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St Thomas of Canterbury Catholic Primary School

Where every child is special

Curriculum Schemes of Work 2017-18

Making S=P+A+C+E for learning

Scheme of Work Art and Design

EYFS: Expressive Arts

and Design

Explore and use

media and materials

KS1 / KS2

Art and Design

Design and make

products

Use colour, pattern, texture, line, shape,

form and space

Explore the work of artists, craft makers

and designers

Create sketchbooks to record

observations


Where every child is special Making S=P+A+C+E for learning

Explore and use media and

materials

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Skills: Colour mixing Combining materials Printing Manipulate materials Experiment with new techniques Content: Paper plate face Tractor sponge prints Paper Mache Aboriginal art paintings Drawing a portrait Sketching a lighthouse and freehand painting

Skills: Select and use different brushes Proportion Observation Colour mixing Use of secondary and complementary colours Printing Content: Paint own house Draw and sketch Autumn tree Leaf printing Paint an animal Collage of snail

Skills: Observation Proportions Abstraction Colour mixing Photography Select materials Composition Blending pastels Choosing colours Content: Sketch historical figure Paint self portrait Summer walk sketch Collage/textile representation of work

Skills: Scale Proportion Colour mixing Observation Mark making Perspective Colour wash Etching Print making Line drawing Content: Clay model Life drawing of learning partner Pen and ink sketches Landscape painting Drawing of surreal motifs Print making

Skills: Observation Mark making Blending Use of collage Proportion Multi media Sketching Shading Watercolour Choosing and mixing colours Content: Charcoal self portrait Still life Industrial landscape Outdoor watercolour sketches Creating a representation of a scene from Bayeux Tapestry

Skills: Observation Understanding complementary and contrasting colours Selecting cool colours Content: Creating a Tudor portrait with paint and collage Designing a geometric pattern using contrasting colours and textures Create an abstract painting Inspired by water

Skills: Observation Colour choice Mixed media Pointillism Mosaics Content: Creating a paper mosaic Making a ceramic tile mosaic Drawing a self portrait Painting a line drawing Pointillism

Use colour, pattern, texture, line, shape, form

and space


Skills: Junk modelling Using tools safely and with control Sculpting Content: Hat design and creation Chinese lanterns Clay models

Continuous use of sketchbooks to record observations and review and revisit ideas

Skills: Select appropriate materials Sculpting Content: Clay models


Skills: Cutting Sewing Choosing colours Content: 3D felt fish


Skills: Paper folding Sculpting Theatre design Content: Clay models from life drawing Making a puppet theatre


Skills: Select appropriate collage materials Content: Create a profile portrait cameo in card


Skills: Designing and developing ideas Content: Designing a geometric pattern using contrasting colours and textures


Skills: Pattern Placement Content: Creating a paper mosaic Making a ceramic tile mosaic


Design and make products,

exploring form and function

Create sketchbooks to

record observations


Artist: Aboriginal art Content: Aboriginal art paintings

Artist: Kandinsky Matisse Monet Gertrude Jekyll Content: Colour mixing Concentric circles Paper snail collage Watercolour plants Design in gardening

Artist: Picasso Kandinsky Content: Self portrait Pastel paintings

Artist: Dali Magritte Klee Gehry Content: Clay model Life drawing of learning partner Pen and ink sketches Drawing of surreal motifs

Artist: Lowry Pip Hackett Leon Baskt Monet Bayeux tapestry Content: Industrial landscape 3D hat Scene from Bayeux tapestry

Artist: Holbein Islamic art Kandinsky Content: Creating a Tudor portrait with paint and collage Designing a geometric pattern using contrasting colours and textures Create an abstract painting Inspired by water

Artist: Banksy Munch Klee Surat Rousseau Content: Drawing a self portrait Painting a line drawing Pointillism

Explore the work of artists,

craftspeople and designers


Scheme of Work Computing


EYFS: Understanding the

World

Computer Science: Coding

Programming

KS1 / KS2

Computing

Digital Literacy: Online safety Technology in

our lives

Information Technology:

Data Handling Multimedia

Computer

Science


Skills: Follow instructions Create simple instructions Control everyday devices Recognise machines follow instructions Content: Remote controlled cars

Skills: Follow simple sequences and programs Identify algorithms Make predictions Correct (debug) simple algorithms Test simple algorithms Content: Espresso Coding Beebots Beebots online 2Go

Skills: Follow programs Plan and test algorithms Make predictions Debug simple algorithms Test algorithms Use and change variables Save procedures Content: Probots 2Go 2Code Pivot Stick

Skills: Plan, test and debug algorithms Recognise outcomes of algorithms Sequence algorithms Use wait and repeat commands Problem solving Content: Espresso Coding Probots Scratch 2DIY CS Unplugged

Skills: Plan, test, debug and review algorithms Create complex procedures Use reasoning to explain an algorithm Use programming language to write code Content: Espresso Coding Purple Mash Kodu MIT App Inventor CS Unplugged

Skills: Plan, test and debug algorithms for efficiency Use repeat command Use if...then command Change inputs to achieve different outputs Design a flowchart to model a procedure Problem solving Content: CoCo the clown Espresso Coding Kodu CS Unplugged

Skills: Design, write and edit procedures Use sensors to trigger an action Plan, test and debug algorithms Sequence algorithms Plan and control outputs Problem solving Content: Probots Scratch Espresso Coding Purple Mash Crystal Rainforest CS Unplugged

Digital Literacy:

E-safety


Skills: Recognise what we can use the Internet for Recognise a trusted adult Understand and explore the difference between real and online experiences Know what to do if they are unhappy online Content: Learning platform Smartie the Penguin

Skills: Research Navigate age-appropriate websites Know what to do if they are unhappy online Communicate online Recognise what personal information is Content: Learning platform Hector’s World

Skills: Research Know what to do if they are unhappy online Recognise password privacy Communicate respectfully online Recognise personal information is unique Content: Learning platform Hector’s World Lee and Kim’s Adventure

Skills: Research and compare findings Communicate responsibly online Report inappropriate communication Recognise personal information should be kept private Content: Learning platform ThinkUKnow Captain Kara and Winston’s Smart Adventure

Skills: Research Check validity of and critically evaluate websites Identify different communication/collaboration tools Identify the impact of cyberbullying Report inappropriate communication and content Content: Learning platform Digital Footprint Emails Cyberbullying

Skills: Research and compare inaccuracies and bias Develop search criteria to use search engines effectively Communicate and collaborate online using appropriate language Report inappropriate communication and content Content: Learning platform Cyber Café CBBC StaySafe

Skills: Research and compare findings for truth Understand the function of a search engine Use different search engines Communicate and collaborate online Understand privacy settings Report inappropriate communication Content: Learning platform Cyber Café ThinkUKnow

EYFS/KS1 E-safety Assembly Lee and Kim’s Magic

Adventure Cyber Contract

Safer Internet Day

KS2 E-safety Assembly

Jigsaw video Cyber Contract

Safer Internet Day


Skills: Operate simple equipment Identify uses of technology at home and school Explore the school learning platform Content: Learning Platform Espresso External technologies in the role play area School computers

Skills: Explore appropriate websites Discuss the use of the Internet Identify and recognise uses of technology in and out of school Content: Learning Platform School computers and network

Skills: Identify purposes of technology in and out of school Use favourites to access a website Research Content: Learning Platform School computers and network

Skills: Send and reply to an email Open an attachment Attach a file to an email ‘Hand in’ work on the Learning Platform Bookmark a website Discuss parts of a computer Content: Learning Platform Emails School computers and network

Skills: Identify and create hyperlinks on a web page Describe how searches are selected and ranked Describe the parts of a computer and recognise how to connect it to external devices Content: Learning Platform School computers, devices and network

Skills: Identify different parts of the Internet Recognise the parts of a webpage and navigation tools Content: Learning Platform School computers, devices and network

Skills: Discuss ownership of online content Recognise how the school network operates Content: Learning Platform School computers and network

Digital Literacy: Technology in

our lives


Skills: Collect information as photographs and sound files Content: Digital cameras Microphones

Skills: Ask questions about data presented Record data using appropriate software Record data as a pictogram Content: 2Count Busy Things

Skills: Save and retrieve data Collect data to generate graphs Content: 2Graph

Skills: Find out information from a prepared database Record and present data Content: Information Workshop Databases Data loggers

Skill: Generate, process and store data checking for accuracy Interpret data and answer questions Sort data in ascending and descending order Interpret findings from a data logger Content: Excel Spreadsheets Data loggers

Skills: Create a graph from data in a spreadsheet Conduct complex searches using appropriate language and symbols Analyse information and question data Content: Databases Excel Spreadsheets

Skills: Plan and create a database to answer questions Conduct simple searches on a database Present data in an appropriate format Construct and use a simple branching database Use a data logger to record readings Content: 2Question 2Graph Data loggers Excel


Data Handling


Skills: Use a digital camera Click to load a selected program Follow instructions to: Draw a picture Type in text Content: 2Publish 2Create a Superstory Poisson Rouge Espresso

Skills: Follow instructions to record a voice and save work Draw a picture Type in text Use a digital camera to record an activity Content: Learning Platform Word 2Create a Superstory

Skills: Save work using a sensible file name Retrieve saved work Manipulate digital content e.g. format text and copy and paste an image Select relevant tools and effects Use the keyboard to edit text Content: Learning Platform 2Publish 2Create a Superstory

Skills: Recognise different software is designed for different purposes Create a new folder Upload work and pictures to a selected file Use a variety of digital devices Content: Word Publisher

Skills: Use video editing tools Use hyperlinks to develop presentations Use online tools to manipulate text Content: Word PowerPoint Publisher Wordle Windows Movie Maker

Skills: Select appropriate tools to create and share ideas Evaluate and edit presentations for effect Share work online Manipulate sounds for effect Content: Comic Life Word Audacity

Skills: Explore how multimedia can create atmosphere and Present work using appropriate software Use transitional features and animations in presentations Content: Learning Platform Word PowerPoint Publisher


Multimedia

Scheme of Work for Design and Technology

EYFS: Understanding the World

Expressive Arts and Design Physical Development

Design

KS1 / KS2 Design and

Technology

Make Evaluate Technical

Knowledge

Cooking and

Nutrition



Designing Understanding contexts,

users and purposes

Generating, developing, modelling and

communicating ideas


Skills:

Working within a range of contexts: imaginary story-based, home and school, using these as a stimulus. Generating ideas from their own interests. Saying what their creations are, who will use them and how they will be used. Communicating ideas through talking/ drawing. Describing their products , Explaining how they will work. Being creative.

Content: Hats Sewing: puppet Cooking/ Nutrition

Skills:

Working within a range of contexts: imaginary story-based, home and school. Suggesting creative ideas and explaining what their products are for and who will use them. Drawing simple labelled sketches. Modelling their ideas in card and paper.

Content: Flower pots Shoe-box dream room: making furniture Sewing Mechanical bird Cooking/ Nutrition

Skills: Working within a range of contexts: story-based, home, school and wider environment. Suggesting creative ideas and explaining what their products are for and who will use them. Drawing simple labelled sketches. Modelling their ideas in card and paper. Discussing what they are going to do.

Content: Moveable puppets Puppet theatre 3-D Ocean scene Sewing: toy fish Cooking/ Nutrition

Skills: Working within a range of contexts: school, leisure, culture and wider environment. Researching existing products to develop innovative ideas for a specific user/ purpose. Drawing labelled / annotated sketches and exploded diagrams to communicate ideas. Modelling ideas using prototypes.

Content: Magnet game Making a settlement Making Stone-age implements Cooking/ Nutrition

Skills: Working within a range of contexts: home, leisure, culture, enterprise and wider environment. Reaearching existing products to inform their own design of appealing products. Making design decisions taking into account: -design specifications -available resources -particular individuals/ groups. Using discussion and clear labelled/ annotated diagrams to develop and communicate ideas. Modelling their ideas using prototypes and pattern pieces.

Content: Christmas decorations WW2 Shelters Book-making

Skills: Working within a range of contexts: leisure, culture, and wider environment. Sharing and clarifying initial ideas through discussion. Making design decisions taking into account: -design specifications -available resources -particular individuals/ groups. Using clear labelled/ annotated diagrams to develop and communicate ideas.

Content: Tudor houses Dragsters Cooking/ Nutrition

Skills: Working within a range of contexts: home, culture and wider environment. Researching / tasting existing products to develop innovative ideas for a specific user/ purpose. Using annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate ideas. Modelling ideas using pattern pieces.

Content: Lamps Sewing: purses Cooking/ Nutrition

As above


Practical Skills Techniques:

Following procedures for health, safety and hygiene. Using construction kits. Suggesting what to do next. Selecting from a range of tools, equipment, materials, textiles and food ingredients, explaining why they have chosen them. Cutting out, assembling, joining and combining materials in different ways. Using finishing techniques, from art and design.

Content:


Following procedures for health, safety and hygiene. Using construction kits. Suggesting what to do next. Selecting from a range of tools, equipment, materials, textiles and food ingredients explaining why they are suitable for a task. Measuring, marking, cutting out, assembling, joining , shaping and combining materials. Using finishing techniques, including those from art and design.

Content: As above


Following procedures for health, safety and hygiene. Using construction kits. Suggesting what to do next. Selecting from a range of tools, equipment, materials, textiles and food ingredients explaining why they are suitable for a task. Measuring, marking, cutting out, assembling, joining, shaping and combining materials. Using finishing techniques, including those from art and design.

Content: As above

Practical Skills Techniques: Following procedures for health, safety and hygiene. Selecting from and using a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients and mechanical components Ordering the main stages of making. Measuring, marking, cutting out, assembling, joining and shaping materials with some accuracy. Applying a range of finishing techniques, including those from art and design.

Content: As above

Practical Skills Techniques: Following procedures for health, safety and hygiene. Using a wider range of materials, tools and equipment. Explaining their choice of materials and components including electrical components(switches and bulbs),. according to functional properties and aesthetic qualities. Formulating step-by-step plans. Producing appropriate lists of tools, equipment and materials needed. Measuring, marking, cutting out, assembling, joining and combining materials accurately. Demonstrating resourcefulness when tackling practical problems. Applying a range of finishing techniques, including those from art and design, accurately.

Content: As above

Practical Skills Techniques: Following procedures for health, safety and hygiene. Using a wider range of materials, tools and equipment. Explaining choice of materials and components according to functional properties and aesthetic qualities. Formulating step-by-step plans. Producing appropriate lists of tools, equipment and materials needed. Measuring, marking, cutting out, assembling, joining and combining materials accurately. Demonstrating resourcefulness when tackling practical problems. Applying a range of finishing techniques, including those from art and design, accurately.

Content: As above

Practical Skills Techniques: Following procedures for health, safety and hygiene. Selecting from and using a wider range of materials and components than KS1, including electrical components(switches and bulbs). Explaining their choice of materials and components according to functional properties and aesthetic qualities. Ordering the main stages of making. Measuring, marking, cutting out, assembling, joining and combining materials with some accuracy. Applying a range of finishing techniques, including those from art and design.

Content: As above

Making Planning

Practical

skills and techniques


Skills: Exploring / talking about: • what products are and what they are for • how products work • what materials products are made from • what they like and dislike about them. Talking about their ideas and creations, saying what they like and dislike about them.


Skills: Exploring / talking about: • what products are for • how products work • what materials products are made from and why they are / are not suitable • what they like and dislike about them. Talking about their own design ideas and what they are making. Evaluating work against design criteria Identifying what worked well and possible improvements.


Skills: Exploring / talking about: • what products are for • how products work • what they like and dislike about them. Talking about their own design ideas and what they are making. Evaluating work against design criteria, taking into account the views of others. Identifying what worked well and possible improvements.

Content: Moveable puppets Puppet theatre 3-D Ocean tcene Sewing: toy fish Cooking/ Nutrition

Skills: Exploring / dscussing: • how well products have been designed and made • what materials have been used • how the materials work • how well the product works Discussing their own design ideas and what they are making. Evaluating work against design criteria; identifying strengths and possible improvements. Considering views of others.

Content: Magnet game Making a settlement Making Stone-age implements Cooking/ Nutrition

Skills: Investigating and analysing: • how much products cost to make • how innovative products are • how sustainable the materials in products are • what impact products have beyond their intended purpose Discussing their own design ideas and what they are making. Evaluating work against design criteria during and at the end of a topic; Identifying strengths and possible improvements Considering views of others. Understanding how key events and individuals in D&T have helped shape the world.

Content: Christmas decorations WW2 Shelters Morrison, Anderson Book-making ‘Fiver Fayre’

Skills: Investigating and analysing: • how well products have been designed • why materials have been chosen • how well products work Discussing their own design ideas and what they are making. Evaluating work against design criteria during and at the end of a topic; Identifying strengths and possible improvements Considering views of others.


Skills: Exploring / dscussing: • how well products have been designed and made • what materials have been used • how the materials work • how well the product works Discussing their own design ideas and what they are making. Evaluating work against design criteria; Identifying strengths and possible improvements. Considering views of others. Understanding how key events and individuals in D&T have helped shape the world.

Content: Lamps Swan, Edison Sewing: purses Cooking/ Nutrition

Evaluating Existing products

Own ideas and products

Key events and individuals (KS2)


Skills:

Understanding about the simple working characteristics of materials: • that a 3-D textiles product can be assembled from two identical fabric shapes Using the correct technical vocabulary for the projects they are undertaking.


Skills:

Understanding about the simple working characteristics of materials: • about the movement of simple levers, • how freestanding structures can be made stronger, stiffer and more stable. Using the correct technical vocabulary for the projects they are undertaking.


Skills:

Understanding about the simple working characteristics of materials: • about the movement of simple mechanisms such as levers. • how freestanding structures can be made stronger, stiffer and more stable • that a 3-D textiles product can be assembled from two identical fabric shapes. Using the correct technical vocabulary for the projects they are undertaking

Content: Moveable puppets Puppet theatre 3-D Ocean scene Sewing: toy fish Cooking/ Nutrition

Skills:

Applying learning from Science and Maths to help design and make products that work. Choosing materials for their functional properties and aesthetic qualities Understanding that materials can be combined and mixed to create more useful characteristics. Using the correct technical vocabulary for the projects they are undertaking.

Content: Magnet game Making Stone-age implements Cooking/ Nutrition

Skills: Applying learning from Science and Maths to help design and make products that work. Reinforcing and strengthening a more complex, 3D framework. Understanding that materials have both functional properties and aesthetic qualities. Using simple electrical circuits and components to create functional products, Using the correct technical vocabulary for the projects they are undertaking.

Content: Christmas decorations WW2 Shelters Book-making

Skills:

Applying learning from Science and Maths to help design and make products that work. Understanding that materials have both functional properties and aesthetic qualities. Using materials that can be combined and mixed to create more useful characteristics Knowing how some mechanical systems create movement. Using the correct technical vocabulary for the projects they are undertaking.


Skills:

Applying learning from Science and Maths to help design and make products that work. Using simple electrical circuits and components to create functional products, Choosing materials for their functional properties and aesthetic qualities Understanding how a single fabric shape can be used to make a 3D textiles product. Understanding that a 3-D textiles product can be assembled from two identical fabric shapes.

Content: Lamps Sewing: purses Cooking/ Nutrition

Technical Knowledge

Making products work


Skills:

Understanding: -that food comes from plants or animals; -that food has to be farmed or grown Preparing simple dishes safely and hygienically Using techniques such as cutting, peeling, grating, measuring, weighing, combining, stirring, shaping and mixing. Understanding about seasonality.

Content: Apple crumble ‘Rainbow Fish’ biscuit ‘Mini-Beast’ fairy cake Fruit smoothie Pizza

Skills: Understanding: -that food comes from plants or animals; -that food has to be farmed or grown Preparing simple dishes safely and hygienically, without using a heat source. Using techniques such as cutting, peeling, grating, measuring, weighing, combining and mixing. Understanding about seasonality.

Content: Vegetable pasty Vegetable kebab Gingerbread biscuit Seasonal fruit salad

Skills: Understanding: -that vegetables care parts of plants which are grown in farms or elsewhere (wild or at home) . -that ingredients can be used fresh. Preparing simple dishes safely and hygienically, Applying the principles of a healthy, varied diet (that everyone should eat at least five portions of fruit and vegetables every day) when preparing simple dishes without using a heat source. Using techniques such as peeling, chopping, grating, slicing. Combining ingredients according to their sensory characteristics.

Content: ‘Rainbow of colours’ salad

Skills: Understanding: - that some ingredients are grown, harvested and processed. -that ingredients can be fresh, pre-cooked and processed. Naming and sorting foods into the five groups in The Eatwell Plate. Combining food ingredients according to their sensory characteristics. Using techniques such as weighing, measuring, mixing, kneading, combining and shaping. Understanding about seasonality. Preparing and cooking safely and hygienically using a heat source.

Content: Savoury tartlets Bread

Skills:

Content:

Skills: Understanding: • that food is grown, reared and caught in the UK, Europe and the wider world. • that seasons may affect the food available • how food is processed into ingredients that can be eaten or used in cooking. Understanding about seasonality. Adapting a recipe by adding or substituting ingredients. Preparing and cooking a savoury dish safely and hygienically using a heat source. Using techniques such as peeling, chopping, slicing, measuring and combining,

Content: ‘Tudor’ Pottage

Skills: Understanding: - that some ingredients are grown in different parts of the world, - that ingredients can be fresh, pre-cooked and processed. Applying the principles of a healthy, balanced diet (that everyone should eat at least five portions of fruit and vegetables every day). Adapting a recipe by adding or substituting ingredients. Preparing and cooking a savoury dish safely and hygienically using a heat source. Using techniques such as weighing, mixing, kneading, chopping, measuring, combining, and shaping,

Content: Bread

Cooking and Nutrition

Where food comes from

Food preparation, cooking and nutrition

Scheme of Work English

EYFS

KS1 / KS2

English

Speaking and Listening

Reading Writing SPaG



Speaking and Listening

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

listen and respond appropriately to adults and peers

ask relevant questions to extend their understanding and knowledge

use relevant strategies to build their vocabulary

articulate and justify answers, arguments and opinions

give well -structured descriptions, explanations and narratives for different purposes including expressing feelings

maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

use spoken language to develop understanding through speculation, hypothesising, imaging and exploring ideas

speak audibly and fluently with an increasing command of Standard English

participate in discussions, presentations, performances, role play, improvisations and debates

gain, maintain and monitor the interest of the listener(s)

consider and evaluate different viewpoints, attending to and building on the contributions of others

select and use appropriated registers for effective communication

Reading Word Reading


apply phonic knowledge to decode words •speedily read all 40+ letters/groups for 40+ phonemes •read accurately by blending taught GPC •read common exception words •read common suffixes (-s, -es, -ing, -ed, etc.) •read multisyllable words containing taught GPCs •read contractions and understanding use of apostrophe •read aloud phonically-decodable texts

•apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet

•apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet

•secure phonic decoding until reading is fluent •read accurately by blending, including alternative sounds for graphemes •read multisyllable words containing these graphemes •read common suffixes •read exception words, noting unusual correspondences •read most words quickly and accurately without overt sounding and blending

•apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet •read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

•apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet •read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

Reading Comprehension


•discussing word meanings, linking new meanings to those already known •drawing on what they already know or on background information and vocabulary provided by the teacher •checking that the text makes sense to them as they read and correcting inaccurate reading •discussing the significance of the title and events •making inferences on the basis of what is being said and done • predicting what might happen on the basis of what has been read so far

• checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context •asking questions to improve their understanding •summarising the main ideas drawn from more than one paragraph, identifying key details to support the main ideas •drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence •predicting what might happen from details stated and implied •identifying how language, structure and presentation contribute to meaning •discuss and evaluate how authors use language, including figurative language, considering the impact on the reader •distinguish between statements of fact and opinion

•discussing and clarifying the meanings of words, linking new meanings to known vocabulary •discussing their favourite words and phrases*discussing the sequence of events in books and how items of information are related •drawing on what they already know or on background information and vocabulary provided by the teacher •checking that the text makes sense to them as they read and correcting inaccurate reading •making inferences on the basis of what is being said and done •answering and asking questions •predicting what might happen on the basis of what has been read so far

•using dictionaries to check the meaning of words that they have read*checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context •asking questions to improve their understanding of a text •identifying main ideas drawn from more than one paragraph and summarising these •drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence •predicting what might happen from details stated and implied •discussing words and phrases that capture the reader’s interest and imagination •identifying how language, structure, and presentation contribute to meaning


•listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently •being encouraged to link what they read or hear read to their own experiences •becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics •recognising and joining in with predictable phrases •learning to appreciate rhymes and poems, and to recite some by heart

•apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet •continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks •reading books that are structured in different ways and reading for a range of purposes •making comparisons within and across books •increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions •identifying and discussing themes and conventions in and across a wide range of writing •learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience •retrieve, record and present information from non-fiction

•listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently •becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales •recognising simple recurring literary language in stories and poetry •continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear •being introduced to non-fiction books that are structured in different ways

•increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally •identifying themes and conventions in a wide range of books •preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action •recognising some different forms of poetry •retrieve and record information from non-fiction

Reading Range

•participate in discussion about what is read to them, taking turns and listening to what others say •explain clearly their understanding of what is read to them

•recommending books that they have read to their peers, giving reasons for their choices •participate in discussions about books, building on their own and others’ ideas and challenging views courteously •explain and discuss their understanding of what they have read, including through formal presentations and debates, •provide reasoned justifications for their views

•participate in discussion about books, poems & other works that are read to them & those that they can read for themselves, taking turns and listening to what others say •explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

•participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say


Reading Discussions


• sit correctly at a table, holding a pencil comfortably and correctly • begin to form lower-case letters in the correct direction, starting and finishing in the right place • form capital letters • form digits 0-9 • understand which letters belong to which handwriting ‘families’ and to practise these

• choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters • choosing the writing implement that is best suited for a task

• form lower-case letters of the correct size relative to one another • start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined • write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters • use spacing between words that reflects the size of the letters.

• use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined • increase the legibility, consistency and quality of their handwriting

Handwriting


• saying out loud what they are going to write about • composing a sentence orally before writing it • sequencing sentences to form short narratives • re-reading what they have written to check that it makes sense • discuss what they have written with the teacher or other pupils

• identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed • noting and developing initial ideas, drawing on reading and research where necessary • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action • précising longer passages • using a wide range of devices to build cohesion within and across paragraphs • using further organisational and presentational devices to structure text and to guide the reader • assessing the effectiveness of their own and others’ writing • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning • ensuring the consistent and correct use of tense throughout a piece of writing • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register • proofread for spelling and punctuation errors

• writing narratives about personal experiences and those of others (real and fictional) • writing about real events • writing poetry • writing for different purposes • planning or saying out loud what they are going to write about • writing down ideas and/or key words, including new vocabulary • encapsulating what they want to say, sentence by sentence • evaluating their writing with the teacher and other pupils • rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form • proofreading to check for errors in spelling, grammar and punctuation

discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar discussing and recording ideas composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures organising paragraphs around a theme in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices (headings & subheadings) assessing the effectiveness of their own and others’ writing and suggesting improvements proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences proofread for spelling and punctuation errors

Writing Composition

Year 1 Year 2 Year 3

• leaving spaces between words • joining words and joining clauses using "and" • regular plural noun suffixes (-s, -es) • verb suffixes where root word is unchanged (-ing, -ed, -er) • un- prefix to change meaning of adjectives/adverbs • to combine words to make sentences, including using and • Sequencing sentences to form short narratives • separation of words with spaces • sentence demarcation (. ! ?) • capital letters for names and pronoun 'I') • beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark • using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

• expanded noun phrases to describe and specify • sentences with different forms: statement, question, exclamation, command • the present and past tenses correctly and consistently including the progressive form • subordination (using when, if, that, or because) and co-ordination (using or, and, or but) • some features of written Standard English • suffixes to form new words (-ful, -er, -ness) • sentence demarcation • commas in lists • apostrophes for omission & singular possession learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

• extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although • choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition • using conjunctions, adverbs and prepositions to express time and cause (and place) • using the present perfect form of verbs in contrast to the past tense • form nouns using prefixes (super-, anti-) • use the correct form of 'a' or 'an' • word families based on common words (solve, solution, dissolve, insoluble) • using and punctuating direct speech (i.e. Inverted commas)

Grammar and Punctuation

• extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although • choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition • using fronted adverbials • difference between plural and possessive -s • Standard English verb inflections (I did vs I done) • extended noun phrases, including with prepositions • appropriate choice of pronoun or noun to create cohesion • using commas after fronted adverbials • indicating possession by using the possessive apostrophe with singular and plural nouns • using and punctuating direct speech (including punctuation within and surrounding inverted commas)


• use a thesaurus • using expanded noun phrases to convey complicated information concisely • using modal verbs or adverbs to indicate degrees of possibility • recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms • using passive verbs to affect the presentation of information in a sentence • using the perfect form of verbs to mark relationships of time and cause • differences in informal and formal language • synonyms & Antonyms • further cohesive devices such as grammatical connections and adverbials • use of ellipsis • using hyphens to avoid ambiguity • using semicolons, colons or dashes to mark boundaries between independent clauses • using a colon to introduce a list punctuating bullet points consistently

• use a thesaurus • using expanded noun phrases to convey complicated information concisely • using modal verbs or adverbs to indicate degrees of possibility • using the perfect form of verbs to mark relationships of time and cause • using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun • converting nouns or adjectives into verbs • verb prefixes • devices to build cohesion, including adverbials of time, place and number • using commas to clarify meaning or avoid ambiguity in writing • using brackets, dashes or commas to indicate parenthesis

Grammar and Punctuation

Phonics Spelling


• words containing each of the 40+ phonemes taught • common exception words • the days of the week • name the letters of the alphabet in order • using letter names to distinguish between alternative spellings of the same sound• using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs • using the prefix un– • using –ing, –ed, –er and –est where no change is needed in the spelling of root words • apply simple spelling rules and guidance from Appendix 1 • write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

• spell some words with ‘silent’ letters • continue to distinguish between homophones and other words which are often confused • use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in Appendix 1 use further prefixes and suffixes and understand the guidance for adding them • use dictionaries to check the spelling and meaning of words • use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary

• segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly • learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones • learning to spell common exception words • distinguishing between homophones and near-homophones• learning the possessive apostrophe (singular) • learning to spell more words with contracted forms • add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly • apply spelling rules and guidelines from Appendix 1 • write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

• spell further homophones • spell words that are often misspelt (Appendix 1) • use further prefixes and suffixes and understand how to add them • place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals • use the first 2 or 3 letters of a word to check its spelling in a dictionary• write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

Scheme of Work Geography

EYFS KS1 / KS2

Geography

Locational Knowledge

Geographical Skills and Fieldwork

Human and Physical Geography

Place Knowledge



Locational

Knowledge


Know about similarities and differences in relation to places. They talk about features of their own immediate environment. Content ELG:UW : The World Using world globes Discussing holidays

Name and locate the world’s seven continents and five oceans. Content Comparing Australia and the UK- studying continents and oceans.

Name and locate the world’s seven continents and five oceans. Name, locate and identify characteristics of the four UK countries and its capital cities. Content Continents and oceans London topic.

Children can name and locate counties and cities in the UK, geographical regions and identify human and physical characteristics of environments. Children can identify the position and significance of the Equator and the Northern and Southern Hemispheres Content Rivers Local area Mountains Light (Science)

Children study a country and look closely at its environmental regions and key physical and human characteristics, and cities. They study the Prime/Greenwich Meridian and time zones (Inc. day and night.) Content Australia- Deserts, coral reefs and time zones. Cities Grandcamp-Maisy

Study Europe, a European region, and a South American country. They use maps as a focus – concentrating on environmental regions and key physical and human characteristics, countries and cities. They identify the position and significance of the Tropics of Cancer and Capricorn. Content Scandinavia topic Amazon topic

Name and locate further cities and counties of the UK- investigate geographical regions and identify human and physical characteristics, topographical features and how they change over time. Children can identify the position and significance of the Equator and the Northern and Southern Hemispheres Content Coasts Water

Children talk about how environments might vary from one another. Content ELG: UW: The World Discussing holidays and what you wear. Discussing hot and cold places Role play- travel agents.

Link to the Locational knowledge and the continents of the world- Children name similarities and differences of places in the world Content Comparing Australia to UK

Children understand geographical similarities and differences through studying the human and physical geography of a small area of the UK and a small area in a contrasting non-European country. Content Guildford/Brighton Comparing a coastal settlement and a city. Jamaica/England

Understand geographical similarities and differences through the study of human and physical geography of a region of the UK. Content Local area study- changes through time. Rivers- locations and uses. Mountains- locations and features.

Place

Knowledge

Understand geographical similarities and differences through the study of human and physical geography of a country in the UK and a European Country. Content

Grandcamp-Maisy Comparison with Guildford


Understand geographical similarities and differences in greater depth through the study of human and physical geography (coasts) of a region of the UK. Content Coastal settlements- comparison with Guildford.

Study geographical similarities and differences through looking at human and physical geography of a region in a European country and South America. Content Scandinavia- comparison between Norway and UK. Amazon- comparison with UK.

Human and Physical

Geography


Children look closely at similarities, differences, patterns and change. They make observations of their environment, explaining and talking why some things might occur. Content 40-60 UW: The World Discuss holidays and what you wear. Role play- travel agents.

Locate hot and cold areas of the world (in relation to the Equator and the North and South poles.) Use basic geographical vocabulary to describe physical and human features of areas. Choosing two continents to look at contrasting in weather conditions, sides of the equator and physical features Content Comparing Australia with the UK.

Children identify seasonal and daily weather patterns in the UK (comparing and contrasting weather conditions in chosen non-European country) Physical: beach, coast and sea. Human: City and town,harbour. Content Comparison between the UK, Jamaica and Russia.

Can describe and understand key aspects of physical and human geography – (incorporate into Locational knowledge studies). Physical: Mountains, volcanoes, earthquakes, rivers. Human: Types of settlement and land use. Content Rivers Local area- land use Mountains- features and climate.

Study, describe and understand key aspects of physical and human geography – including. Physical: Biomes and vegetation belts Human: Types of settlement and land use, economic activity and the distribution of natural resources including energy, food, minerals and water Content Grandcamp-Maisy- land use- primary, secondary, tertiary.

Describe and understand key aspects of physical and human geography Physical: Water, Rivers, Climate Human: Types of settlement and land use and economic activity Content Water management

Describe and understand key aspects of physical and human geography – incorporate into Locational knowledge studies. Physical: Rivers, water cycle, biomes and climate. Human: Land use, trade links and distribution of resources. Content Norway- climate, land, glaciers and mountains. Amazon- climate, trade links.


Use maps, atlases, globes and digital/computer mapping to locate and research studied countries. Use fieldwork to observe, measure, record and present the Human and Physical features of the local area. Use 8-point compass directions. Using 4-fig grid references in map work along with OS symbols and keys. Content Local area- OS maps and digital maps of Guildford. Includes investigation in Merrow. Mapping Egypt.

To use maps and generate atlases, globes and digital/computer mapping to locate and research studied countries. Use Ordnance Survey Maps, 8 points of a compass, four and six point grid references, symbols and keys. Content Fieldwork at Grandcamp-Maisy- economic activity. Mapping and recording data of Guildford, Australia (pop. density) and events of WW2.

Continue to develop skills when using maps, atlases, globes and digital/computer mapping to locate and research studied countries. Use 8-points of compass and 4-fig grid references in mapping along with OS symbols and keys. Use a range of methods to record data. Content Digital and physical mapping of Guildford and areas of Scandinavia. Fieldwork of streets in York. Amazon- distribution of goods.

Geographical Skills and

Fieldwork

Use world maps, atlases and globes to identify the UK and its countries and major cities. Use simple compass directions with confidence (North, South, East, West). Use and expand directional language for example: near, far, left and right, distance and implement common units of measurements. Aerial photos for physical and human features. Content Computing/Maths- directions. British Isles Guildford/Brighton- visit. Jamaica

With confidence children use and assess maps, atlases, globes and digital/computer mapping to locate and research studied countries. Use Ordnance Survey Maps including 6-fig grid references, 8 points of a compass, symbols and keys. Content Swanage fieldtrip Water features around school Exploring and mapping coastline.

Children demonstrate skills in observing and talking about the features, similarities and differences in environments and notice pattern and change during field work experiences. Content They observe the differences of farm and town life on a trip to Ladyland farm Children explore the gardens of Wisley- learning about growth and role of plants and insects to people.

Use world maps, atlases and globes to identify continents and oceans. Use simple compass directions (North, South, East, West). Use directional language for example: near, far, left and right. Content Using aerial maps to view open spaces, parkland, rivers etc. Continents and oceans.

Scheme of Work: History

EYFS: Understanding the

World

Chronological Knowledge and Understanding

KS1 / KS2

History

Historical

Terms

Historical Enquiry

Historical Interpretation

Organisation and

Communication



History

EYFS Understanding

the World.

Ancient

Greece- study of Greek life, achievements and impact. Study every 4 years to coincide with the Olympics.

Year 2 Lives of

significant individuals.

Events beyond living memory, significant nationally or globally- The Great Fire of London.

Ancient Greece- study of Greek life, achievements and impact. Study every 4 years to coincide with the Olympics.

Year 3 Changes in

Britain from the Stone Age to the Iron Age.

Achievements of ancient civilisations- Ancient Egypt.


Year 1 Changes in

living memory. Linking to aspects of change in national life.

Lives of significant individuals.


Year 4 Roman

Empire and its impact on Britain.

The Viking raids and settlements in Britain.


Year 5 A local study-

a study of how a period of history is reflected in the locality.

A non-European society that provides contrasts with British history- Islamic civilisation.


Year 6 A local study

of an historical site- The Spike.

A study of an aspect or theme in British history beyond 1066- The Battle of Britain.


Skills: Use everyday language related to time Order and sequence familiar events Talk about past and present events in their own lives and in lives of family members Content: New and old in

relation to their own lives and those of their grandparents.

Skills: Develop an awareness of the past Use common words and phrases relating to the passing of time Content: Toys Homes

Skills: Develop an awareness of the past Use common words and phrases relating to the passing of time Know where all people/events studied fit into a chronological framework Identify similarities / differences between periods Content: Great Fire of London Mary Seacole Florence Nightingale Edith Cavell

Skills: Place ancient cultures in time using a timeline. Use key words linked to chronology: BC, AD, and decade. Use mathematical knowledge to work out how long ago, events in recent and local history would have happened. Content: Ancient Egypt Stone Age

Skills: Say where a period of history fits on a timeline. Place features of historical events and people from past societies and periods in a chronological framework. Place a specific event on a timeline by decade. Content: Local history study post- 1066 Crime and punishment Battle of Britain

Skills: Use dates and historical language in topic work. Draw a timeline of historical periods, labelled in centuries and showing different information. Use mathematical skills to work out exact time scales and differences between events. Build up a picture of what main events happened in Britain/the world during different centuries Content:

Early Islamic Civilisation Local history study post-1066

Skills: Place past cultures in a specific time in history using a timeline. Use key words linked to chronology: ancient and century. Use accurate mathematical skills to round up time differences into centuries and decades. Content: Roman Britain Vikings

Chronological Knowledge and Understanding

Skills: Extend vocabulary, especially by grouping and naming, exploring meaning and sounds of new words. Content: New and old in

relation to their own lives. Dinosaurs

Skills: Recognise and use everyday terms about the passing of time. Content: Toys Homes

Skills: Use common words and phrases relating to the passing of time, including the use of numbers- e.g. 1 year ago. Content: Great Fire of London Mary Seacole Florence Nightingale Edith Cavell

Skills: Use correct historical period terms such as ancient, modern, century and decade. Content: Ancient Egypt Stone Age

Skills: Use historical terms and concepts in the relation to the passing of long arcs of time. Content: Local history study post- 1066 Crime and punishment Battle of Britain

Skills: Develop the appropriate use of historical terms and use these to make connections within and across different historical periods. Content:


Skills: Say, read and write dates accurately, including BC and AD. Content: Roman Britain Vikings

Historical Terms

Skills: Make observations of animals and plants and explain why they are important. Content: New and old in


Skills: Ask and answer questions about old and new objects. Spot old and new pictures. Answer questions using an artefact/photograph provided. Give plausible explanations about what an object was used for in the past. Content: Toys Homes

Skills: Answer questions using a range of artefacts, photographs and stories. Find out more about a famous person from the past and find information on him/her. Find out about the past by talking to an older person. Content: Great Fire of London Mary Seacole Florence Nightingale Edith Cavell

Skills: Ask appropriate historical questions when using various sources to piece together information about a period in history. Identify similarities and differences about different periods in history. Recognise that archaeologist have had in helping us understand more about what happened in the past. Content: Ancient Egypt Stone Age

Skills: Test out a hypothesis in order to answer a question. Give more than one reason to support an historical argument by using a range of evidence from different sources. Understand how different types of sources are used to make historical claims. Content: Local history study post- 1066 Crime and punishment Battle of Britain

Skills: Appreciate how historical artefacts have helped us understand more about British lives in the present and past. Use a range of sources and evaluate them to identify those that are most useful and reliable for specific enquiries. Selecting and organising relevant historical information. Content:


Skills: Devise historically valid questions about change, cause, similarity, difference and significance. Communicate knowledge and understanding orally and in writing and offer points of view based on what they have found out. Research more than one version of an event and say how they differ. Content: Roman Britain Vikings

Historical Enquiry

Skills: Make observations of animals and plants and explain why some things occur, and talk about changes. Give examples of things that are different in my life from that of my grandparents when they were young. Content: New and old in


Skills: Appreciate that some famous people have helped our lives be better today. Begin to identify the main differences between old and new objects. Understand that we have a queen who rules us and that Britain has had a king or queen for many years. Content: Toys Homes

Skills: Explain what is meant by a parliament. Explain why Britain has a special history by naming some famous events and some famous people.

Explain why someone in the past acted in the way they did. Content: Great Fire of London Mary Seacole Florence Nightingale Edith Cavell

Skills: Appreciate that the early Brits would not have communicated as we do or have eaten as we do. Begin to picture what life would have been like for the early settlers. Suggest why certain events happened as they did in history. Content: Ancient Egypt Stone Age

Skills: Appreciate that significant events in history have helped shake the country we have do to. Gain a good understanding as to how crime and punishment has changed over the years. Summarise how Britain has had a major influence on world history. Summarise the main events from a specific period in history, explaining the order in which key events happened. Content: Local history study post- 1066 Crime and punishment

Battle of Britain

Skills: Describe historical events from the different periods studied. Make comparisons between historical periods; explaining things that have changed and things which have stayed the same. Begin to appreciate that how we make decisions has been through a parliament for some time. Content:


Skills: Recognise that Britain has been invaded by several different groups over time. Suggest why certain people acted as they did in history. Explain how events from the past have helped shape our lives. Appreciate whey Britain would have been an important country to have invaded and conquered. Content: Roman Britain Vikings

Historical Interpretation

Skills: Talk about past and present events in my own life and in the lives of family members. Content: New and old in


Skills: Talk and begin to write about stories about the past using words and phrases like: old, new and a long time ago. Content: Toys Homes

Skills: Use a wide vocabulary of everyday historical terms to write simple sentences about selected appropriate knowledge and understanding of history. Content: Great Fire of London Mary Seacole Florence Nightingale Edith Cavell

Skills: Communicate knowledge clearly using paragraphs to organise ideas around a theme. Begin to use historical terms independently. Content: Ancient Egypt Stone Age

Skills: Use historical terms and concepts in a complex a manner. Write accurately, fluently, effectively and at length; summarising and organising material to support ideas and arguments with necessary factual detail. Begin to apply their growing knowledge of vocabulary, grammar and text structure to their writing. Content: Local history study post- 1066 Crime and punishment

Battle of Britain

Skills: Recall, select, organise and communicate historical information supported by reference to some of the sources they have used. Produce structured work making appropriate use of dates and historical terms linking ideas within paragraphs. Content:


Skills: Produce structured informed responses that involve thoughtful selection and organisation of relevant historical information. Make appropriate use of dates and historical terms. Content: Roman Britain Vikings

Organisation and Communication

Mathematics Curriculum

Number & Place Value

Addition and subtraction

Position and direction

Properties of Shapes

Measurement Fractions Multiplication and division

Year 6 only

Algebra Ratio and proportion


Scheme of work Maths



Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s Given a number, identify 1 more and 1 less Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least Read and write numbers from 1 to 20 in numerals and words.

Count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward Recognise the place value of each digit in a two-digit number (10s, 1s) Identify, represent and estimate numbers using different representations, including the number line Compare and order numbers from 0 up to 100; use <, > and = signs Read and write numbers to at least 100 in numerals and in words Use place value and number facts to solve problems.

Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number Recognise the place value of each digit in a 3-digit number (100s, 10s, 1s) Compare and order numbers up to 1,000 Identify, represent and estimate numbers using different representations Read and write numbers up to 1,000 in numerals and in words Solve number problems and practical problems involving these ideas.



Count in multiples of 6, 7, 9, 25 and 100

Find 1,000 more or less than a given number

Count backwards through 0 to include negative numbers

Recognise the place value of each digit in a four-digit number (1,000s, 100s, 10s and 1s)

Order and compare numbers beyond 1,000

Identify, represent and estimate numbers using different representations

Round any number to the nearest 10, 100 or 1,000

Solve number and practical problems that involve all of the above and with increasingly large positive numbers

Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of 0 and place value.

Read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000 Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through 0 Round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000 Solve number problems and practical problems that involve all of the above Read Roman numerals to 1,000 (M) and recognise years written in Roman numerals.

Read, write, order and compare numbers up to 10 000 000 and determine the value of each digit Round any whole number to a required degree of accuracy Use negative numbers in context, and calculate intervals across 0 Solve number and practical problems that involve all of the above



Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs. Represent and use number bonds and related subtraction facts within 20. Add and subtract one-digit and two-digit numbers to 20, including 0. Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as: 7 = ? - 9.

Solve problems with addition and subtraction: (Using concrete objects and pictorial representations, including those involving numbers, quantities and measures.)

(Applying their increasing knowledge of mental and written methods)

Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100

Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and 1s; a two-digit number and 10s

2 two-digit numbers

adding 3 one-digit numbers

Show that addition of 2 numbers can be done in any order (commutative) and subtraction of one number from another cannot Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

Add and subtract numbers mentally, including:

i. a three-digit number and 1s

ii. a three-digit number and 10s

iii. a three-digit number and 100s

Add and subtract numbers with up to 3 digits, using formal written methods of columnar addition and subtraction Estimate the answer to a calculation and use inverse operations to check answers Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.



Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate

Estimate and use inverse operations to check answers to a calculation

Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why

Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) Add and subtract numbers mentally with increasingly large numbers Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

Perform mental calculations, including with mixed operations and large numbers. Use their knowledge of the order of operations to carry out calculations involving the 4 operations Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why Solve problems involving addition, subtraction, multiplication and division Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.



Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs Show that multiplication of 2 numbers can be done in any order (commutative) and division of 1 number by another cannot Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in

contexts.

Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.

Multiplication and division


Recall multiplication and division facts for multiplication tables up to 12 × 12 Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together 3 numbers Recognise and use factor pairs and commutativity in mental calculations Multiply two-digit and three-digit numbers by a one-digit number using formal written layout Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by 1 digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects

Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers. Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers Establish whether a number up to 100 is prime and recall prime numbers up to 19 Multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers Multiply and divide numbers mentally drawing upon known facts Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context Multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000 Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)

Solve problems involving multiplication and division, including using their knowledge of factors and multiples, squares and cubes Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context Perform mental calculations, including with mixed operations and large numbers. Identify common factors, common multiples and prime numbers Use their knowledge of the order of operations to carry out calculations involving the 4 operations Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why Solve problems involving addition, subtraction, multiplication and division Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.

Multiplication and division


Recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity Recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity.

Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity Write simple fractions, for example 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2.

Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators Recognise and show, using diagrams, equivalent fractions with small denominators Add and subtract fractions with the same denominator within one whole Compare and order unit fractions, and fractions with the same denominators Solve problems that involve all of the above

Fractions


Recognise and show, using diagrams, families of common equivalent fraction Count up and down in hundredths; recognise that hundredths arise when dividing an object by a 100 and dividing tenths by 10. Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number Add and subtract fractions with the same denominator Recognise and write decimal equivalents of any number of tenths or hundredths Recognise and write decimal equivalents to ¼; ½; ¾ Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths Round decimals with 1 decimal place to the nearest whole number Ma4/2.4i compare numbers with the same number of decimal places up to 2 decimal places Ma4/2.4j solve simple measure and money

Compare and order fractions whose denominators are all multiples of the same number Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number Add and subtract fractions with the same denominator and denominators that are multiples of the same number Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams Read and write decimal numbers as fractions Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents Round decimals with 2 decimal places to the nearest whole number and to 1 decimal place Read, write, order and compare numbers with up to 3 decimal places Solve problems involving number up to 3 decimal places Recognise the per cent symbol (%) and understand that per cent relates to “number of parts per 100”, and write percentages as a fraction with denominator 100, and as a decimal fraction

Solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and fractions with a denominator of a multiple of 10 or 25

Use common factors to simplify fractions; use common multiples to express fractions in the same denomination Compare and order fractions, including fractions >1 Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions Multiply simple pairs of proper fractions, writing the answer in its simplest form Divide proper fractions by whole numbers Associate a fraction with division and calculate decimal fraction equivalents for a simple fraction. Identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1,000 giving answers are up to three decimal places Multiply one-digit numbers with up to 2 decimal places by whole numbers Use written division methods in cases where the answer has up to 2 decimal places Solve problems which require answers to be rounded to specified degrees of accuracy Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

Fractions


Compare, describe and solve practical problems for: lengths and heights [e.g. long/short, longer /shorter, tall/short, double/half] mass / weight capacity and volume time Measure and begin to record the following: lengths and heights mass/weight capacity and volume time (hours, minutes, seconds) Recognise and know the value of different denominations of coins and notes Sequence events in chronological order using language. Recognise and use language relating to dates, including days of the week, weeks, months and years Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels Compare and order lengths, mass, volume/capacity and record the results using >, < and =

Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value Find different combinations of coins that equal the same amounts of money Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change Compare and sequence intervals of time

Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. Know the number of minutes in an hour and the number of hours in a day

Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) Measure the perimeter of simple 2-D shapes Add and subtract amounts of money to give change, using both £ and p in practical contexts Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o'clock, am/pm, morning, afternoon, noon and midnight Know the number of seconds in a minute and the number of days in each month, year and leap year Compare durations of events

Measurement


Convert between different units of measure Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres Find the area of rectilinear shapes by counting squares Estimate, compare and calculate different measures, including money in pounds and pence Read, write and convert time between analogue and digital 12 and 24-hour clocks Solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days

Convert between different units of metric measure Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres Calculate and compare the area of rectangles (including squares) including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes Estimate volume and capacity Solve problems involving converting between units of time Use all four operations to solve problems involving measure using decimal notation including scaling

Solve problems involving the calculation and conversion of units of measure, using decimal notation up to 2 decimal places where appropriate Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3 decimal places Convert between miles and kilometres Recognize that shapes with the same areas can have different perimeters and vice versa Recognize when it is possible to use formulae for area and volume of shapes Calculate the area of parallelograms and triangles Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units

Measurement


Recognise and name common 2-D and 3-D shapes, including:

i. Rectangles (including squares) triangles and circles.

ii. Cuboids (including cubes), pyramids and spheres

Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces Identify 2-D shapes on the surface of 3-D shapes e.g. the circle on a cylinder or the triangle on a pyramid Compare and sort common 2-D and 3-D shapes and everyday objects.

Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them Recognise angles as a property of shape or a description of a turn Identify right angles, recognise that 2 right angles make a half-turn, 3 make three quarters of a turn and 4 a complete turn; identify whether angles are greater than or less than a right angle Identify horizontal and vertical lines and pairs of perpendicular and parallel lines



Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes Identify acute and obtuse angles and compare and order angles up to 2 right angles by size Identify lines of symmetry in 2-D shapes presented in different orientations Complete a simple symmetric figure with respect to a specific line of symmetry

Identify 3-D shapes, including cubes and other cuboids, from 2-D representations Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles Draw given angles, and measure them in degrees (

o)

Identify:

angles at a point and 1 whole turn (total 360

o)

angles at a point on a straight line and half a turn (total 180

o)

other multiples of 90o

Use the properties of rectangles to deduce related facts and find missing lengths and angles Distinguish between regular and irregular polygons based on reasoning about equal sides and angles

Draw 2-D shapes using given dimensions and angles Recognize, describe and build simple 3-D shapes, including making nets Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles



Describe position, directions and movements, including whole, half, quarter and three-quarter turns.

Order and arrange combinations of mathematical objects in patterns and sequences

Use mathematical vocabulary to describe position, direction and movement including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).


Year 4 Year 5

Year 6

Describe positions on a 2-D grid as coordinates in the first quadrant Describe movements between positions as translations of a given unit to the left/right and up/down Plot specified points and draw sides to complete a given polygon

Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed

Describe positions on the full coordinate grid (all 4 quadrants) Draw and translate simple shapes on the coordinate plane, and reflect them in the axes



Interpret and construct simple pictograms, tally charts, block diagrams and tables Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity Ask and answer questions about totalling and comparing categorical data.

Interpret and present data using bar charts, pictograms and tables Solve one-step and two-step questions using information presented in scaled bar charts and pictograms and tables

Statistics


Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs

Solve comparison, sum and difference problems using information presented in a line graph Complete, read and interpret information in tables, including timetables

Interpret and construct pie charts and line graphs and use these to solve problems Calculate and interpret the mean as an average.

Statistics

Ratio & Proportion

Algebra

Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts Solve problems involving the calculation of percentages and the use of percentages for comparison Solve problems involving similar shapes where the scale factor is known or can be found Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples

Use simple formulae Generate and describe linear number sequences Express missing number problems algebraically Find pairs of numbers that satisfy an equation with two unknowns Enumerate possibilities of combinations of 2 variables

Year 6 only

Scheme of Work

Languages

EYFS: People and Communities/ The World/ Listening and

Attention/ Speaking

R/KS1

French

KS1 / KS2

Languages

Yr 3

French

Yr 4

French

Yr 5

French

Yr 6

French



Languages

EYFS, Year 1, Year 2 Year 3 Year 4, Year 5, Year 6

Skills: Listening carefully, Speaking clearly, Showing you understand, Risk taking Knowledge: Simple Greetings, Joining in With Games, Finger Rhymes and Songs, Numbers 1-10, Listening to Stories, Role Play

Skills: Listening carefully, Speaking clearly, Being expressive, Following instructions, Reading carefully, Showing you understand, Risk taking, Evaluating Knowledge: Name, Age, Greetings, Numbers 1-31, Expressing Preference and Praise, Months of the Year, Birthdays, Colours, Parts of the Body, Describing People, Adjectives, and Listening to, Joining in With, Sequencing and Acting out a French Story (E.g. ‘Le Navet Énorme’), Geography Link (Rivers in France)

Skills: Accuracy with VCOP, Listening carefully, Speaking clearly, Being expressive, Following instructions Reading carefully, Showing you understand, Risk taking, Enquiry Questioning, Curiosity, Making Connections Knowledge: Weather, Days of the Week, Travelling to School, Expressing Likes/Dislikes, Justifying Opinions, Numbers 31-50, Pocket Money, Prices (Euros), Healthy Food and Drinks, Sports, Health, Describing Animals, Responding to a French Story ( E.g.‘Les Quatre Amis’), Describing Habitats and Music Link (‘Le Carnaval des Animaux’ by Saint-Saëns).

Scheme of Work Physical Education

EYFS: Physical

Development

Dance

KS1 / KS2

P.E

Athletics Gymnastics Team

games Swimming

Outdoor Adventurous

Activities



Dance


Music and movement. Controlled movements and sequences to music appropriate to tops covered in their learning journey.

In this unit children explore basic body actions, eg jumping and turning, and use different parts of their body to make movements. They create and repeat short dances inspired by themes their learning journey.

In this unit children focus on creating and performing short dances that communicate different moods, feel-ings and ideas. Their work is inspired by a range of subjects, including some based on different times and cultures.

In this unit children perform dances, focusing on creating, adapting and linking a range of dance actions. These are inspired by a variety of subjects, including some traditional, social and/or historical dances. They work with a partner and in small groups.

In this unit children will focus on using different visual images as the starting point for composing, performing and watching dance.

In this unit children learn different styles of dance and focus on dancing with other people. They create, perform and watch dances in a range of styles, working with partners and groups.

In this unit children focus on creating characters and narrative through movement and gesture. They gain inspiration from a range of subjects, and work in pairs and small groups.

Athletics


In this unit children explore running, jumping and throwing activities, and take part in sports day.

In this unit children explore running, jumping and throwing activities, and take part in simple challenges and competitions. They experiment with different ways of travelling, throwing and jumping, increasing their awareness of speed and distance.

In this unit children explore running, jumping and throwing activities, and take part in simple challenges and competitions. They experiment with different ways of travelling, throwing and jumping, increasing their awareness of speed and distance.

In this unit children concentrate on developing good basic running, jumping and throwing techniques. They are set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing.

In this unit children focus on developing their technical understanding of athletic activity. They learn how to set targets and improve their performance in a range of running, jumping and throwing activities.

In this unit children focus on developing their technical understanding of athletic activity. They learn how to set targets and improve their performance in a range of running, jumping and throwing activities.

In this unit children concentrate on developing good basic running, jumping and throwing techniques. They are set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing.

Gymnastics


In this unit children investigate movement, stillness, and how to find and use space safely. They explore basic gymnastic actions on the floor and using apparatus. They copy or create, remember and repeat, short movement phrases of 'like' linked actions, eg two jumps, or two rolls.

In this unit children focus on increasing their range of basic gymnastic skills. They create simple sequences of ‘unlike’ actions on the floor, eg a roll, jump and a shape. They then transfer what they learn on the floor to apparatus.

In this unit children focus on improving the quality of their movement, eg by stretching fingers and pointing toes, to help them produce tension and extension. They plan and perform sequences of contrasting actions, and develop flow by linking actions smoothly and planning variations in speed.

In this unit children create sequences that include changes of level and speed, and focus on using different body shapes clearly. They work mostly with a partner or in a small group.

In this unit children focus on relationships between performers and timing in small group sequences. They have opportunities to use music with their sequence, and to choose their own apparatus and design a simple layout.

In this unit children use their knowledge of compositional principles, eg how to use variations in speed, level and direction, how to combine and link actions, how to relate to partners and apparatus, to develop se-quences that show an awareness of their audience.

In this unit children create longer sequences to perform for an audience. They learn a wider range of actions and explore more difficult ways to perform.

OAA

Year 2 Year 3 Year 4 Year 5 Year 6

In this unit children take part in simple orientation activities using maps and diagrams. They are set physical challenges and problems to solve, and work on their own and in small groups.

In this unit children learn how to read and follow different maps and symbol trails. They also take part in a range of trust and communication activities, and in some adventure games.

In this unit children develop their orienteering and problem-solving skills in familiar and unfamiliar situations and environments. Throughout, there is an emphasis on building trust and working as a team.

In this unit children develop their orienteering and problem-solving skills in familiar and unfamiliar situations and environments. Throughout, there is an emphasis on building trust and working as a team.

In this unit children learn how to read and follow different maps and symbol trails. They also take part in a range of trust and communication activities, and in some adventure games.

Team Games


In this unit children are introduced to the concept of completion in teams.

In this unit children play small sided games. To learn generic and specific skills to play games.

In this unit children are introduced to concept of tactics. To defend or attack in small sided and larger games.

In this unit children play popular games and introduce rules and fair play. To expand tactics from individuals to teams.

In this unit children practice and play games that follow specific rules using tactics, skills and fitness for the sport. To use knowledge gained in both practice and playing games to coach a team or individual within a game.

In this unit children play large sided games using rules, fair play and tactics in a competitive environment. For children to identify the skills needed to be a competent performer and to practice them.

In this unit children create games that are fair and have rules that make the games both fun and competitive.

Swimming


Swimming lessons at the Spectrum leisure centre. Covering: water safety, technique and stamina.

Swimming lessons at the Spectrum leisure centre. Covering: water safety, technique and stamina.

Swimming lessons at the Spectrum leisure centre. Catch up for pupils who have not yet completed 25m.

Scheme of Work PSHE

EYFS KS1 / KS2

PSHE

Drug Education

SRE Citizenship Staying Safe Healthy Living

EHWB Financial Capability



Drug Education


Know that household products, including medicines, can be harmful if not used properly.

Know about the role of drugs as medicines.

Learn that all medicines are drugs but not all drugs are medicines.

Understand which commonly available substances and drugs are legal and illegal, their effects and risks. Become aware of substances that harm the body Become aware of choices they can make to protect their bodies.

Develop appropriate techniques to resist pressure from friends and others with regard to tobacco, alcohol and drugs. Learn which commonly available substances and drugs are legal and illegal, their effects and risks.

Know which commonly available substances and drugs are legal and illegal and their effects and the associated risks.

Investigate ways that harmful substances can enter the body. Continue the awareness of ways to protect their body from harmful substances. Know which commonly available substances and drugs are legal and illegal and their effects and risks.

Sex & Relationships

Education (SRE) (SRE(SRE)


Know that they are unique and their body is a gift from God; that he loves them unconditionally. Hear about babies growing into children and adults and that babies have special needs. Hear about the different types of families and explore the roles of individuals in the family. Explore the rituals that mark and celebrate birth. Recognise how their behaviour affects other people and how to play and work co-operatively.

Recognise they are created by God and He cares for each person. Know that humans move, eat, grow and reproduce. Name the main body parts. Be aware of the process of growing from young to old and the changes that brings. Know that there are different types of families and understand the importance of secure loving relationships. Know they belong to various groups and communities. Recognise how their behaviour affects others and how to play and work co-operatively.

Learn that humans can produce babies that grow into children and then adults. Recognise themselves as male and female. Reflect on their contributions to building up a loving family. Learn that family and friends should care for each other. Hear about the ideal of loving and sharing in a Christian marriage. Be able to talk about how their behaviour and feelings can affect the behaviour and feelings of others. Recognise that every individual has special needs.

Learn to value themselves as children of God. Be aware that death leads to a ‘New Life’ with God. Explore the sacrament of marriage as an expression of love. Investigate why parents need to care for their families. Investigate what is meant by relationships within families. Explore aspects of friendship. Explore ways in which their actions can spoil loving family relationships.

Know the basic biology of human reproduction within the context of marriage . Hear about the commitment of Christian parents in bringing up their children. Consider the necessity for family rules. Develop skills needed to form and to end relationships. Reflect on their deepening role within the family. Recognise and value the importance of forgiveness in relationships. Reflect on the importance of God’s unconditional love.

Learn about bodily and emotional changes during puberty. Explore the meaning of friendship, trust and loyalty and how to seek advice from significant adults. Recognise that actions have consequences for themselves and others. Know what skills are needed to be effective in relationships. Understand that differences and similarities between people arise from a number of factors. Appreciate the changing roles and responsibilities of family members.

Develop the awareness of life cycle from conception to birth. Continue to develop the understanding that families can be places of love and joy. Continue to explore the sacrament of marriage as an expression of love. Explore and develop strategies to maintain good relationships. Explore aspects of friendship. Learn that their feelings affect themselves and others, and to try and see things from their point of view.

Financial

Capability


Understand some areas where they can be responsible for themselves. Know the different forms that money takes. Understand that people exchange money for goods and services. Understand that we can keep our money in different places and some places are safer than others. Begin to be aware of their own needs and be sensitive to the needs of others. Understand how their choices affect them and other people.

Know that money comes from both regular and irregular sources. Consider the ways the children can use money in their own lives. Understand why we need money. Know some of the essentials that must be paid for. Become aware that our feelings and actions have an impact on others and vice versa. Know that we can have a range of feelings about money. Understand that choices the children make will affect them and others.

Consider the way that the children can use money for different purposes. Understand the difference between needs and wants. Know that there are different ways to save money. Know what charities are for and what some might do. Know where money goes if it is given to a charity.

Consider saving, spending and budgeting in known contexts. Understand that individuals and families may need or choose to spend their money in different ways. Know about different ways to gain money, including earning it through work. Know money can make things different for other people here and in other countries.

Know there are a range of salaries for different jobs. Know what is deducted from earnings and why. Consider degrees of risk and the possible consequences of taking financial risks. Understand ‘value for money’. Recognise that resources are limited and we need to make choices. Know that individual and community rights and responsibilities need to be taken into account when making decisions.

Know what is deducted from earnings and why. Consider degrees of risk and the possible consequences of taking financial risks. Differentiate between manageable and unmanageable debt. Know about fair trade and what it means. Consider the needs of the global environment and the impact of consumer choices.

Consider saving, spending and budgeting in known contexts. Understand that individuals and families may need or choose to spend their money in different ways. Begin to understand risk in relation to finances. Know that you plan for future spending and how to save. Know that making comparisons between costs is important in managing your money.


Investigate the unique qualities of each person made in the image and likeness of God. Explore rituals celebrated in Church, marking birth, marriage and death. Understand the importance of honesty and self-discipline. Explore changes that loss brings to themselves and others. Explore ways in which feelings affect and are affected by actions. Explore the place of the sacrament of Reconciliation in their lives.

Know that the Church has rituals and ways of dealing with death. Know that there are helping agencies to support families and individuals in times of their loss. Appreciate the healing grace that is available through the sacrament of Reconciliation.

Learn to see mistakes, make amends and set personal goals. Know that each person has special qualities and gifts. Develop the understanding of honesty and self-discipline. Appreciate that there are many feelings and emotions associated with grieving and loss. Be aware that death leads to New Life with God. Deepen their appreciation of the place of the sacrament of Reconciliation in their lives.

Recognise, name and deal with their feelings in a positive way. Be aware that loss is part of life. Learn to say sorry. Experience forgiveness.

Set simple personal goals. Recognise, name and deal with their feelings in a positive way. Become aware of what makes them feel uncomfortable and develop simple strategies for dealing with this. Be aware that loss and change are part of life. Learn how to say sorry and experience forgiveness. Learn from their experiences. Recognise their likes, dislikes and preferences and to express and justify a personal opinion.

Learn how to set simple goals. Recognise what they are good at. Know how they learn best. Share their opinions on things that matter to them and explain their views. Explore church and family rituals of loss, death and change and reflect on their own experiences. Begin to develop an understanding of the need for forgiveness and reconciliation.

Recognise their work as individuals by expressing positive things about themselves. Explore the ways in which church rituals help people deal with loss. Learn about sources of help and support for individuals, families and groups. Understand that grieving is a process. Explore ways to reflect God’s unconditional love in their lives.

Emotional Health & Wellbeing

(EHWB)


Explore what is needed for growth – love, food, shelter etc. Develop an awareness of the need for exercise and rest and make simple choices that improve their health and well-being

Learn how to make simple choices which improve their health and well-being. Learn how to maintain personal hygiene.

Investigate the ways in which exercise and rest help develop healthy bodies. Learn how to make simple choices that improve their health and well-being. Appreciate that some diseases spread and can be controlled. Understand that their bodies are special and develop ways to protect and respect them.

Learn about what makes a healthy lifestyle, including the benefits of healthy eating, and how to make informed choices. Learn that bacteria and viruses affect health and that following simple safe routines can reduce their spread. Find out what happens to their bodies during periods of rest and exercise.

Be aware that a balanced diet, exercise, hygiene and rest are necessary for maintaining a healthy body and healthy mind.

Learn about options for a healthy lifestyle, including benefits of exercise, healthy eating and what affects positive mental health.

Explore how to maintain a healthy body by a balanced diet. Understand what makes a healthy lifestyle; exercise, healthy eating and how to make informed choices.

Healthy Living


Explore why and how rules and laws are made and enforced and why different rules are needed in different situations. Become aware of school rules about health and safety. Explore ways in which they are responsible for their own environment, including the development of sensible road use. Know how to make an emergency phone call.

Recognise that actions have consequences for themselves, others, recognise others feelings. Realise the nature and consequences of racism, teasing, bullying and aggressive behaviour. Develop ways to deal with the consequences of wrong choices. Revise basic first aid including the recovery position.

Explore why and how rules and laws are made, enforced and needed. Become aware of school rules about health and safety. Become aware of right and wrong choices and their consequences. Become aware of the consequences of antisocial behaviour, such as bullying, teasing, racism. Know how to respond to aggressive behaviour and how to ask for help.

Know who to go to when help is needed. Know about people who can keep them safe. Agree to and follow rules for their group and classroom and understand how rules help them. Learn about firework safety.

Agree and follow rules for their group and classroom and understand how rules help them. Learn about rules that are made to keep us safe. Recognise choices they can make and recognise the difference between right and wrong.

Recognise that there are different types of teasing and bullying is wrong, and how to get help to deal with bullying. Understand how to treat themselves and others with respect and dignity. Learn basic road safety rules. Learn how rules (water safety code and fire safety) help them and how to follow rules for the group or class. Develop an awareness of right and wrong.

Know that pressure to engage in unacceptable or risky behaviour can come from a variety of sources, including people they know, and to exercise basic techniques for resisting pressure. Realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help. Explore safety issues when using a bike on the road. Revise basic first aid.

Staying Safe


Recognise the role of community, voluntary and pressure groups. Understand what democracy is. Explore how the media present information. Explore ways in which people affect the environment. Appreciate the range of national, regional, religious and ethnic identities in the UK. Realise the consequences of anti-social behaviours. Be aware of the importance of working together as part of a community.

Explore groups they belong to and the commitment made to groups. Investigate the effects of stereotyping on the community and develop strategies for minimising this. Reflect on the ways they can support people in their community. Develop sensitivity and respect of the rights and needs of others regardless of differences. Deepen awareness of current environmental issues in the context of God’s creation including allocation of resources.

Know that there are different kinds of responsibilities, rights and duties at home, school and in the community. Understand what democracy is. Learn that differences and similarities between people arise from a number of factors. Explore the qualities that make a good community. Identify ways in which people in our world depend on each other. Explore how their actions affect the environment. Think about the lives of people living in other places and times.

Know that they belong to various groups .Recognise right and wrong and learn to take responsibility. Recognise what they like and dislike, what is fair and unfair Identify and respect the similarities and differences between people. Know what harms and improves their local, natural and built environment and about some of the ways people look after them. Recognise and appreciate growing things.

Share their opinions on things that matter to them. Recognise that people and other living things have needs, and that they have responsibilities to meet them. Become aware of taking responsibility for words and actions. Recognise what makes something fair or unfair. Know what improves and harms the local environment. Become aware of the rich variety of different cultures in our society. Hear about different forms of communication media.

Recognise the need to respect the rights and properties of others including people with specific disabilities. Provide opportunities to explore celebrations in different cultures. Appreciate that advertising is part of contemporary life and its effects on our way of life. Investigate things, which improve or harm the local and national environment and the things people do to care for it. Begin to appreciate their responsibility for the world.

To express and justify a personal opinion of issues of personal and social concern. Know why and how rules and laws are made and enforced. Explore the meaning of prejudice and how it can expressed. Develop an awareness of the way the media influences our choices. Explore the concept that resources can be allocated in different ways. Develop an understanding and respect for the beliefs and cultures of others.

Citizenship

Scheme of Work Religious Education

EYFS KS1 / KS2

RELIGIOUS

EDUCATION

Celebration of Ritual

SACRAMENTS

Community of Faith

CHURCH

Way of Life

CHRISTIAN LIVING



FAMILY / COMMUNITY / WORLD

CHURCH Domestic, Local

and Universal


Skills Recognise Wonder Content Myself God knows and loves each Celebrating People celebrate in Church Our World God’s wonderful world

Skills Recognise Wonder Content Families God’s love and care for every family Special People People in the parish family Neighbours Neighbours share God’s world

Skills Re-tell Ask Questions Content Beginnings God at every beginning Books The books used in Church Treasures God’s treasure; the world

Skills Make Links Give Reasons Appreciate Content Homes God’s dream for every family Journeys Christian family’s journey with Jesus Special Places Holy places for Jesus and the Christian

Skills Describe Show Understanding Explanation Content Loving God who never stops loving Sources The Bible, the special book for the Church Common Good Work of the worldwide Christian family

Skills Describe Show Understanding Reflect Content Ourselves Created in the image and likeness of God Mission Continuing Jesus’ mission in diocese (ecumenism) Stewardship The Church is called to the stewardship of Creation

Skills Make Links Give Reasons Reflect Content People The family of God in Scripture Community Life in the local Christian community: ministries in the parish God’s People Different saints show people what God is like

BAPTISM/CONFIRMATION / EUCHARIST / RECONCILIATION

SACRAMENTS Celebration

of Ritual


Skills Recognise Wonder Content Welcome Baptism; a welcome to God’s family Gathering The parish family gathers to celebrate Eucharist Friends Friends of Jesus

Skills Recognise Wonder Content Belonging Baptism an invitation to belong to God’s family Meals Mass; Jesus’ special meal Being Sorry God helps us to choose well Sacrament of Reconciliation

Skills Re-tell Ask Questions Content Sign & Symbols Signs and symbols in Baptism Thanksgiving Mass a special time for saying thank you to God for everything, especially Jesus Rules Reasons for rules in the Christian family Sacrament of Reconciliation

Skills Make Links Give Reasons Appreciate Content Promises Promises made at Baptism Listening & Sharing Jesus gives himself to us in a special way Choices The importance of examination of conscience Sacrament of Reconciliation

Skills Describe Show Understanding Explanation Content Vocation & Commitment The vocation of priesthood and religious life Unity Eucharist enables people to live in communion Healing Sacrament of the Sick

Skills Describe Show Understanding Reflect Content Life Choices Marriage commitment and service Memorial Sacrifice The Eucharist the living memorial of Jesus’ sacrifice Freedom & Responsibility Commandments enable Christians to be free and responsible

Skills Make Links Give Reasons Reflect Content Called Confirmation: a call to witness Giving & Receiving Living in communion Building Bridges Admitting wrong, being reconciled with God and each other Sacrament of Reconciliation

ADVENT/CHRISTMAS / LENT/EASTER / PENTECOST

CHRISTIAN LIVING

Way of Life


Skills Recognise Wonder Content Birthday Looking forward to Jesus’ birthday Growing Looking forward to Easter Good News Passing on the Good news of Jesus

Skills Recognise Wonder Content Waiting Advent a time to look forward to Christmas Change Lent a time for change Holidays & Holydays Pentecost: feast of the Holy Spirit

Skills Re-tell Ask Questions Content Preparations Advent; preparing to celebrate Christmas Opportunities Lent; an opportunity to start anew in order to celebrate Jesus’ new life Spread the Word Pentecost a time to spread the Good News

Skills Make Links Give Reasons Appreciate Content Visitors Advent: waiting for the coming of Jesus Giving All Lent a time to remember Jesus’ total giving Energy Gifts of the Holy Spirit

Skills Describe Show Understanding Explanation Content Expectations Jesus born to show God to the world Death & New Life Celebrating Jesus’ death and resurrection Witnesses The Holy Spirit enables people to become witnesses

Skills Describe Show Understanding Reflect Content Hope Advent; waiting in joyful hope for Jesus; the promised one Sacrifice Lnet a time of aligning with the sacrifice already made by Jesus Transformation Celebration of the Spirit’s transforming power

Skills Make Links Give Reasons Reflect Content Gift God’s gift of love and friendship in Jesus Self Discipline Celebrating growth to new life New Life To hear and live the Easter message

Scheme of Work Science

EYFS: Understanding of

the world

Working

Scientifically

KS1 / KS2

Science

Plants Animals

including

humans

Materials Physical

processes

Living things and their habitats

Evolution and

inheritance Electricity



Working

Scientifically


Skills: To make simple observations. Ask questions. Suggest answers to questions and talk about what they see. To explore the environment.

Skills: Ask simple questions and recognise they can be answered in different ways. Make observations and use simple equipment. Perform simple tests. Identify and classify. Use their observations and ideas to suggest answers to questions. Gather and record data to help in answering questions.

Skills: Ask simple questions and recognise they can be answered in different ways. Observe closely, using simple equipment. Perform simple tests. Identify and classify. Use their observations and ideas to suggest answers to questions. Gather and record data to help in answering questions.

Skills: Ask relevant questions and use scientific enquiry to answer them. Set up simple fair tests. Make careful observations and measurements. Gather, record and present data in a variety of ways. Record findings using drawings, labelled diagrams, keys, bar charts and tables. Draw simple conclusions and suggest improvements. Use straightforward evidence to answer questions.

Skills: Planning different types of scientific enquiries. Taking measurements with precision. Recording data in scatter graphs, bar and line graphs. Using test results to make predictions to set up further comparative fair tests. Presenting findings on conclusions, causal relationships and degree of trust in results. Identifying scientific evidence to support or refute ideas or arguments.

Skills: Planning different types of scientific enquiries. Taking measurements with accuracy. Recording data in tables, diagrams, bar and line graphs. Using test results to make predictions to set up further tests. Presenting findings on conclusions, causal relationships and degree of trust in results. Identifying scientific evidence to support or refute ideas or arguments.

Skills: Use different scientific enquiry to answer them. Set up simple fair tests. Make careful observations and measurements. Gather, record, classify and present data in a variety of ways. Record findings using drawings, labelled diagrams, keys, bar charts and tables. Draw simple conclusions and suggest improvements. Use straightforward evidence to answer questions or support findings.


Content: To make observations of plants.

Content: Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. Identify and describe the basic structure of a variety of common flowering plants, including trees.

Content: Observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

Content: Identify and describe functions of parts of flowering plants. Explore the requirements of plants for life and growth and how they vary from plant to plant. Investigate the way water is transported within plants. Explore the part flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Plants

Animals including humans


Content: To know about similarities and differences between themselves and others.

Content: Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals. Identify and name a variety of common animals that are carnivores, herbivores and omnivores. Describe and compare the structure of a variety of common animals. Identify, name, draw and label the basic parts of the human body and say which part is associated with each sense.

Content: Notice that animals, including humans, have offspring which grow into adults. Find out about and describe the basic needs of animals for survival. Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Content: Describe the simple functions of the basic parts of the digestive system in humans. Identify the different types of teeth in humans and their simple functions. 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.

Content: Identify and name the min parts of the human circulatory system and describe the functions of the heart, blood vessels and blood. Recognise the impact of diet, exercise and drugs on their body function. Describe the ways in which nutrients and water are transported within animals, including humans.

Content: Describe the changes as humans develop to old age.

Content: Construct and interpret a variety of food chains, identifying producers, predators and prey. Identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Living things

and their habitat


Content: To make observations of animals. To talk about changes and explain why some things occur.

Content: Explore and compare the difference between things that are living, dead, and things that have never been alive. 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. Identify and name a variety of plants and animals in their habitats. Describe how animals obtain their food from plants and other animals, using simple food chains.

Content: Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals. Give reasons for classifying plants and animals based on specific characteristics.

Content: Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. Describe the life process of reproduction in some plants and animals.

Content: Recognise that living things can be grouped in a variety of ways. Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment. Recognise that environments can change and that this can sometimes pose dangers to living things.

Materials


Content: To explore and observe everyday materials. To know about similarities and differences between materials. To talk about changes and explain why some things occur.

Content: Distinguish between an object and the material form which it is made. Identify and name a variety of everyday materials. Describe the simple physical properties of a variety of everyday materials. Compare and group together a variety of everyday materials on the basis of their physical properties.

Content: Identify and compare the suitability of everyday materials for particular uses. Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

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Content: Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties. Describe in simple terms how fossils are formed when things that have lived are trapped within rock. Recognise that soils are made from rocks and organic matter.

Content: Compare and group together everyday materials on the basis of their properties, including hardness, solubility, transparency, conductivity and response to magnets. Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution. Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. Give reasons for uses of everyday materials. Demonstrate reversible changes. Explain that some changes result in the formation of new materials

Content: Compare and group materials together, according to whether they are solids, liquids or gases. Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius. Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

Physical

processes

EYFS Year 1/2 Year 3 Year 3 Year 4 Year 5 Year 6

Content: Compare how things move on different surfaces. Notice that some forces need contact between two objects, but magnetic forces can act at a distance. Observe how magnets attract or repel each other and attract some materials but not others. Compare and group a variety of materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials. Describe magnets as having two poles. Predict whether two magnets will attract or repel, depending on which poles are facing.

Content: Recognise that they need light in order to see things and that dark is the absence of light. Notice that light is reflected from surfaces. Recognise that light from the sun can be dangerous and that there are ways to protect their eyes. Recognise that shadows are formed when the light from a source is blocked by a solid object. Find patterns in the way that the size of shadows change.

Content: Recognise that light appears to travel in straight lines. 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. Explain that we see things because light travels from a light source to our eyes. Use the idea that light travels in straight lines to explain why shadows have the same shape as objects that cast them.

Content: Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object. Identify the effects of air resistance, water resistance and friction, that act between moving surfaces. Recognise that some mechanisms allow a smaller force to have a greater effect.

Content: Identify how sounds are made, associating them with something vibrating. Recognise that vibrations from sounds travel through a medium to the ear. Find patterns between pitch of a sound and features of the object that produced it. Recognise that sounds get fainter as the distance from the sound source increases.

Seasonal change


Content: Observe changes across the four seasons. Observe and describe weather associated with the seasons and how day length varies.

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Content: Recognise that living things have changed over time and that fossils provide information about living things that inherited the Earth millions of years ago. Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Content: Describe the movement of the Earth, and other planets, relative to the Sun in our solar system. Describe the movement of the Moon relative to the Earth. Describe the Sun, Earth and Moon as approximately spherical bodies. Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Evolution and

Inheritance Earth and Space


Electricity

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Content: Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in a circuit. Compare and give reasons for variations in how components function, including brightness of bulbs, loudness of buzzers and on/off position of switches. Use recognised symbols when representing a simple circuit in a diagram.

Content: Identify common appliances that run on electricity. Construct a simple series circuit, identifying and naming its basic parts. 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. Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights. Recognise some common conductors and insulators, and associate metals with being good conductors.

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