Spring 1 TRADITIONAL TALES

Let’s pretend, library visits, role play, retelling stories, theatre trips, Surrey Docks Farm (pigs) Cinderella ball- parent involvement, Links to Royal Family, Castles, teddy bear picnic. Making houses. Bears and Wolves- where do they come from? Oats and porridge making/ tasting. Growing beans, Story maps. Invitations. Behaviour of characters in stories: right and wrong. Talking tables, retelling stories and making up own. Make a class book- traditional tale, filming and acting out stories, Texts: The Three Pigs, Cinderella, Goldilocks, Jack and the Beanstalk, Red Riding Hood, Billy Goats Gruff, Gingerbread Man, Peter Rabbit, Fables- tortoise and the hare.etc.

Spring 2 BUILDINGS

Local area walk to identify types of buildings. Map making- where are different buildings and naming them. Photos – sorting and matching. Making castles and houses linked to traditional tales: 3 little pigs houses, Cinderella’s castle, Rapunzel’s tower etc. Measures: how tall, how big. Materials: which is best for each house, making rubbings of different materials. Comparing building in different countries. Identifying shapes in different buildings- using shapes to make models and pictures. Texts: 3 little pigs, Cinderella, Rapunzel, a squash and a squeeze, Once upon a time, Each peach pear plum,

Summer 1 CHANGES AND GROWING

Materials- melting/ boiling/ freezing/ cooking, malleable materials. Past/ present/ future changes: toys, ourselves, homes. Recycling. Transition to Rec/ Y1. Flower dying, food colouring in milk, mentos in coke, skittles experiment, growing cress, writing up experiments, P4C- looking after babies, newborn baby visit, changes in the garden, visit from the ducks/ eggs, wax melting, sugar, changes in fruit and veg. Fossils and dinosaurs, dinosaur factfiles, junk modelling of dinosaurs, butterflies and caterpillars Texts: Jack and the beanstalk, Lucy and Tom go to School, Room on the Broom, The Hungry Caterpillar, the Tiny seed, Captain Flynn and the Pirate Dinosaurs, Zazas baby brother, Meg’s eggs, etc.

Summer 2 WATER

Under the sea, pirates, transport- boats and submarines, aquarium trip, Thames foreshore trip. Rivers and Oceans. Rockpools and ponds. Ice- melting, boiling water- steam, bubbles and bubble painting. Floating and sinking, measures and problem solving. Treasure maps and pirates, Making boats- floating and sinking, car wash, Crabs/ lobsters/ tadpoles and frogs. Texts: Rainbow Fish, Pig in the pond, On a Pirate ship, Pirate Pete, PB Bears Pirate treasure, Singing mermaid, Commotion in the Ocean, a tadpoles promise, Night Pirates, Grandads island, The Snail and the Whale, The Big Bad Sea, Tiddler, Finding Nemo, Pete’s smelly feet etc.


EYFS CYCLE 2 (2019-2020)

Term Topic Possible starting points, texts, trips and visits. These will be developed depending on the interests and needs of each cohort.

Autumn 1 OURSELVES- AND NURSERY RHYMES

All about me! Cultures, celebrations, families, Stories about families, starting school. Baby and family pictures, when we grow up. Family albums, family trees, Museum of childhood. 5 senses- taste, touch, smell, sight, hear. Sensory walks and sensory circuits. Portraits. Where we live- maps. Body Parts, order by size, number rhymes, brothers and sisters, Texts: Not a Box, Just Imagine, Knuffle Bunny, Miss Polly had a Dolly, 5 speckled frogs, 5 monkeys, Big Bear, little Brother, Starting School, Peepo! A Squash and a squeeze, Guess how much I love you, Owl babies, my Mum My Dad My family, Hungry caterpillar- class names, so much, Brown Bear, etc.

Autumn 2 STORIES AND STORYTELLING

Story boxes, story maps, authors and illustrators, characters and settings, traditional tales, drama, instruments- story sound tracks, library visits, discovery (Stratford), Author study (Julia Donaldson). Invite different adults to tell their favourite stories (include parents) Stories from different cultures. Traditional stories and stories linked to celebrations (Rama and Sita etc.) Book making, Puppets and puppetry, stickmen in the garden, book corners, story scenes, habitats, SMSC links- sharing books. Texts: Gruffalo, Gruffalo’s Child, Snail and the Whale, Scarecrows bride, Stick Man, room on the broom, Rapunzel, Hansel and Gretel, Red Riding Hood, Jack and the beanstalk , Each Peach Pear Plum, Tell me a story etc.

Spring 1 PEOPLE WHO HELP US

Who helps us? In class, in school, at home, the wider world. Helping each other, families, people in school and their roles. Visitors- police, firefighters, nurses and doctors, dentists, chefs, library visit, RSPCA, pet shop, vet, guide dog, builders. Lots of role play opportunities- making equipment for role play. Writing prescriptions, incident reports etc. Making own class book- people who help us. Local area walks- how to keep safe. Visit to hospital/ fire station. Labelling pictures of different vehicles- ambulance/ police car etc. Texts: The Naughty Bus, On the Road, Doctor Dog, Information texts, Powerpoints, Richard Scarry books, busy world, through my window, helpers- Shirley Hughes, topsy and tim books, mog and the vet etc.

Spring 2 ANIMALS

Day/ night, jungle, safari, endangered animals, pets. Animal food. Animals and religion. Visit from Reptiles/ Animals, guide dog- link to people who help us. Lifecycles, Moving like different animals. Small world play. Creating different habitats. Eggs hatching into ducklings, Dinosaurs, garden school, Texts: Walking through the Jungle, Handa’s Surprise, Bear hunt, All about Dinosaurs, Brown Bear, Brown Bear what do you see? Penguin, Owl Babies, Dear Zoo, Slinky Malinky, Rumble in the Jungle, Lion hunt, Six Dinner Sid, Tiger who came to Tea, rainbow fish, selfish crocodile, mixed up chameleon, polar bear, polar bear, mr wolf’s pancakes, little red hen, greedy python, very busy spider, etc.

Summer 1 MINIBEASTS AND GROWING

Visits to the garden, making homes/ shelters, what do minibeasts eat? Lifecycles, facts books, minibeast hunts. Minibeast maps. Comparing different minibeasts: how many wings, legs etc. Minibeasts in the pond. Minibeasts by the sea. Ducklings hatching, growing plants- mustard, cress, beans, Garden school, Texts: Hungry Caterpillar, Busy Spider, Angry Ladybird, Jasper’s beanstalk, jack and the beanstalk, a seed in need, Oliver’s Vegetables, The Enormous Turnip, non fiction- lifecycle books, mad about minibeast, incy wincy spider, greedy bee,

Summer 2 GOING PLACES

Transport, journeys. Buildings, maps, travel. Space adventures. Transition to Year 1/ Rec. Holidays, what would you pack- making a list? Packing for a character in a story. Postcards home. Making own maps. Journey to school. Sorting places- similarities and differences- looking at photos/ postcards. Weather. Designing different types of transport. Car survey/ tallies. Boat trip, airport role play, passports, bus trip, tube trip, visit to station. Rockets and planets- design and make. Texts: We’re going on a bear hunt, Walking through the Jungle, The Gruffalo, Around the world with Ant and Bee, Whatever Next, Rosie’s Walk, etc.


RESOURCE BASE (RAINBOW CLASS)

The children follow individual programmes alongside the curriculum, these allow the children to meet the targets identified on their Education and Health Care Plans. The

Curriculum is carefully planned to meet the needs of all the children and links closely with the topics taught in EYFS and Key Stage 1. Children who are integrating into

mainstream classes will also follow the curriculum for that year group where appropriate.

CYCLE 1 (2018-2019)

Term Topic Cross curricular themes, texts, trips and visits. Cross Curricular Coverage-

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Texts: The Little Red Hen, The Enormous Turnip, The enormous watermelon, I will not ever never eat a tomato, Handa’s Surprise, Oliver’s Vegetables, Farmer Duck, Hungry Caterpillar, Supertato, runaway pancake, Pancake Pancake, Royal Dinner, non fiction texts etc.

Who we are and where we come from. Favourite foods- likes and dislikes. Our bodies- naming different parts of the body. Growing food, healthy eating, food from different cultures, where does food come from? Tasting different food.

Trip to shop to buy food, Trip to Pizza Express, Borough Market, Surrey Docks Farm. Shop/ restaurant role play, Observational drawing of fruit. Recipes from different cultures- bring from home. Link to international week/ Black History Month. Planting- mustard/ cress. Fruit symmetry- printing. Make- fruit salad, butter, salt dough. Writing recipes, instructions, menus. Measuring – cooking, money- shopping.

Science

PSHE

Art: use drawing and painting to create images of fruit and vegetables. Look at artists still life of fruit/ veg

DT- use basic principles of a healthy diet to prepare dishes and understand where food comes from.

Geography- identify seasonal and weather patterns. Use geographical vocabulary e.g. soil, farm, season, weather

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Texts: Katie in London, The Great Fire of London, diary entries, non-Chronological reports. A walk in London

Trips to Monument and a London Walk.

People who help us- Fire Fighters- visit from Fire Brigade, Fire safety. Design and make fire engines

Design and make buildings / houses. Model houses- show how fire spread quickly.

Video sources to show the fire.

Maps of London. Tudor dancing

Comparing London now and then.

Finding out about Samuel Pepys- dress up in Tudor clothes and role play.

Art- Making houses

DT- Designing and making buildings- choosing appropriate materials.

Geography- Maps and landmarks in London. Use aerial photos/ plans. Use simple fieldwork skills

History- Study of events beyond living memory, Significant individuals (Samuel Pepys) significant events. How buildings have changed, comparing London- now and then.

CURRICULUM FRAMEWORK Su

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Texts: Rainbow Fish, On a Pirate ship, Pirate Pete, PB Bears Pirate treasure, Singing mermaid, Commotion in the Ocean, a tadpoles promise, Night Pirates, Grandads island, The Snail and the Whale, The Big Bad Sea, Tiddler, Finding Nemo, Pete’s smelly feet, The Snail and the Whale, Lighthouse keepers Lunch, Katie Morag, Claude at the beach, Snorgh and the Sailor.

Trip to the River Thames. Types of transport- boats, submarines.

Study of a place (seaside) compare with where we live and develop vocabulary (same and different).

Looking after the Sea- environment. Ice- melting, boiling water- steam. Bubbles and bubble painting. Floating and sinking, Measures and problem solving. Treasure maps, Making boats- can they float?

Art- water colours, exploring colours, looking at artists depictions of water e.g. Monet, Turner etc.

DT- Design and make project –e.g. floating boats

History- Comparing Seaside holidays now and then. Geography-. Develop appropriate vocabulary such as river, ocean, beach, cliff etc. Human and Physical features. Identifying weather patterns. Use maps

CYCLE 2 (2019-2020)

Term Topic Cross curricular themes, texts, trips and visits. Cross Curricular Coverage-

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Texts: Big Bear, little Brother, Peepo! A Squash and a squeeze, Guess how much I love you, Owl babies, Burglar Bill, Traction Man, People who help us, The Naughty Bus, On the Road, Doctor Dog, Information texts, Richard Scarry books, through my window, Helpers- Shirley Hughes, Topsy and Tim books, Mog and the vet etc.

All about me! Personal timelines, Cultures (link to Black History Month), celebrations, families, Baby and family pictures, when we grow up. Visit from Doctor, firefighters, police, parents to talk about their job. Keeping safe in local area- road safety walk.

Science links- Healthy lifestyles, mental health and mindfulness, SMSC- who is it safe to ask for help?

istory- changes in living memory- personal timelines and changes

Geography- geography of school grounds and local area. Develop vocabulary

Art- portraits, learning about an artist, exploring techniques

CURRICULUM FRAMEWORK Sp

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Texts: Michael Rosen, Rhyming Books, Poems that the children are interested in, Rhymes: Humpty Dumpty, Baa Baa Black sheep, Little Bo peep, Little Miss Muffet, Incey Wincey, Grand old duke of York, Jack and Jill, Hey diddle diddle, Hickory Dickory dock, Mary Mary, Round and Round the garden…Mother Goose Books, The Owl and the Pussycat, Chocolate Cake , Owl afraid of the Dark,

Rhymes and rhyming words, DT- puppets of different characters, DT - building different settings for characters, solving maths problems- how many sheep? How to fix humpty dumpty? Clocks, time, sequencing events, Gardens- designing. Family houses, Boat making. Positional language (up, down, around).

DT- design and make puppets and settings for poems and rhymes

Art- illustrating different poems and rhymes- looking at the work of an illustrator e.g Quentin Blake.

History- changes beyond living memory- e.g. historical references in rhymes and Poems (Grand old Duke of York, Ring a Roses) – use pictures to compare now and then.

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Texts: Hungry Caterpillar, Busy Spider, Angry Ladybird, Jack and the Beanstalk, The Tiny Seed, non fiction- lifecycle books, mad about minibeast

Visits to the garden, making homes/ shelters for minibeasts. What do minibeasts eat? Lifecycles, facts books, minibeast hunts. Minibeast maps. Comparing different minibeasts: how many wings, legs etc. Minibeasts in the pond.

Planting seeds and observing growth. Dying flowers with food colouring. Writing / drawing/ recording experiments and growth.

Cooking with fruit and vegetables that have been grown and recognizing where they have come from.

Geography- develop vocabulary physical features

DT- using basic principles to cook healthy food and know where it comes from

Art- sculptures/ models of minibeasts and plants

PSHE

Science


YEAR 1

Autumn Term’s Topic Spring Term’s Topic Summer Term’s Topic Subjects

People Animals and Farms

Old and New Adventures and Fairytales

History Awareness of the past, chronology, vocabulary etc. Changes within living memory. – Changes to ourselves and changes in local area. Study of a significant person. Significant people- Mary Seacole (link to Black History Month)

Significant people- David Attenborough.

Develop awareness of the past and key vocabulary/ sources, toys- similarities and differences. Houses- similarities and differences, old and new toys/ old and new fashion/old and new houses and homes- comparing past and present- same and different- how has life changed?

Develop awareness of the past and key vocabulary/ sources, Castles/ buildings. Study of a significant person- The Queen

Geography Use field work to study geography of our school and grounds, key features of local area and geographical vocabulary, weather charts. Use maps and atlases to identify UK. Use compass directions, directional language. Use aerial photos/ plans and devise maps. Use simple fieldwork skills- geography of school grounds and surrounding area.

Develop place knowledge – including comparison to a farm in a non- European country. Animals from different countries- human and physical features. Develop key vocabulary- farm, soil, vegetation etc. Identify weather patterns and hot and cold areas of the world. Use maps and atlases to identify UK.

Develop key vocabulary e.g. house, office, shop castle etc. Old and new buildings- location on map, finding castles on a map, maps of UK- near and faraway places.

Science Animals including humans Key Vocabulary: fish, reptiles, mammals, birds, amphibians (+ examples of each), herbivore, omnivore, carnivore, leg, arm, elbow, head, ear, nose, back, wings, beak

Everyday Materials Key Vocabulary: Wood, Plastic, Glass, Paper, Water, Metal, Rock, Hard, Soft, Bendy, Rough, Smooth

Seasonal Changes Key Vocabulary: Summer, Spring, Autumn, Winter, Sun, Day, Moon, Night, Light, Dark

Plants Key Vocabulary: Deciduous, Evergreen trees, Leaves, Flowers (blossom), Petals, Fruit, Roots, Bulb, Seed, Trunk, Branches, Stem

Local/National Issue

Consolidation for WT children Enrichment for ARE and GD

Working Scientifically Questions Comparative testing: https://www.ogdentrust.com/resources/working-scientifically-comparative-testing Observing over time: https://www.ogdentrust.com/resources/working-scientifically-observing-over-time Pattern seeking: https://www.ogdentrust.com/resources/working-scientifically-pattern-seeking Identifying and classifying: https://www.ogdentrust.com/resources/working-scientifically-identifying-and-classifying

Research: https://www.ogdentrust.com/resources/working-scientifically-research Ideas over time: https://www.ogdentrust.com/resources/working-scientifically-ideas-over-time

Design and Technology

Cooking and nutrition healthy lifestyles. Design a healthy plate for a human being.

Mechanisms – Make a moving toy using levers and sliders.

Structures Design and make a bird feeder that will be strong enough to support birds

Art Extend variety of drawing tools. Use drawing as a medium to develop and share ideas. Explore

Use painting as a medium to develop and share ideas. Begin to mix colours.

Use a range of materials creatively to design and make art work.

https://www.ogdentrust.com/resources/working-scientifically-comparative-testing

https://www.ogdentrust.com/resources/working-scientifically-observing-over-time

https://www.ogdentrust.com/resources/working-scientifically-pattern-seeking

https://www.ogdentrust.com/resources/working-scientifically-identifying-and-classifying

https://www.ogdentrust.com/resources/working-scientifically-research

https://www.ogdentrust.com/resources/working-scientifically-ideas-over-time

CURRICULUM FRAMEWORK using lines and known geometric shapes to create. Draw people/faces accurately.

Know the primary colours. Use colour and space for effect.

Create repeated patterns. Create using imagination through painting. Create collages and model with clay.

Computing E-safety – Hector’s World Learning what is meant by personal information and that it is important to keep it private.

Logging in and typing games. How to use technology safely.

Introduction to data – learning that data can be presented in different ways. Representing data digitally e.g. bar charts and pictograms.

Espresso block coding – unit 1b Simple Inputs ‘Obey My Command’ Understanding what an algorithm is and creating simple programs.

Purple Mash – Unit 1.6 Animated storybooks using 2CreateAStory. Creating, saving and retrieving digital content.

Beebots – simple programming. Using and then creating Beebot maps based on fairytales.

PE Running & Jumping Games

Dance Gymnastics

Multi-skills (LPESSN) Throwing and catching Aiming and striking games

Athletics (Sports day events)

RE What does it mean to belong to Christianity?

Why do Christians celebrate Christmas?

How do you belong to Hinduism? How do you belong to Islam? How do you belong to Sikhism?

How do you live well?

PSHE SMSC P4C

Personal timelines, family photos (homework projects), SMSC- who is it safe to ask for help?

What food comes from a farm? Comparing farms in different places- developing vocabulary. Autumn 2 Living in the wider world Looking after myself Children will learn: • more about road safety and who helps us keep safe

Relationships - Spring 1 Children will learn: • about different types of friends , including grown-ups • the difference between secrets and surprises and the importance of not keeping adults’ secrets, only surprises Relationships - Spring 2 Losing and finding Children will learn: • about what happens when things get lost or change Memories and growing up Children will learn: • about special memories

Gender stereotypes/ morals in fairytales, should people have servants? Should children do housework? Living in the wider world Persuasion /reality Children will learn: • more about differences between fantasy and reality Being different Children will learn: • more about other people’s opinions and views Sustainable development Children will learn: • about the environment

Music Can distinguish pulse and rhythm. Play instruments and use the voice in different ways as part of a class piece based on a story. Move appropriately to music.

Play a short sound sequence with a partner using short and long sounds. Sing with good posture and breathing. Play a rhythmic line of a song.

Trips/Visits/ Projects/ Useful Websites

Local studies- our school and community. Visit from Doctor, firefighters, police, parents to talk about their jobs

Trip to City Farm/ surrey docks, Farmers’ Markets, reptile/ animal visit. Link to Christmas play- donkey/ sheep etc. Making Factfiles- different animals. Animal artwork- collages, paintings, masks, models shoebox habitats. Comparing where different animals live- geographical features.. Different climates/ weather, Continents & oceans, Local area walk

Museum of Childhood Trip to Discovery Story Centre, Drama workshop, Peter Pan playground.

Possible texts Poetry, Me and you, The Jolly Postman, Burglar Bill, Traction

Billy’s Bucket, The Gigantic turnip, Little Red Hen, Monkey

The Odd egg, Dinosaurs and all that rubbish, Stanley’s Stick, Old Bear, Iggy Peck Architect.

Goldilocks, Princess and giant, Peter Pan, Pinocchio, Puss in Boots, 3 pigs, Me and You, Jack and the Beanstalk, Jim and

CURRICULUM FRAMEWORK Man, etc.

Puzzle, Lost and Found, We are Here etc.

the Beanstalk, Hansel and Gretel, Fairytales for Mr Barker, Goldilocks and just the 1 bear, Where the wild things are, Princess Smartypants


YEAR 2

Autumn Term’s Topic Spring Term’s Topic Summer Term’s Topic

Subjects

Transport and Travel

Explorers Great Fire of London

Space The Natural World

The Seaside Past and Present

History Changes within living memory- transport. Study of a significant individual- Transport inventor. How transport has changed- historical study (old and new) Significant person- Elijah McCoy

Study of a significant individuals, time lines of famous explorers and their journeys- link to modes of transport used. Where Amelia Earhart flew. Timelines. How transport has changed- historical study. What did people take on trips Significant people: Amelia Earhart, Jessica Watson, Christopher Columbus, Ibn Battuta

Study of events beyond living memory, significant events. How buildings have changed, comparing London- now and then. Study of Samuel Pepys and a significant event- Great Fire of London – make timeline of events. History of firefighters Significant individuals (Samuel Pepys)

Significant people (Neil Armstrong/ Tim Peake), timeline of space travel

Significant person – David Attenborough (covered in Year 1?)

Study of significant individuals, Victorian Seaside holidays. Study of Grace Darling.

Geography Name and locate continents and oceans, use atlases and globes etc. Name and locate countries and capitals of UK. How do we travel across different countries? Local transport and features- e.g. River. Developing geographical vocabulary. Use maps and atlases to identify UK and further afield. Use aerial photos/ plans and devise maps. Using local transport, how do we travel across countries- modes of transport, Local transport maps. Map making and mapwork, Oceans, continents

Use compass directions, directional language. Use aerial photos/ plans and devise maps. Orienteering and fieldwork Outdoor learning- orienteering- record through a diary

Maps and landmarks in London- linked to Great Fire of London. Developing geographical vocabulary. Use maps and atlases to identify UK. Use aerial photos/ plans and devise maps. Use simple fieldwork skills Maps of London- link to walk.

Developing place and locational knowledge – The Earth,Developing geographical vocabulary. Use maps and atlases to identify UK. The earth from Space/ Aerial photos- naming locations/ oceans etc.

Similarities and differences – comparing UK with contrasting non-European country. Identifying Oceans/ continents on a map. Comparing where different animals live- land and water Oceans and Continents, Comparing the UK with a different place. Comparing animal habitats. News reports- natural world and environment.

Develop fieldwork skills including use of aerial photos, devising maps. Develop appropriate vocabulary such as harbour, port, beach, cliff etc. Human and Physical features. Comparing with another country. Identifying weather patterns and hot/ cold places on globe. Use maps and atlases to identify UK. Use compass directions, directional language. Use aerial photos/ plans and devise maps. Weather patterns Study of a place (seaside) compare with other countries and develop vocabulary.

Science Everyday materials and their uses Key Vocabulary: Hard, Soft, Stretchy, Stiff, Shiny, Dull, Rough, Smooth, Bendy, Waterproof, Absorbent, Opaque, Transparent

Animals including humans Key Vocabulary: Survival, Water, Air, Food, Adult, Baby, Offspring, Kitten, Calf, Puppy, Exercise, Hygiene

Living things and their habitats Key Vocabulary: Living, Dead, Habitat, Energy, Food chain, Predator, Prey, Woodland, Pond, Desert

Plants Key Vocabulary: Seeds, Bulbs, Water, Light, Temperature, Growth

Local/National Issue Consolidation for WT children Enrichment for ARE and GD

CURRICULUM FRAMEWORK Brick, Paper, Fabrics, Squashing, Bending, Twisting, Stretching Elastic, Foil

Working Scientifically Questions Comparative testing: https://www.ogdentrust.com/resources/working-scientifically-comparative-testing Observing over time: https://www.ogdentrust.com/resources/working-scientifically-observing-over-time

Pattern seeking: https://www.ogdentrust.com/resources/working-scientifically-pattern-seeking Identifying and classifying:https://www.ogdentrust.com/resources/working-scientifically-identifying-and-classifying Research: https://www.ogdentrust.com/resources/working-scientifically-research Ideas over time: https://www.ogdentrust.com/resources/working-scientifically-ideas-over-time


Mechanisms – use wheels and axles to design a mode of transport to carry a load over an uneven surface without damaging it.

Structures – Design, make and evaluate bridges that can support a weight. Link to people fleeing the Great Fire of London

Cooking and Nutrition- design a healthy smoothie for a post SATS party in the park.

Art Discuss use of shadows and use of light and dark. Sketch to make records. Experiment with tools and surfaces Draw to record experiences and feelings.

Darken colours without using black. Make as many tones of one colour as possible

Use a range of materials to design and make Create and use a wide range of patterns and colours. Identify man-made and natural patterns. Recognise regular and irregular patterns.

Computing E- Safety – Lee & Kim Understand where to go for help – identifying trusted adults. Use technology respectfully – understand what behaviour others value both online and off.

Purple Mash Unit 2.3 Spreadsheets Crash Course using 2Calculate – Organising digital content

Espresso coding Year 2 Unit 2a Different sorts of inputs – Understand that programs follow precise instructions. Learning that keyboard can be used to initiate event in addition to the mouse.

Photo Story/Animation/Stop Motion Studio (iPad) –Natural world topic Purple Mash – Creating leaflets Manipulating digital content

Espresso coding Year 2 Unit 2b Buttons and instructions Predict the behaviour of and debug simple programs -learning that one object can control another.

Purple Mash Unit 2.8 Presenting Ideas Organising and manipulating digital content – creating a fact file about the seaside.

PE Fitness

Gymnastics Tudor dancing Running and jumping/mulit-skills

Attack and defend games Athletics (Sports day events)

RE Why did Jesus tell stories? Forgiveness Special Books

How do we know Easter is coming?

What special story is told at Easter?

Special foods and fasting Where does the world come from?

PSHE SMSC P4C

Pollution posters. SMSC- transport and the effects on the Environment Living in the wider world (Autumn 1) Money and shopping Children will learn: • about money and spending Our school community Children will learn: • rules for and ways of keeping physically and emotionally safe the difference between secrets and surprises and understanding not to keep adults’ secrets) to listen to other people and play and

SMSC-. Women’s rights. Gender equality- historical explorers. What would you take on a trip Autumn 2 Special days Children will learn: • about a range of festivals Global food Children will learn: • about where food comes from

Fire safety. Fire brigade. Relationships - Spring 1 Same and different Children will learn: • about truth and lies , and more about diversity Coping with conflict Children will learn: • more about teasing & bullying, the different types of teasing and bullying, that these are wrong and unacceptable • consequences of anti-social & aggressive behaviours such as bullying & discrimination on individuals & communities

P4C- sending animals into space Mums and babies- Spring 2 Children will learn: • that babies need care and attention (love) in order to calm them if they are upset Variety of relationships Children will learn: • about people who look after them, their family networks, who to go to if they are worried and how to attract their attention, ways that pupils can help these people to look after them and identify special people and how they

Health and Wellbeing Healthy people Children will learn: • About what healthy people do. This should include learning about the benefits of rest and exercise. Healthy eating Children will learn: • about what food is healthy and that too much or too little food can be unhealthy About my body Children will learn: • more about parts of the body and how the body works

How do we help people who are sad/lonely (Snorgh) Looking after the Sea- environment

Health and Wellbeing Mums and babies – how we grew Children will learn: • about babies and birth and about the process of growing from young to old how people’s needs change & responsibilities that increasing independence may bring

https://www.ogdentrust.com/resources/working-scientifically-comparative-testing






CURRICULUM FRAMEWORK work cooperatively (including strategies to resolve simple arguments through negotiation)

• how to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help Personal Identity Children will learn: • to set simple but challenging goals • learn from experiences and recognize their strengths

care for them.

Drug Education Children will learn: • that household products, including medicines, can be harmful if not used properly • rules for and ways of keeping physically & emotionally safe

Music Sing soh/me phrases following teacher's hand signs. Follow symbols to play percussion instruments.

Perform a song in a small group in two ways, eg. loud and soft. Has played 4 beat rhythms using quavers and crotchets accurately in a group


Transport Museum Traffic surveys, Fact files on transport

Data handling- modes of transport used

Trips to Monument and Museum of London. Walk of Great Fire of London sites

Trip to Observatory. Science Museum.

Natural History museum, Sky Garden

Trip to Southend.

Possible texts Don’t let the pigeon drive the bus, Naughty Bus, The Magic Bed, The highway rat, Room on the Broom,

Into the Forest, Rosie Revere, engineer, Amelia Earhart biography

Katie in London, The Great Fire of London, diary entries, non-Chronological reports. A walk in London

Owl who was afraid of the dark, Owl and the pussy cat, Sidney, Stella and the Moon. On The Moon (Non Fiction).

The house held up by trees, The Journey Home, 10 ways to help save the world, The Minpins

The Snail and the Whale, Lighthouse keepers Lunch, Katie Morag, Claude at the beach, Snorgh and the Sailor.


YEAR 3


Subjects Stone Age to Iron Age Rainforests The Egyptians History Changes in Britain from the Stone Age to the Iron Age.

Using time line to develop understanding of chronology. Local archaeology. Changes in Britain from the Stone Age to the Iron Age. Significant people: Bog Man/ Lindow man, Mary Anning

Significant People – Henri Rousseau, Chico Mendes, David Attenborough Biography of Chico Mendes

Achievements of early civilisations, Using a timeline, developing chronology linked to prior learning. overviews and in depth study of Ancient Egypt.

Geography Fieldwork skills- maps, Vocabulary linked to settlements: river, coast, Land use patterns, Human geography Types of settlement and land use- developing geographical vocabulary

Locational knowledge using maps – South America. Place Knowledge including South America- similarities and differences. Human and Physical Geography of Rainforests. Characteristics. Identify equator and other significant latitude/ longitude. Develop Geographical skills. Understanding of climate, vegetation, water cycle, trade links. Fieldwork skills/ maps/ atlases/ compass points etc. Study of Rainforests- where they are- location and place knowledge. Oceans and Continents- revision. South America

Locating Egypt on a map, mapping a trip to Egypt, trip down the Nile, landmarks. Developing knowledge and vocabulary of Physical geography- features of Egypt, Nile delta Develop locational knowledge – use geographical skills to identify Egypt. Identify aspects of human and physical geography.

Science Rocks and Fossils Key Vocabulary: Fossils, Soils, Sandstone, Granite, Marble, Pumice, Crystals, Absorbent

Animals including humans Key Vocabulary: Movement, muscles, bones, skull, nutrition, skeletons

Plants Key Vocabulary: Air, light, water, nutrients, soil, reproduction, transportation, dispersal, pollination, flower

Forces and magnets Key Vocabulary: Magnetic, force, contact, attract, repel, friction, poles, push, pull

Local/National Issue Light Key Vocabulary: Light, shadows, mirror, reflective, dark, reflection

Working Scientifically Questions Fair testing: https://www.ogdentrust.com/assets/general/working-scientifically-fair-tests-compressed.pdf Observing over time: https://www.ogdentrust.com/resources/working-scientifically-observing-over-time Pattern seeking: https://www.ogdentrust.com/resources/working-scientifically-pattern-seeking Identifying and classifying: https://www.ogdentrust.com/resources/working-scientifically-identifying-and-classifying Research: https://www.ogdentrust.com/resources/working-scientifically-research Ideas over time: https://www.ogdentrust.com/resources/working-scientifically-ideas-over-time


Mechanisms – Design and make a moving poster to share their learning with other children in the school.

Cooking and Nutrition- Know where and how ingredients are grown. Prepare and cook dishes. Brazilian food

Structures: Design and make photo frames that are stiff and strong enough to stand alone.

Art Plan, create and evaluate a sculpture based on artist/sculptor studied. Pattern in the environment.

Make colour wheels Introduce different types of brushes. Use different techniques. Use watercolour paint.

Experiment with different pencils. Close observation in drawings. Draw both positive and negative shapes. Use initial sketches as a preparation for painting.

Computing SMART Crew – Know how to use technology responsibly and what behaviour is concerning online and how to report these concerns to a trusted adult.

Espresso Coding Year 3 Starter Unit and Unit 3a Sequence and animation Use sequence in programs – learn to make things happen in sequence.

We are Presenters – David Attenborough style documentaries. iMovie/Clips for editing, audio, soundtracks etc. Use search technologies to

Espresso Coding – Unit 3b Conditional Events Write programs that accomplish specific goals – simple animations and

Purple Mash – Unit 3.6 Branching Databases Use a variety of software to accomplish specific goals. Present information in a

Journey Inside a Computer Learning about forms of input and output. Computer components; including hardware and software.

https://www.ogdentrust.com/assets/general/working-scientifically-fair-tests-compressed.pdf






CURRICULUM FRAMEWORK research, collect and present information, and design and create content.

simulations. branching database using 2Question.

PE Football Fitness Indoor Athletics Tennis Gymnastics Athletics (Sports Day events)

RE Sikh Beliefs How do Jews Celebrate? Jesus and The Buddha Why is Holi Important? What is special about light? Signs, Symbols and Sayings

French Moi (All about me)

PSHE SMSC P4C

Loneliness and belonging, Living in the wider world (Autumn 1) Me and my community? Children will learn: • what being part of a community means, and about the varied institutions that support communities locally and nationally Councillors –what do they do? Children will learn: • why and how rules and laws that protect themselves and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules • that there are different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment • about school and local democracy Our ideal community (Autumn 2) Children will learn: • about how community facilities work Where do things come from? Children will learn: • about sources of products and Fairtrade

Deforestation- drama and debate. Deforestation of London and Air Pollution, Fair trade, looking after our world, plastic straws (recycling), different cultures Relationships - Spring 1 Looking after others Children will learn: • about behaving responsibly Types of relationship Children will learn: • about different types of relationships including friends and families, civil partnerships and marriage • that civil partnerships and marriage are examples of stable, loving relationships and a public demonstration of the commitment made between two people who love and care for each other and want to spend their lives together and who are of the legal age to make that commitment (incl. same sex) Families who live far away Children will learn: • about extended families Relationships - Spring 2 Healthy relationships Children will learn: • what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships Peer influence/pressure Children will learn: [Working scientifically, biology] • that pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people they know and the media

SMSC- how Egyptians treated animals, rich and poor in Egypt- differences Health and Wellbeing Emotions and feelings Children will learn: • how to deal with feelings, how to cope with pressure • what positively and negatively affects their physical, mental and emotional health (including the media) Feeling sad and making choices Children will learn: • that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable) • about critical thinking and decision making Sex and Relationship Education (Health Week) Children will learn: • About biological gender, growing and reproducing Drug Education Children will learn: • about the impact of smoking and passive smoking and laws to prevent smoking • school rules about health and safety, basic emergency aid procedures, where and how to get help

Music Sing soh/me/lah phrases following teacher's hand signs Create and perform a descriptive piece of music in a group. Develop in a class ostinato building piece using instruments

Work out and write rhythm notation the rhythm of one line of a known song, Find the melody of known songs.

Trips/Visits/ Projects/

Museum of London,

London Zoo/ Kew Gardens/ Tate Modern/ Horniman Museum. Planting at Potters Fields

British Museum/ Old operating theatre, Petrie Museum.

CURRICULUM FRAMEWORK Useful Websites

Possible texts The first drawing, Cave Baby, Poetry, Fossil- picture book, Stone Girl, Bone Girl (about Mary Anning) Stone Age Boy. Ug: Boy Genius of the Stone Age Reading- Stig of the Dump,

The Vanishing Rainforest, The Great Kapok Tree, Where the Forest meets the Sea, Reading- The Tear Thief, The Invisible Boy Animal Reports, letter writing Video- Planet earth Literacy Film Fest Project

The Story of Tutankhamun, Egyptian Cinderella, The day I swapped my Dad for a Goldfish, Reading- The heart and the bottle Horrible Histories Filming news reports, Diaries, fact files, news reports


YEAR 4


Subjects The Romans Chocolate and The Mayans Fashion and Carnival History The Roman Empire and its impact on Britain, Local History,

Britain’s Settlement by Anglo-Saxons- withdrawal of the Romans/ fall of the Roman Empire. Using maps to track the Roman invasion and withdrawal. Roman Army. Settlements. Significant People: Boudicca

Study of a non-European society that contrasts with British History- Mayan Civilization AD 900 Where does chocolate come from? Study of a non-European Society that contrasts with British history- The Mayans. Significant People: Roald Dahl, John Cadbury

Social History of fashion and clothing, reinforcing the timeline. History of carnival. Significant People- Coco Chanel

Geography Develop locational knowledge of UK and Europe- using maps. Identify equator and other significant latitude/ longitude. Settlement and land use. Roman Roads – maps. Settlements. Knowledge of Europe- using maps to locate countries and identify latitude and longitude.

Develop place knowledge, Understanding of physical geography, Develop geographical skills and map work skills. Characteristics of places- vocabulary and understanding of topographical features. Identify equator and other significant latitude/ longitude. Place knowledge. Understanding of Physical Geography. Geographical skills and map work. Links to crops, farming and cooking.

Fashion from different countries- identifying on map. Revising European countries and capitals. How does fashion link to location- climate and resources

Science Animals including humans Key Vocabulary: Mouth, Tongue, Teeth, Oesophagus, Stomach, Small, Intestine, Large Intestine, Herbivore, Carnivore, Canine, Incisor, Molar

Sound Key Vocabulary: Volume, Vibration, Wave, Pitch, Tone, Speaker

States of Matter (Healthy eating) Key Vocabulary: Solid, Liquid, Gas, Evaporation, Condensation, Particles, Temperature, Freezing, Heating

Electricity Key Vocabulary: Cells, Wires, Bulbs, Switches, Buzzers, Battery, Circuit, Series, Conductors, Insulators

Local/National Issue Living things and their Habitats Key Vocabulary: Vertebrates, Fish, Amphibians, Reptiles, Birds, Mammals, Invertebrates, Snails, Slugs, Worms, Spiders, Insects, Environment, Habitats

Working Scientifically Questions Fair testing: https://www.ogdentrust.com/assets/general/working-scientifically-fair-tests-compressed.pdf Observing over time: https://www.ogdentrust.com/resources/working-scientifically-observing-over-time Pattern seeking: https://www.ogdentrust.com/resources/working-scientifically-pattern-seeking Identifying and classifying: https://www.ogdentrust.com/resources/working-scientifically-identifying-and-classifying

Research: https://www.ogdentrust.com/resources/working-scientifically-research Ideas over time: https://www.ogdentrust.com/resources/working-scientifically-ideas-over-time


Mechanisms – Children create their own torches to hunt for Roman artefacts around the school.

Cooking and Nutrition- where ingredients are grown/ reared. Making healthy and unhealthy foods. Natural alternatives. Moulding and sculpting with Chocolate.

Structures Create a wardrobe that will be strong enough to store clothes.

Art Create visual texture using different marks and tools. Create patterns/ motifs with repeated mark making. Evaluate beginning to use artistic language. Compare different fabrics. Use tessellation to create work.

Identify and draw the effect of light Demonstrate scale and proportion Work on a variety of scales.

Plan, create and evaluate a painting. Incorporate what has been found in the painting into creating something. Students refer to the sketch book and use it for planning. Evaluate by beginning to use artistic language.

Computing Online Safety Creating newspaper reports Espresso Block Coding – Unit Espresso Block Coding – Unit How does the internet work? Purple Mash – Unit 4.3







CURRICULUM FRAMEWORK Identifying factors that affect search results, understanding the impact of cyberbullying, how to create a secure password, ways of reporting concerning content.

Purple Mash – Unit 4.4 Writing for different audiences (Romans) Selecting software to accomplish different goals, select, use and combine internet services.

4a Introduction to variables Design and create a program that accomplishes specific goals. Detect and correct errors.

4b Repetition and loops Use repetition and loops in a program

Understand that the internet is a network and explain how it works. Understand how the internet is a useful tool for communication and collaboration.

Spreadsheets Crash Course Collect, present, analyse and evaluate data.

PE O.A.A Fitness Bench ball Gymnastics Tennis Athletics

RE What makes me, ME? Why do some people get married?

Why is The Bible special for Christians?

Why is Easter important to Christians?

Religions in our Neighbourhood

Hinduism

French Jeux et Chansons (Games and Songs)

PSHE SMSC P4C

Cultural impact of the Romans, Roman invasion/ empire, slavery (morals). Latin. P4C-what if you always ate chocolate? Living in the wider world (Autumn 1) Media and the community Children will learn: • about how the media influences decisions Persuasion and pressure Children will learn: • about sources of persuasion including the media Living in the wider world (Autumn 2) Me in the Wider World Children will learn: • the importance of protecting personal information, including passwords, addresses and images Fundraising activities Children will learn: • about what voluntary agencies do

Relationships - Spring 1 Persuasion and pressure Children will learn: • that their actions affect themselves and others • about the concept of ‘keeping something confidential or secret’, when we should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’ Children will learn: • about equal opportunities and their importance Spring 2 Loss and separation Children will learn: • about how it feels to lose someone

Health and Wellbeing Healthy and safe Children will learn: • about what food is healthy and why • to recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a balanced diet Health and Wellbeing Decision making Children will learn: • how to make informed choices (including recognising that choices can have positive, neutral and negative consequences Strong feelings Children will learn: • about strong feelings and mood swings SRE (Health Week) Children will learn: • how their body will change as they approach and move through puberty Children will learn: • about the emotional changes they may experience during puberty Drug education Children will learn: • about the effects of alcohol and how to make safe decisions

Music Improvise 4 phrase rhythms. Sing a pentatonic song. Perform a sound picture in a small group

Tap a 4 beat rhythm accurately including quavers, crotchets and crotchet rest. Adapt and perform a playground song in a small group.

Trips/Visits/ Projects/ Useful

Trips to Lulllingstone, Museum of London. British Museum. All Hallows Church. Local walk- Roman features.

Hotel Chocolat, Chocolate factory

The Fashion and Textile Museum, V&A, Local walk to designers and craftspeople

CURRICULUM FRAMEWORK Websites

Possible texts Boudicca strikes back, Weslandia, Walk in London, Horrible Histories- Rotten Romans, The Roman Record, Mouse, Bird, Snake, Wolf, Iceni Village. Non Chronological reports. Creating own civilisations. Newspaper Reports, Persuasive brochure Links to Roman Numerals in Maths

Charlie and the Chocolate factory, The Hero Twins, The Chocolate Tree- a Mayan Folk Tale

Until I met Dudley, The Boy in the Dress, Coco Chanel, Little Boy, Big Dreams, The Lion, The Witch and the Wardrobe


YEAR 5


Subjects Vikings The Greeks The River History Viking History- following on from anglo-saxons to Battle of

Hastings. Using maps to track Viking invasion The Viking and Anglo Saxon struggle for the Kingdom of England to the time of Edward the Confessor

The study of Ancient Greece, The legacy of Greek Culture on later periods in British history. How The Greeks have influenced life today.

local history of The River Thames and London Study of Significant people locally e.g - Alfred Salter, Peter Street.

Geography Location of countries, routes of travel. Timelines. Understanding of Viking communities Develop locational knowledge (Europe, UK etc. ) and develop geographical skills. Change of land use over time. Identify equator and other significant latitude/ longitude. Settlement and land use. Fieldwork skills/ maps/ atlases/ compass points etc.

Develop locational knowledge (Europe, UK etc.) and develop geographical skills. Study of European place- similarities and differences. Fieldwork skills/ maps/ atlases/ compass points etc. Greek inventions, Greek Architecture, Olympics, Greek Clothing, Gods and Goddesses. Greek warfare, Marathon.

Develop locational knowledge, Understanding of places- region in UK, human and physical features. Characteristics- physical. Vocabulary linked to topographical features (hills, mountains, coasts and rivers) Fieldwork skills/ maps/ atlases/ compass points etc- Local area. Identify equator and other significant latitude/ longitude. Distribution of resources. Trade links, water. Mapwork- grid references, Physical Geography, link to settlements. Local Area study- rivers, ponds, canals. Pollution and the environment

Science Properties and changes of Materials Key Vocabulary: Hardness, Solubility, Transparency, Conductivity, Magnetic, Filter, Evaporation, Dissolving, Mixing

Animals including humans Key Vocabulary: Foetus, Embryo, Womb, Gestation, Baby, Toddler, Teenager, Elderly, Growth, Development, Puberty

Forces Key Vocabulary: Air resistance, Water resistance, Friction, Gravity, Newton, Gears, Pulleys

Earth and Space Key Vocabulary: Earth, Sun, Moon, Axis, Rotation, Day, Night, Phases of the Moon, star, constellation

Local/National Issue Living things and their Habitats Key Vocabulary: Mammal, Reproduction, Insect, Amphibian, Bird, Offspring



Cooking and Nutrition- what did Vikings get from land- raw products- flour- bread making. Adapt recipes to change appearance, texture and taste. Compare how healthy different breads are.

Mechanisms Use pulleys to find a way to move building materials to the top of a Greek building. How did they do it all those years ago?

Structures Design and make a bridge to cross a river- focus on structures. Will it be strong enough to carry a load?

Art Experiment with shading to create form and texture. Use crosshatching as a shading technique. Experiment with the effect of light. Interpret the texture of a surface. Demonstrate perspective

Plan and create a sculpture using different tools. Evaluate using artistic language. Demonstrate shape, form, model and joining. Use embellishments on work. Evaluate work of sculptors. Create abstract patterns.

Children are to create a sketch book, record, revisit and review their ideas. Refer to artists, architects and designers in history to explain choices. Use a range of materials (e.g. pencil, charcoal, paint, pastels) to create work.

Computing E-safety - Google Internet Espresso Block Coding Unit 5a Understanding Networks, such Purple Mash – Unit 5.4 Espresso Coding HTML Unit 1 - Multimedia presentations on







CURRICULUM FRAMEWORK Legends Understanding common internet scams, how to report concerns about content and appreciate how search results can be ranked.

Speed, direction and coordinates Use logical reasoning to explain how algorithms work, and detect and correct errors. Solve problems by decomposing them into smaller parts

as, the world wide web Differentiating between the internet and the world side web.

Databases Design and create systems. Analyse and evaluate data. Learning how to search, contribute to and create a database.

Introduction to HTML SEN/LA – Espresso Block Coding Year 5 Unit 5b Random Numbers and Simulations

PowerPoint incorporating audio, video, image and text. Select, use and combine software on a range of digital devices.

PE Fitness Gymnastics Basketball Dance Rounders /Cricket Athletics

RE God is Everywhere How is Christmas celebrated around the world?

Inner Forces

Animal Lawsuit OR Thankfulness

How do Christians try to follow Jesus’ example?

Why is Mohammed and The Quran important?

French Les Portraits

PSHE SMSC P4C

Cultural influences, are Vikings Vicious or Victorious? Viking religions. Living in the wider world (Autumn 1) Stereotypes and changing Children will learn: • that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability (see ‘protected Diversity Children will learn: • about the lives of people living in other places, and people with different Values and customs Living in the wider world (Autumn 2) Money and saving Children will learn: • about saving and spending Democracy simulation Children will learn: • about how local democracy works

SMSC- cultural influences, diversity of religious beliefs. P4C Socrates, Debates- democracy and freedom. Relationships – (Spring 1) Relationships Children will learn: • more about a range of issues that can affect families • about change, including transitions loss, separation, divorce and bereavement Coping with bullying Children should: -use role-play or other to demonstrate techniques they have learnt Relationships – (Spring 2) Being left out Children will learn: • how it feels to be excluded or discriminated against

Pirates. Keeping the River clean/ pollution (SMSC link). Plastic pollution. Health and Wellbeing (Health Week) Drug education Children will learn: • which, why and how, commonly available substances and drugs (including alcohol and tobacco) could damage their immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others • about alcohol, attitudes to drugs and making safe decisions in situations involving drugs Gender differences and puberty Children will learn: [Working scientifically, biology] • about development from birth and specific body parts Sex Relationship Education (SRE) Children will learn: • about human reproduction Personal Safety Children will learn: • about situations which could cause them personal risk • that everyone has human rights, all peoples, all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child • that these universal rights are there to protect everyone and primacy over national law and family and community practices

Music Hold a steady rhythmic part in a 3 or 4 part class piece Sing a two part song in a small group.

Play a tuned instrument as part of class performance of a known song.

Trips/Visits/ Projects/ Useful

Maritime Museum, museum of London, Beowulf at Unicorn, Director visit, St Johns Churchyard BBC Primary History resources. Is it right to invade other

Trips to British Museum, Natural History Museum, houses of parliament, City Hall.

Tower of London, beaches and bridges- foreshore, Museum of London, Docklands Museum, Local walks, Thames Clipper/ Boat trip. London Eye.

CURRICULUM FRAMEWORK Websites countries? Viking influences.

Possible texts The cursed sword, How to train your dragon, Beowolf, Hobbit, Norse tails

Battle of Marathon, Pandoras Box, the Night of the Gargoyles, The twelve labours of Herakles, Jason and the Argonauts. Greek Myths Persuasive letters, children completing 12 labours around the school. Animated Myths. Archimedes, Socrates

River Boy, The River poem, London Eye Mystery, Tuesday, Varmints, Sherlock Holmes, Journey to the River Sea. Poetry, non-fiction report, artwork


YEAR 6

Subjects

Autumn Term’s Topic

WW2 Spring Term’s Topic

Building Business Summer term

Arriving and Departing History Local history study and a study that extends pupils’

chronological knowledge beyond 1066. Local area during WW2.History of WW2 Significant Person: Marie Christine Chilver (Agent Fifi) Posters, radio and news reports, poetry. War time recipes- rations. Diaries, reports, biographies. Imperial and metric units. Air raid shelters. Propaganda and speeches.

History of the computer, Biographies of inventors, Invention of cinema Turning point in British History- invention of computer Significant people- inventors, Alan Sugar, Karren Brady

History: personal and family history- migration and immigration, class history.

Geography Key aspects of human and physical geography at the time of WW2. Location of countries. Immigration. Land use patterns. Change over time. Study of region in UK. Fieldwork skills/ maps/ atlases/ compass points etc. Geography: Research on maps- location of countries (Allies). Human and physical geography. Immigration.

Locational and place knowledge Where products come from and technological advances. Mapwork Economy and budgeting

Geography: Locational knowledge of countries and how they are linked. Immigration and map work, coordinates, compass points, settlements and trade links, immigration and migration Fieldwork skills/ maps/ atlases/ compass Identify equator and other significant latitude/ longitude. Settlements. Trade links

Science Animals including humans Key vocabulary: Circulatory, Heart, Blood Vessels, Veins, Arteries, Oxygenated, Deoxygenated, Valve, Exercise, Respiration

Light Key Vocabulary: Refraction, Reflection, Light, Spectrum, Rainbow, Colour

Electricity Key Vocabulary: Cells, Wires, Bulbs, Switches, Buzzers, Battery, Circuit, Series, Conductors, Insulators, Amps, Volts, Cell

Evolution and Inheritance Key Vocabulary: Fossils, Adaptation, Evolution, Characteristics, Reproduction, Genetics

Local/National Issue Living things and their Habitats Key Voabulary: Classification, Vertebrates, Invertebrates, Micro-organisms, Amphibians, Reptiles, Mammals, Insects



Cooking and nutrition- link to WW2 recipes. How food is processed. Food is grown caught and reared. Rations. Applying principles of a healthy diet.

To use electrical systems to display your Spring Fair stall to entice people to buy your products.

Structures – Make and evaluate props for the end of year performance that are weight bearing.

Art Effect of light and objects and people from different directions. Interpret the texture of a surface through shading. Create greater depth through shading.

Plan, create and evaluate a sculpture. Incorporate form, pattern, and texture. Use a wide variety of tools and refine skills. Use imagination and experience to influence work. Evaluate and edit using artistic language.

Review and revisit their work. Critically evaluate and edit (paint over their work). Recreate a well-known piece or an element of the piece. Use the colour wheel to use “harmonious colours” and “contrasting colours”







CURRICULUM FRAMEWORK Computing Digital Citizenship –

Recognising appropriate contact and content. Understanding online rights and responsibilities. Recognising suspicious content.

Espresso Coding HTML Unit 2 – HTML Formatting and CSS Beginning to look at formatting text on a web document. SEN/LA – Espresso Block Coding Year 6 – Starter Unit

Espresso Coding HTML Unit 3 – HTML Links Building links into a web page SEN/LA – Espresso Block Coding Year 6 – Unit 6a More Complex Variables

Purple Mash Unit 6.1 Coding Adapting a text adventure to make it unique.

Espresso Coding Python Unit 1 - Introduction to Python Introduction to Python as a prgramming language. SEN/LA – Espresso Block Coding Year 6 Unit 6b Object properties

Espresso Coding HTML Unit 2 – HTML Formatting and CSS SEN/LA – Espresso Block Coding Year 6 – Starter Unit

PE Circuits – fitness Gymnastics Basketball Dance Rounders/Cricket Athletics

RE Similarities and Differences What do people believe about Life after Death?

What are the sources for the first Easter Sunday

Religious Leaders Celebrations How do Christians express faith through arts?

French Les Quatres Amis (The Four Friends)

PSHE SMSC P4C

SMSC/ PSHE: Impact of war, Gender Roles, British Values, democracy vs. dictatorship. Remembrance day. Discuss is war ever justified? War poetry and reflection. Living in the wider world (Autumn 1) Citizenship & British values challenge / our neighbours Anti-bullying Children will learn: • more about people in their community Money and Me Children will learn: • about the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer • that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment • about enterprise and the skills that make someone ‘enterprising’ Living in the wider world (Autumn 2) Democracy and decisions Children will learn: • learn about government and parliament Celebration – supporting each other Children will learn: • about the people who are responsible for helping them stay healthy and safe and ways that they can help these people Racism and its consequences Children will learn: • that actions have consequences – emotionally as well as physically and that bullying (including cyber, racial, sexual, gender-based, HBT, religious, health-based or bullying based around special need or disability and the use of prejudice-based language and hate speech),racist behaviours and knife carrying are wrong.

Sugar Tax, money, fair trade, links to being a baddie or goodie, contributing to community, ranking and rating different inventions. Taxes, Government roles (Chancellor etc.) Relationships – (Spring 1) Conflict resolution Children will learn: • about how to deal with conflicts as they arise Secrets and dilemmas Children will learn: • about handling moral dilemmas and when to tell Strong emotions Children will learn: • what is appropriate and inappropriate Relationships – (Spring 2) Arguments and families Children will learn: • about how families behave Racism and its consequences Children will learn: • about aggressive behaviour Self-confidence – valuing others Children will learn: • about taking on more personal responsibility 1

SMSC- Reasons people migrate, refugees, different cultures in our community, identity Transition workshops. Health and Wellbeing Drug education Healthy and safe Children will learn: • effects and risks of drugs and the consequences of use Health Week & Alba school nurse. Sex and relationship education – what do we mean by love? (CWP) Children will learn: • about parenting and love Children should: - explore questions about RSE including gender Identity, sexual identity including lesbian, gay, bisexual, trans, queer and interested (LGBTQi) and sexual health. Moving on Children will learn: • about change, including transitions (between Key Stages and schools), loss, separation, divorce and bereavement

CURRICULUM FRAMEWORK Music Articulate musical elements and their function.

Compose a song. Play a known song of up to 5 notes on the xylophone.

Regognise the association of music with particular occasions, places and historic periods.Tap 2 bar compound time (6/8) rhythm phrases including rests.


History walks, War Memorial, Imperial War Museum, HMS Belfast, Churchill War Rooms. Make your own history.co.uk www.IWM.org.uk

STRIDE project- pitches. Design Museum, Science Museum, local businesses,

Trips: School Journey, Airport, Cable Cars, Into University, docklands Museum, Travel training

Possible texts Rose Blanche, Goodnight Mister Tom, Otto, Autobiography, The Lion The Witch and The Wardrobe (check not covered in Y4) Wall- about the Berlin Wall, Boy in the Striped Pyjamas, Anne Frank, Friend or Foe.

Texts: The Inventions of Hugo Cabret, The Templeton Twins have an idea, The Princess Blankets, Girl and Robot - animation, Frankenstein

Texts: King Kong, The Lost Thing, The Unforgotten Coat, The Arrival, Oranges in No Mans Land, A Beautiful Lie. Recounts, poems, biographies, changes and transition.

autumn 1 autumn 2 spring 1 spring 2 summer 1 summer...

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