Eaton Park Academy Whole school curriculum …€¦our poem. Last year we did a jungle poem, this is...

Eaton Park Academy

Whole school curriculum overview 2017 - 2018

This document provides a clear overview and progression for each of the core and foundation subjects taught from

Year 1 to Year 6 throughout the year, broken down in to half-terms.

All core and foundation subject learning is derived from the new 2014 National Curriculum. The majority of the

foundation subjects are taught through a themed approach within each year band. Each year band has a different topic

for each half-term and planning and ideas for these topics are provided from the Inspire creative curriculum.

Subjects are taught as follows:

Taught as a discrete subject Taught cross-curricular

English – linked to class novel/topic/theme

Mathematics

Science

Languages – KS2

Physical Education

Music

PSHE - Jigsaw

**Cross curricular links are made as appropriate within

these subjects.

Art and Design

Computing

Design and Technology

Geography

History

Religious Education

**Planning for lessons through the topic is provided

through the Inspire curriculum.

ENGLISH

Term

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

1 Traditional Tales

Goldilocks and

the Three Bears

Narrative

Retell and then

and oral

innovation of

the setting.

Non-fiction

Instructions for

how to make a

jam sandwich.

Poetry

‘Teddy Bear,

Teddy Bear

Turn Around’

Writing -

transcription

Naming the

letters of the

alphabet in

order.

Handwriting

Sitting at the

table and

holding the

pencil.

Beginning to

form some

Traditional Tales

Little Red Riding

Hood (Sarah

Preston)

Narrative

Retell using time

connecting

adverbials.

Poetry

Basket poetry –

what can go in?

Style of Foster.

(Potentially might

look at the

Christmas version

of the ‘Jolly

Postman’ and

practise writing

letters to Mum’s

and Dad’s/Santa)

Writing –

transcription

Using letter names

to distinguish

between

alternative

spellings of the

same sound.

Handwriting

Narrative

The Tiger

Who Came

for Tea

(Sarah

Preston)

Retell and

written

innovation.

Tea party

with parents.

Write a letter

to invite

them.

Non-fiction –

report about

tigers.

Writing –

transcription

The days of

the week.

Writing –

transcription

The spelling

rule for

adding –s or

–es as the

plural

marker for

nouns and

Narrative

The Lighthouse

Keepers Lunch

Narrative

Retell with a

punctuation

focus. Can you

use a, full stop,

question mark

and

exclamation

mark?

Challenge to

use a comma in

a list.

Poetry

The Sound

Collector

Write our own

Eaton Park

Sounds that we

collect and

then perform

our poem. Last

year we did a

jungle poem,

this is a

possibility.

Writing –

transcription

Traditional

Tales

The Magic

Porridge Pot

(Shonette

Basin)

Narrative

Retell with a

focus of using

exciting

vocabulary.

Compound

and simple

sentences.

Innovation –

What would

your magic

porridge do?

News report

on the new

pot that has

been found.

Non-fiction

Instructions-

How to make

porridge. Can

you improve

from our jam

sandwich

instructions?

Narrative

Black Dog

Narrative

First Person

Retell

Explore and

write each

page of the

story. Be

amerced in the

reveal of the

black dog and

how he

changes.

Writing –

transcription

Words

containing

each of the

40+ phonemes

already taught.

Handwriting

Handwriting

families.

Joined up

writing.

letters and

numbers.

Lower-case letters

and upper-case

letters.

the third

person

singular

marker for

verbs.

Using the prefix

un– and using –

ing, –ed, –er

and –est where

no change is

needed in the

spelling of root

words.

Narrative

Explore the

video ‘Partly

Cloudy’ on

Literacy Shed.

Adverbs.

Writing –

transcription

Writing

sentences from

dictation.

2 Narrative

The Day the

Crayons Quit

Own version of

story changing

an element.

Instructions

Science related

instruction

writing.

Writing –

transcription

Segmenting

spoken words

into phonemes

and representing

these by

graphemes.

Handwriting

Correct sizing of

letters and

numbers and

perfect letter

formation.

Jack and the

Beanstalk

Narrative

Changing an

element e.g.

ending, character.

Poetry

Poetry reciting and

innovation

Writing –

transcription

Common

homophones and

alternate spellings.

Handwriting

Beginning cursive

handwriting.

Traditional

Tale to be

decided

Narrative

Retell and

imitate a

familiar

story.

Narrative

Changing an

element e.g.

ending,

character.

Writing –

transcription

Common

exception

words and

contractions.

Handwriting

Correct

spacing of

letters and

number.

Traditional

Tales

Whole book

week.

Little Red

Riding Hood.

Narrative

Diary entry.

Story from the

perspective of

the wolf.

Narrative

Write own

version of the

story.

MeerKat Mail

(Emily

Gravett).

Non-fiction

Non-

chronological

report.

Poetry

Structured

animal poems.

Handwriting

Continuing

cursive

handwriting.

Writing –

transcription

The possessive

apostrophe

and suffixes.

Zahra (literacy

shed).

Narrative

Stories from

other cultures-

a day in the

life of the girl.

Non-fiction

Report on

African village

or lack of

water etc.

3 Traditional Tales

Three Billy

Goats

Narrative

Retell of the

story followed

by an

innovation.

Handwriting

Cursive writing

– which letters

join.

The Stone Age Boy

Non – fiction

Non-

chronological

report about life in

the stone age,

Narrative – Retell

of The Stone Age

boy using

knowledge learnt

from non chron.

Writing –

transcription

Using word banks

to find words and

check spelling.

Alice in

Wonderland.

Instructions:

Food for

Alice’s tea

party.

Poetry –

Acrostic food

poem to link

to Alice’s tea

party.

The Twits

(Roald Dahl)

Narrative

Character

description- Mr

Twit

Poetry – Spine

poem about

The Twits.

Diary entry-

events where

the animals get

their own back

Handwriting

Cursive writing

– Joining

letters.

Writing –

transcription

The Tunnel –

Anthony

Brown.

Narrative:

-Character

description of

the siblings.

Recount and

innovation of

the tunnel

story.

Sea of Dreams:

Narrative:

Recount/Diary-

Tell the story

from the

Seagulls point

of view.

Non –fiction

Non-

chronological

report of a pet.

Beginning

irregular

plurals.

4 Suspense story

(talk for writing

focus)

The Red Eye.

Narrative

Retell

Innovate

Invent

Writing –

transcription

The possessive

apostrophe.

Awful Auntie

(David Walliams).

Narrative

Character

description of

Aunt Alberta

Writing

explanation text of

how to be an

awful sibling.

Non-fiction

Non-chronological

report about owls.

The Witches

(Roald

Dahl).

Narrative

Diary entry

from the

perspective

of the boy

watching the

witches’

conference.

Non-fiction

Write a

persuasive

letter as to

why

Grandma

should leave

the hotel

and witches.

Writing –

transcription

Using a

dictionary to

find words

and check

the spelling.

The Witches

(Roald Dahl).

Narrative

Write story

from

Grandma’s

point of view.

Poetry

Kennings poem

describing a

witch.

Writing –

transcription

Irregular

plurals.

.

Fantastic Mr

Fox

(Roald Dahl).

Narrative

Character

description of

the Farmers-

create own

farmer and

bring into the

story.

Recount

chapter(s)

from Mr Fox’s

point of view.

Poetry

Counting

poem of the

animals that

work with Mr

Fox and his

family.

Blackfish

(taken from

the

Documentary)

Non-fiction

Write a

persuasive

letter to

Seaworld

persuading

them to set the

Orcas free

from captivity.

Handwriting

Beginning to

write with a

pen.

5 Charlie and the

Chocolate

Factory

Description

Describe the

character of

Charlie using

our inferences

Diary

In role as

Charlie on his

birthday.

Poetry

Fast Poems

using inferences

from the text

Charlie and the

Chocolate Factory

Non-Fiction

Explanation Text –

design a sweet

Non-Fiction

Factfile/ leaflet to

persuade people

to go to Cadbury

World

Narrative

Tell the story from

a different

character’s point

of view – focus on

speech and

language choices

Kensuke’s

Kingdom.

Letter -

informal

Postcards

home/ letters

home to

friends and

family to let

them know

about his

adventures

on the boat

Description

Setting

description

for Kensuke’s

Island

Kensuke’s

Kingdom

Narrative

Change story to

a play script.

Non-Fiction

Non-

chronological

report on

Orangatans/

types of apes

Persuasive

Writing

Formal Letters

to discuss the

importance of

learning outside

for young

people based

on Michael’s

experiences

Hugo Cabret

Non-fiction

Discussion –

should Hugo

steal the toy or

not?

Poetry

Kennings.

Narrative

To use a

chapter from

the story to

develop our

own story

writing ideas –

a thief in a

different

setting

Hugo Cabret

Non-Fiction

Book or Film

Review –

comparison of

the two

Non-Fiction

Newspapers

on a major

event taken

from the real

events in the

story

6 Fox by

Margaret Wild

Diary

Writing in the

role of Magpie.

Reading sessions

–

Character

analysis/formal

presentations

based on

understanding

of the

text/Prediction

and inference

with justification

Goodnight

Mister Tom for

class novel and

during history

sessions.

Non-fiction -

Natural disasters

Report/Newspaper

report – news

upon recent

Hurricane Irma

Persuasion – letter

to ask for funding

/ appeal video

scripts

Grammar sessions

– punctuation,

phrases, clauses,

conjunctions.

Reading sessions –

natural disaster

comprehension,

misconceptions

from various

reading

assessments.

Non-chronological

reports in Topic

sessions

Figurative

language poetry –

bonfire night

Continued class

novel – Goodnight

Mr Tom

Matilda –

Roald Dahl

Balanced

argument –

Should

Matilda’s

parents have

the right to

stop her

from going

to school?

Explanation

– create own

magical

power –

how does it

work?

Book review

SATs prep:

Boosters for

Grammar and

reading

Narrative –

extended story

SATs – writing

coverage in

line with

exemplification

materials and

genre

coverage. Pupil

focus/choice.

Instructional

text – guide

for future Year

6 children

about how to

prepare for

SATs.

Narrative –

short story

Non-

chronological

reports –

factfile for a

country in the

World Cup

Biography –

famous

footballer

MATHS

TERM

YEAR AUTUMN SPRING SUMMER

1 Number and place value

Count to and across 100, forwards and backwards beginning with 0 or 1, or from any given

number in 1s,2s,5s and 10s.

Read, write and order numbers from 1 to 20 in digits and words.

Revise identifying a number one more and one less than any given number up to 100.

Identify and represent numbers using concrete objects, number line and use =,>,<,most, least up

to 100.

Addition and subtraction

Continue to develop an understanding of all related mathematical vocabulary e.g. add, total,

sum, find the difference etc.

Add 2 single digits up to 20.

Add a single digit to a 2-digit number up to 20.

Add 3 single digits up to 20 leading to instant recall of number bonds.

Subtract a single digit from a 2-digit number up to 20 leading to instant recall of number bonds.

Learn addition and subtraction number bonds to 20 leading to instant recall understand number

trios e.g. 9+7=16; 7+9=16; 16-9=7.

Solve simple one-step problems that involve addition and subtraction up to 100, using concrete

objects, pictorial representations and missing number problems.

Multiplication and division

Solve simple one-step problems involving multiplication and division up to 20 using concrete

objects, pictorial representations and arrays with support of the teacher.

Understand the x and ÷ sign and revise doubling and halving.

Fractions

Recognise, find and name a half as one of two equal parts of an object, shape or quantity.

Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

Measures

Measure and begin to record lengths/heights, mass/weights, capacity/volume, time using standard

units.

Recognise and use language relating to dates, including days of the week, 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.

Geometry: properties of shape

Recognise and name common 3-D shapes (cuboids, cubes, pyramids and spheres).

Geometry: position, direction, motion

Describe position using all related mathematical vocabulary and movements, including half,

quarter and three-quarter turns.


Count in steps of 2, 3 and 5 from 0, and count in tens from any number forward or backward.

Compare and order at least three numbers both increasing and decreasing from 0 up to 100; use

<, > and = signs.

Read, write numbers to at least 100 in numerals and in words.

Use place value and number facts to solve missing number problems.

Know all odd and even numbers up to 100.


Add and subtract numbers using concrete objects, pictorial representation, and mentally,

including: two two-digit numbers, adding three one-digit numbers up to100.

Recognise and use the inverse relationship between addition and subtraction and use this to check

calculations and missing number problems.

Solve simple addition and subtraction word problems up to 100.

Add 2 2-digit numbers using column method with no carrying.

Subtract 2 2-digit using column method and no exchanging.


Calculate mathematical statements for multiplication and division within the multiplication tables

and write them using the multiplication and division and equals signs.

Solve one-step problems involving multiplication and division up to 100, using materials, arrays,

repeated addition, mental methods, and multiplication and division facts, including problems in

contexts.

Fractions

Recognise the equivalence of two quarters and one half.

Calculate third and quarter of numbers up to 100.

Count in quarters up to 10.

Measures

Choose and use appropriate standard units to estimate and measure length/height; mass;

temperature; capacity to the nearest unit, using measuring equipment.

Read relevant scales to the nearest numbered unit.

Understand 0˚C and 100˚C and estimate the outside room temperature.

Tell and write the time to five minutes, and draw the hands on a clock face to show these times.

Compare and sequence intervals of time.

Combine amounts to make a particular value up to £50 and match different combinations of

coins to equal amounts of money, add and subtract money of the same unit, including giving

change up to £5.


Compare, identify describe and sort the properties of 2-D shapes, including the number of sides,

right angles and symmetry in a vertical line.

Compare, identify describe and sort the properties of 3-D shapes, including the number of edges,

vertices, faces and right angles.

Explore nets of cubes and cuboids.

Make own symmetrical shapes by drawing lines using a ruler.


Use appropriate mathematical vocabulary to describe position, direction and movement.

Statistics

Interpret and construct block diagrams and simple 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 compare categorical data.

3

Number and place value

Read, and write numbers to at least 1000 in numerals and words.

Count from 0 – 96 in 8s.

Compare and order numbers up to 1000 using =,>,<.


Add and subtract numbers with up to 3-digits, using the column method with carrying and

exchanging.

Estimate the answer to a calculation and use the inverse operations to check answers.

Solve problems including missing number problems, using number facts, place value, and more

complex addition/subtraction.

Mentally add and subtract a 3-digit number and a hundreds number.


Multiply a 2-digit number by a single digit using a simple grid.

Recall and use multiplication and division facts for the 2, 3, 4, 5, 8, 10, 11 multiplication tables.

Solve problems, including missing number problems.

Solve correspondence problems e.g. 3 hats and 4 coats – how many different outfits?

Fractions

Recognise and show using diagrams, equivalent fractions with small denominators.

Add and subtract fractions with the same denominator within one whole.

Find pairs of fractions that add up to a whole.

Solve problems that involve all aspects of fractions learnt so far.

Recognise, find and write fractions of a discrete set of objects: non-unit fractions with small

denominators.

Measures

Add and subtract amounts of money to give change using both £ and p in practical contexts and

give change from £10.

Tell and write the time using Roman numerals, 12-hour and 24-hour clocks.

Estimate and read time to the nearest minute; record and compare time in terms of seconds,

minutes, hours and O’clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and

midnight.

Compare duration of events, e.g. to calculate the time taken by particular events or tasks.


Identify and draw horizontal, vertical, perpendicular and parallel lines in relation to other lines.


Know a right angle has 90˚ and a straight angle has 180˚.

Use a compass to draw a circle with a radius up to 10cm.

Statistics

Interpret and present data using tables.

Solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’ using

information presented in tables.


Read Roman numerals to 100 and understand how, over time, the numeral system changed to

include the concept of zero and place value.

Count backwards through zero to include negative numbers and understand that -2 is greater

than -3

Read, write, compare and order numbers up to 10,000 using =,>,<.

Count in multiples of 9 and 25.

Round any numbers up to 10,000 to the nearest 1000.


Solve 2-step problems in contexts, deciding which operation to use and why.

Estimate and use inverse operations to check answers to a calculation.


Recall multiplication and division facts for multiplication tables up to 12x12 and know all the

square numbers.

Recognise and use factor pairs and commutatively in mental calculations.

Multiply 2-digit and 3-digit numbers by a 1-digit number using formal written method.

Solve problems involving multiplying and adding, including using the distributive law, integer

scaling and harder multiplication problems such as n objects are connected to m objects.

Understand the term prime factors and work out the factors within any number up to 144.

Fractions (including decimals)

Recognise and write decimal equivalents to ¼, ½, ¾.

Round decimals with one decimal place to the nearest whole number.

Compare numbers with the same number of decimal places up to two decimal places.

Identify and name equivalent fractions of a given fraction including tenths and hundredths.

Revise add and subtract fractions with the same denominator.

Measures

Know the formula for measuring the area of a square or rectangle.

Know the formula for measuring the perimeter of a square or rectangle.


Compare and classify geometric shapes, including quadrilaterals and triangles based on their

properties and sizes.

Identify acute and obtuse angles compare and order angles up to two right angles by size.

Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and

metres and the area by counting.

Solve simple measure and money problems involving fractions and decimals to two decimal

places.

Statistics

Interpret and present discrete data using bar charts and continuous data using line graphs.

Solve comparison, sum and different problems using information presented in bar charts and

simple line graphs.

5

Number and place value

Count forwards and backwards in steps of 1,000 and 100,000 for any given number up to

1,000,000.

Round any number up to 1000,000 to the nearest 100,000 10,000.

Read Roman numerals to 1000(M) and recognise years written in Roman numerals.


Revise mentally addition and subtraction of any 2 and 3-digit numbers.

Add and subtract any 1000s number from any 5-digit number.

Revise adding and subtracting 2 5-digit numbers.


Identify multiples and factors including finding all factor pairs.

Recognise and use squared numbers and cube numbers and the correct notation.

Use the square root sign √.

Solve problems where larger numbers are used by decomposing them into their factors.

Multiply numbers up to 4-digits by a 1-digit or 2-digit number using an efficient written method,

including long multiplication for 2-digit numbers.

Divide numbers up to 4-digits by a 1-digit number using short division written method.

Fractions (including decimals and percentages)

Solve problems which require knowing percentage and decimal equivalents of ½, ¼, 1/5, 2/5, 4/5

and those with a denominator of a multiple of 10 or 25.

Mentally add and subtract tenths and mixed numbers with tenths.

Add and subtract decimals up to 3 decimal points.

Solve problems by comparing and ordering fractions whose denominators are all multiples of the

same number.

Add and subtract fractions with the same denominator and related fractions; write mathematical

statements >1 as a mixed number.

Multiply mixed numbers by whole numbers up to 10, supported by materials and diagrams.

Measures

Understand and use basic equivalences between metric and common imperial units and express

them in approximate terms.

Measure and calculate the perimeter and area of composite rectilinear shapes in standard units.


Draw squares, rectangles and all triangles using given dimensions (to the nearest millimetre) and

angles with a protractor.

State and use the properties of a rectangle (including squares) to deduce related facts.

Distinguish between regular and irregular polygons based on reasoning about equal sides and

angles.

Identify: Multiples of 90°; angles at a point on a straight line and ½ a turn (total 180°); angles at a

point and one whole turn (total 360°; reflex angles and compare different angles


Identify, describe and represent the position of a shape following a reflection or translation in all

four quadrants, using the appropriate language, and know that the shape has not changed

Statistics

Solve comparison, sum and difference problems using information presented in line graphs

Interpret information stored in a pie chart


Use negative numbers in context and calculate intervals across zero.

Solve number problems and practical problems that involve all these aspects.

Addition, subtraction, multiplication and division

Perform mental calculations including with mixed operations and large numbers.

Divide numbers up to 4 digits by a 2-digit whole number up to 20 using the efficient written

method of long division, and interpret remainders as whole number remainders, fractions or by

rounding, as appropriate for the context.

Solve multi-step problems involving the 4 rules and use estimations to check answers to

calculations and determine in the context of a problem, levels of accuracy.

Use their knowledge of the order of operations to carry out calculations involving the 4

operations.

Fractions (including decimals and percentages)

Multiply simple pairs of proper fractions writing the answer in its simplest form (e.g. ¼ x ½

=1/8).

Divide proper fractions by whole numbers (e.g. 1/3 ÷ 2 = 1/6).

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.

Ratio and proportion

Solve problems involving similar shapes where the scale factor is known or can be found.

Solve simple ratio and proportion problems and reduce a given ratio to its lowest terms.

Algebra

Find pairs of numbers that satisfy number sentences involving two unknowns e.g. what is 2a+3b

if a=2 and b=3.

Enumerate all possibilities of combinations of two variables.

Measures

Calculate the area of parallelograms and triangles and be able to use the correct formulae.

Calculate, estimate and compare volume of cubes and cuboids using standard units, including

centimetre cubed and cubic metres and extending to other units, such as mm cubed and km

cubed.


Find missing angles in a parallelogram, rhombus, trapezium by working out diagonally opposite

angles.

Statistics

Interpret and construct pie charts and use these to solve problems by connecting understanding of

angles, fractions and percentages.

Interpret and construct line graphs and use these to solve problems

SCIENCE

Year Autumn Spring Summer

1 Everyday materials

(Autumn 2 topic – The big build)

Distinguish between an object and the

material from 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 simple physical properties.

Plants

(Spring 2 topic- Posting and places)


common wild and garden plants.

Identify and describe the basic

structure of a variety of common

flowering plants, including trees.

Animals, including humans

(Summer 1 topic- Animal

Allsorts)


common animals.


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.

Seasonal changes

(Summer 2 topic- Where shall

we go?)

Observe changes across the

four seasons

Observe and describe weather

associated with the seasons

and how day length varies.

2 Living things and their habitats

(Autumn 1 topic – Town Mouse

Country Mouse.)

Explore and compare the differences

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.

Identify and name a variety of plants

and animals in their habitats, including

micro-habitats.

Simple food chains.

Everyday materials and their uses

(Autumn 2 topic – Through the Key

hole)

Describe how materials can be changed

by squashing, twisting stretching etc.

Identify and compare the uses of a

variety of everyday materials.

Working scientifically (Investigate

and measure weather)

( Spring 1 topic- Flying High)

Ask simple questions

- Observe closely, using

simple equipment

- Perform simple tests

- Identify and classify

- Use observations and ideas

to suggest answers to

questions.

- Gather and record data to

help in answering

questions.

Plants

(Spring 2 topic- Sowing and

Growing)

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.


Notice that animals, including

humans, have offspring which

grow into adults.

Find out about and describe

the basic needs of animals,

including humans, for survival

(water, food and air).

Describe the importance for

humans of exercise, eating the

right amounts of different

types of food, and hygiene.

3 Animals including humans

(Autumn 1 topic- Why are humans

animals too?)

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.

Identify that humans and some animals

have skeletons and muscles for support,

protection and movement.

Forces and magnets

(Autumn 2 topic- Set in Stone)

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

and not others.

Compare and group together a variety

of everyday 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 each other, depending

on which poles are facing.

Plants

(Spring 1 topic- Art on the

Doorstep)

Identify and describe the functions

of different parts of flowering

plants: roots, stem/trunk, leaves and

flowers.

Explore the requirements of plants

for life and growth (air, light,

water, nutrients from soil, and

room to grow) and how they vary

from plant to plant.

Investigate the way in which water

is transported within plants.

Explore the part that flowers play in

the life cycle of flowering plants,

including pollination, seed

formation and seed dispersal.

Rocks

(Spring 2 topic- Around the World

in 60 Days)

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.

Light

(Summer 1 topic – From

Source to Sea)

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

light source is blocked by a

solid object.

Find patterns in the way that

the size of shadows changes.

4 Animals including humans

(Autumn 1 topic- Where does my food

go?)

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

Construct and interpret a variety of

food chains, identifying producers,

predators and prey.

Electricity

(Autumn 2 topic- Were the dark ages

dark?)

Identify common appliances that run

on electricity.

Construct a simple series electrical

circuit, identifying and naming its basic

parts, including cells, wires, bulbs,

switches and buzzers.

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 in a

simple series circuit.

Recognise some common conductors

and insulators, and associate metals

with being good conductors.

Sound

(Spring 1 topic – The good the bad

and the ugly)

Identify how sounds are made,

associating some of them with

something vibrating.

Recognise that vibrations from

sounds travel through a medium to

the ear.

Find patterns between the pitch of

a sound and features of the object

that produced it.

Find patterns between the volume

of a sound and the strength of the

vibrations that produced it.

Recognise that sounds get fainter as

the distance from the sound

increases.

States of matter

(Spring 2 topic – Amazing Amazon)

Compare solids, liquids or gases.

Observe that some materials change

state when they are heated or

cooled.

The water cycle.

Living things and their habitats

(Summer 2 topic- A place for

everything)

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.

5 Earth and Space

(Autumn 1 topic – To the stars)

Describe the movement of the Earth,

and other planets, relative to the sun in

the 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.

Forces

(Autumn 2 topic- Ancient Greeks)

Explain that unsupported objects fall

towards the earth because of the

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,

including levers, pulleys and gears,

allow a smaller force to have a greater

effect.

Animals including humans

(Spring 1 topic – Fever, fire and

fashion)

Describe the changes as humans

develop to old age.

Properties and changes of materials

(Spring 2 topic – No way back)

Compare and group together

everyday material on the basis of

their properties.

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.

Give reasons for the particular uses

of everyday materials, including

metals, wood and plastic.

Demonstrate that dissolving, mixing

and change of state are reversible

changes.

Explain that some changes result in

the formation of new materials, and

that this kind of change is not

usually reversible, including changes

associated with burning and the

action of acid on bicarbonate of

soda.

All living things and their

habitats

(Summer 2 topic – Diversity

in our world)

Describe the differences in the

life cycles of a mammal, an

amphibian, an insect and a

bird.

Describe the life processes of

reproduction in some plants

and animals.

6 Electricity

(Autumn 1 topic – What happening

now)

Associate the brightness of a lamp or

the volume of a buzzer with the

number and voltage of cells used in the

circuit.

Compare and give reasons for

variations in how components

function, including the brightness of

bulbs, the loudness of buzzers and the

on/off position of switches.

Use recognised symbols when

representing a simple circuit in a

diagram.


(Autumn 2 topic – Who’s the mummy)

Identify and name the main parts of

the human circulatory system, and

describe the functions of the heart,

blood vessels and blood.

Recognise the impact of diet, exercise,

drugs and lifestyle on the way their

bodies function.

Describe the ways in which nutrients

and water are transported within

animals, including humans.

Light

(Spring 1 topic – Battle of Britain)

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 emit or reflect

light into the eye.

Explain that we see things because

light travels from light sources to

our eyes or from light sources to

objects and then to our eyes.

Use the idea that light travels in

straight lines to explain why

shadows have the same shape as the

objects that cast them.

Living things and their habitats

(Spring 2 topic – Time to Shine)

Describe how living things are

classified into broad groups

according to common observable

characteristics and base on

similarities and differences,

including micro-organisms, plants

and animals.

Give reasons for classifying plants

and animals based on specific

characteristics.

Evolution and inheritance

(Summer 2 topic – You’re

hired)


have changed over time and

that fossils provide

information about living

things that inhabited the Earth

millions of years ago.


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.

MODERN FOREIGN LANGUAGES


3 Core Unit 1

Intro to French- simple meeting

and greetings, introductions.

Children are able to introduce

themselves and discuss their age

and birthday.

Children then discuss their families.

Core Unit 2

Introduction of numbers up to 20.

Introduction of the different

countries.

Core Unit 3

Introduction to colours. Colour

matching games and activities.

Animals

Introduction to animals. Naming

different animals (farmyard and

zoo).

Children then write the names

of animals and complete colour

matching activities. We then

learn through the story ‘Henri

looks for his mother.’

Food

Introduction to food types.

Looking at key vocabulary and

pronunciation.

Children move to reading the

words for food through snap

activities and games and discuss

and write their food preferences.

Children then create recipes and

menus writing ingredients and

food lists.

At School

Children learn and discuss how

they travel to school, think

about the different classroom

names and lessons.

Children then move on to

extending their number

knowledge by telling the time.

4 Playtime

Children discuss what they like to

play in the playground and who

with. Children learn through two

stories ‘Luc the dreamer’ and ‘the

famer and his meadow’.

My Home

Children think about their homes,

the rooms of the home and where

in the country they live. They also

think about daily routines and

timetables.

My Town

Children begin to look at money

and change.

Children then discuss the

different types of shops and

what you can buy there.

Children create shopping lists.

Describing People

Children look at physical

features and describe themselves

and others.

Children recognise that all

people are different and look at

different fashions in other

countries.

The Body

Children describe the physical

features of the face.

Children think about what hurts/

injuries.

Sport

Children learn the vocabulary for

different sporting activities.

Children show a preference and

discuss this.

Children look at Wimbledon and

compare this to the French open.

5 On Holiday

Children discuss the key

vocabulary for holidays. They

think about where they would go

on holiday and what there is to

do there.

Children can create a holiday

brochure.

Eating Out

Children learn to order food out

in restaurants. They learn the

commands and use role play to

explore this.

Children are to write food orders

down as if they worked in

restaurants.

Hobbies

Children comment on their

hobbies and state what they like

to do in their free time.

Children think about music and

musical instruments.

Children explore what they like

to do at weekends.

A School Trip

Children explore school trips to

museums and the different

modes of transports.

Children explain what they can

see out of the window on the

way to their destinations.

Seasons

Children look at the different

seasons.

Children create a calendar of the

year using their new learning,

Children move onto exploring

the Chinese new year.

The Environment

Children study the weather

locally and compare this to

weather in France.

Children look at the garden, and

what species you might find

there.

6 Actions

Children learn instructional

language and create a set of

instructions using this.

Children look at treasure maps

and treasure hunts.

In France

Children look at France

geographically and look at the key

locations including Paris.

Children think about the

differences between the countries

and cultures.

Family

Children look at the family and

think about describing their own

families.

Children begin to think of

household tasks and duties.

Children look at birthdays and

different types of celebrations.

A Weekend with friends

Children look at activities they

like to do with their friends and

plan a weekend itinerary.

Children think about sleepovers,

activities and clothing.

The Future

Children use the future tense to

explain what they might be

doing next weekend and

tomorrow.

Children think about

comparisons.

Jobs

Children explore the different

types of jobs and the workplace.

Children look at space stations

and fire stations.

COMPUTING


1 Give instructions to friends and

begin to describe actions that

make things happen.

Use logical reasoning to make

predictions (paper based systems)

Beebot cards etc.

Make predictions and program a

robot.

Write and test simple programs.

Communicate online safely and

respectfully

Recognise uses of IT outside of

school.

2 Communicate online safely and

respectfully.

Debug a program that has a

mistake.

Write and test simple programs.

Understand branching database.

Make and save a graph.

Open and save files.

Understand the internet.

Present ideas in a variety of

ways.

Identify benefits of using

technology,

3 Design and write programs to

achieve specific goals including

solving problems.

Use logical reasoning.

Understand computer networks

(learning platform).

Collect and present data

appropriately (info apps).

Use the internet safely and

appropriately.


appropriately (blogging/forms).


achieve specific goals, including

solving problems.

Use logical reasoning.

Understand computer networks.

Use internet safely and

appropriately.


appropriately.

5 Use sequences, repetition, inputs,

variables and outputs in

programs.

Use logial resoning.

Design and write programs to

solve problems.

Detect and correct errors in

programs.

Use logical thinking, imagination

and creativity to extend a

program.

Understand uses of networks for

collaboration and

communication.

Be discerning in evaluating

digital content.

Change an input to achieve a

different output.


solve problems.

Detect and correct errors in

programs.

Evaluate the effectiveness and

efficiency of an algorithm.

Use sequences, repetition, inputs,

variables and outputs in

programs.

Talk about audience, atmosphere

and structure for a game.

Use an online programming

community to share and develop

ideas.

Understand uses of networks for

collaboration and

communication.

Be discerning in evaluating

digital content.

ART AND DESIGN


1 Autumn 1 – Who am I?

explore techniques in using

colour, pattern, texture, line,

shape and form

use drawing, painting and

sculpture to share my ideas,

experiences and imagination

develop techniques in using

colour, pattern, texture, line,

shape and form

Autumn 2 – Big Build

- find out about the work of

craftspeople from another

culture

- see how mask designs are often

abstract and colourful

- link what I have learned to my

own work

- use 2D media to plan and

design my mask

- choose the materials I will make

the mask from

Spring 1 – Posting and Places

use examples of typical Inuit art

to inspire my own piece of

artwork

draw a design/plan of what my

artwork will look like

use new materials and media to

create a block print

follow a planned design,

making changes as needed

block print with different

colours inspired by Inuit

printing art

use things I have seen and my

imagination to create my own

design

evaluate my own and others

block prints

use feedback and self-evaluation

to improve my own print

Spring 2 – To the Rescue

explore the transient

(temporary) art work of Tony

Plant

Summer 1 – Animal Allsorts

recognise different forms of art

describe what a sculpture is

name some materials sculptures

could be made from

use a drawing pencil to

creatively design my own

animal sculpture

use drawing to develop and

share my ideas, experiences

and imagination to draw a real

or invented animal

make my own sculpture,

following a design

use air drying clay and

sculpting tools to make an

animal sculpture

use a range of materials to

design and make a product

Summer 2 – Where shall we go?

use a range of activities to

work in 3D

use drawing to share ideas

- butt, shape and join the

different parts of my mask

- paint, colour and decorate my

mask

use a range of natural materials,

designing and making my own

art work

take a photo to record my

work

reflect on my work and that of

other pupils, discussing features

I like

look at and talk about paintings

giving my own views about

them

use pastels to make stormy sea

pictures

explore a range of art media,

developing preferences

select appropriate media to

express my own ideas and

imagination


design and make products

develop techniques in using

clay


design and make products

use sculpture to share my ideas,

experiences and imagination

develop techniques in using,

shape, form and space to a

large scale and in 3D

2 Autumn 1 – Town Mouse –

Country Mouse

use colour, pattern, texture,

line, shape, form and space

mix media to create a habitat

display

create a display with my group

use colour, pattern, texture,

line, shape, form and space

mix media to create a habitat

display

create a display with my group,

sharing out the work so

everyone is involved

use techniques investigating

form and space through digital

photography

learn about the artist Slinkachu

look at objects from different

positions/angles

create digital photographs

which change the scale using

model people

create photos similar to a micro

habitat

Autumn 2 – Through the Keyhole

use a range of materials creatively

to design and make products

explore the work of a range of

artists, craftsmen and designers,

describing the differences and

similarities between different

practices and disciplines, and

making links to my own work

design my own bookmark in the

style of a sampler

make my own bookmark in the

style of a sampler

make my own bookmark in the

style of a sampler

understand how machine sewing

can be used to create pictures

Spring 1 – Flying High

use a range of materials

creatively to design and make

art work

research a suitable design for an

imaginary flying creature

use card slotting to create 3D

shapes

create a 3D bird to use as a

decoration on a Christmas tree

think about different images of

angels

create an angel to use as a

decoration on a Christmas tree

use pipe cleaners and foil in 3D

create a 3D Christmas

decoration

Spring 2 – Sowing and Growing

look at vegetables in a new way

use pen to draw with

consider Beatrix Potter’s

drawing technique

see the school plants and

grounds differently

identify different types of one

colour

create pictures with natural

objects

collect and use different tools to

draw with

find out what marks I can make

work in a group to create a

picture

think about what I have learned

making this picture

Summer 1 – National

Celebrations

understand what a portrait is

think about different kinds of

portraits

appreciate different portraits of

Queen Elizabeth II

draw images of other people

look at the person as I draw

use different materials to draw

with

try different techniques to

draw

draw from the front and from

the side

think about the frames around

pictures

know some of the different

kinds of frames possible

design and make my own

frame

think about the frames around

pictures

know some of the different

kinds of frames possible

design and make my own

frame

Summer 2 – Trading Places

see how Brazilian children

dress for the carnival

notice the shapes people

make when they dance

create my own dancing

shape with my body in a

shadow to be photographed

design my own ideas for

carnival costumes

use oil pastels and sgraffito

to design my own ideas for

carnival costumes

scratch textures and patterns

into my carnival costume

design

use oil pastels and sgraffito

to design my own ideas for

carnival costumes

scratch textures and patterns

into my carnival costume

design

sgraffito into paint

mix dull colours from paint

create a carnival display with

the rest of my class

talk about other pupils’

work for the display

explain how I made my

costume design

share my ideas and feelings

about the artwork

3 Autumn 1 – Why are Animals

Humans too?

use sketchbooks to draw and

record ideas

increase proficiency in drawing

and other creative expression

understand how to show

movement in drawing

look at the subtle differences in

each image and how this gives

the effect of movement

to show movement in a picture

using the work of Futurist artists

think about my ‘flicker’ book

and how I could show subtle

differences in position on a

single drawing

use ideas from Matisse to create

my own artwork

create a cut paperwork design

showing movement

Autumn 2 – Art on your

Doorstep

recognise what sculpture is and

how it affects our environments

record ideas and information in

writing and visually in my

sketchbook

find information from a local

artist or gallery

ask prepared questions

record information and ideas in

a sketchbook

develop skills making objects

from clay and roll out

make textures with found

objects or pencil/paper clip

drawing

join clay together using scoring

and wet clay on a paintbrush

Spring 1 – Around the world in

20 days

know what collage is

explore the work of collage

artists

begin to develop my own ideas

for a collage

use what I have learned about

collage in my own work

create a collage with my partner

discuss, try out and change my

ideas as we work together

use what I have learned about

collage in my own work

create a collage with my partner

discuss and change my ideas as

we work together

decide how we want the picture

to be and tick down the pieces

carefully

create my own small collage

sketch or paint some colours or

textures to cut up and use

find suitable pictures to use

stick down the pieces - some

could be 3D

Spring 2 – Set in Stone

identify some of the different

creatures depicted in prehistoric

art

describe the materials and

resources used by prehistoric

artists

recognise some stylistic features

of prehistoric artwork

make paint from natural

pigments

use a range of pigments and

natural products to make my

own paint

Summer 2 – From Source to Sea

observe and sketch rivers

create collage/pastel rivers

use my sketches to remind me

of what I saw at the river

create a collage of a river

show the movements of the

water in the river

create a shared weaving of a

river

use my river sketches to inspire

me

choose colours and textures

carefully

create a shared weaving of a

river

use my river sketches to inspire

me

choose colours and textures

carefully

Summer 1 – What did the

Romans do for us?

No art in this topic

use my clay skills to make a

cone or cylinder sculpture

join the edges of my sculpture

securely

tell my story on my sculpture

use imprinting textures and

drawing on my clay structure

make a sculpture from clay

represent my story with textures

and drawing on my sculpture

evaluate our sculptures together

make my own Stone Age frieze

showing some different scenes

from a Stone Age hunting scene

make my own Stone Age frieze

showing some different scenes

from a Stone Age hunting scene

4 Autumn 1 – Where does my Food

go?

find out about the work of

Giuseppe Arcimboldo

study his portraits of human

heads made up of vegetables,

plants, fruits and sea creatures

see that complex forms can be

created using simple items

create an animation of a face

using fruit and vegetable

plan a face with fruit and

vegetables

take photographs, to download

and use in a stop frame

programme

Autumn 2 – Were the Dark Ages

Dark?

analyse the Bayeux Tapestry as

a work of art

create a Bayeux Tapestry style

cartoon strip or frieze depicting

scenes from my life

analyse the Bayeux Tapestry as

a work of art

create a Bayeux Tapestry style

cartoon strip or frieze depicting

scenes from my life

mix yellow ochre, Prussian blue

and vermillion red to create a

palette of colours similar to the

Tapestry

complete my painting of the

cartoon strip or frieze on the

panel

complete my painting of the

cartoon strip or frieze on the

panel

take digital photographs of the

completed panels

assemble the panels for display

draw the coronation of William

Spring 1 – The Good, The Bad,

The Ugly

make and use a sketchbook

draw with a variety of tools

paint with watercolours

find out how bank notes are

designed

find out who the most famous

British bank note designers is

identify important women who

could be on a bank note

use their sketchbook to make

visual and written recordings

make a large version of one of

my designs

use the tools that make the

marks I want to use

keep looking at the design I

made in my sketchbook

Spring 2 – Amazing Amazon

observe rainforest animals

carefully

draw animals using only lines

use line drawing to make a

monoprint

use carbon paper to print with

add colour to the print with oil

pastels

use line drawing to create a

block print

to colour mix by printing at

least 2 colours

Summer 1 – It’s a Small World

find out about artist Shoji

Hamada

use clay to make a pot using

slab technique

use a brush in the Japanese

style

understand how to use simple

brush strokes to create

decorations

see how Shoji Hamada did this

use soft hair brushes and paint

to experiment with marks and

designs

use a brush in the Japanese

style

use the design I created last

session

paint with a soft-haired brush

copy the design onto my pot

with glaze or paint

Summer 2 – A Place for

Everything


5 Autumn 1 – To the Stars

improve my techniques such as

drawing, painting and sculpture

with materials

understand the influence of the

greatest artists, architects and

designers in history

mix tints

understand some of the

techniques used by Van Gogh-

background, mid-ground and

foreground in images

understand how to make a

collograph

compare and contrast two

paintings by Van Gogh

create an accurate rubbing of

my image

Autumn 2 – Rights and Rituals

appreciate that the Mayans

decorated almost everything

that they ever made and that

art was often used to glorify

their kings or gods

create decorative designs for a

mask influenced by Mayan art

appreciate that the Mayans used

intricate glyphs when writing

these picture-symbols are an art

form in their own right

cut out a mask shape from card

build up the card with papier-

mâché to create a 3D design

decorate a mask in a style

influenced by the artistic

achievements of the Mayans

Spring 1 – Fever, Fire and Fashion

recognise and use chiaroscuro

discover how Rembrandt

experimented with light and

shade

Spring 2 – No Way Back!


Summer 1 – Ancient Greeks

research the shapes and styles

of Grecian pots

improve my skills at making

coil pots and pinch pots

create a pot using the shapes

and styles of Grecian pots

prepare a story for a design on

my pot

complete painting my design

on my pot

tell the story of my design to

others

Summer 2 – Diversity in our

World

identify the types of Navajo

art,

recognise some of the symbols

and patterns on the rugs

learn about weaver - Winnie

Henry

record and experiment with

some of the Navajo designs on

paper in a group

design a simple symbol to

represent something about me

decide which colours would be

suitable

create a pattern to go with the

symbol

use my symbols, colour and

pattern

work in a group to create a

large design

use each person’s design on the

‘rug’

apply symbols, colour and

pattern

complete the design with my

group

explain and justify my choices

share my ideas about other

people’s designs

6 Autumn 1 – Battle of Britain

understand the importance that

posters played on the home

front

lay out lettering well on a

poster

use a limited combination of

bright colours to make my

work eye-catching

choose a simple lettering style

to make my slogan clear and

easy to read

study Scherenschnitte (German

Paper Cutting) and the artist

Wilhelm Gross

create an effective picture using

silhouettes

Spring 1 – Who’s the Mummy?

how the ancient Egyptians used

different designs to decorate

jewellery

recreate jewellery decorated

with the designs using a range

of different materials

use papier-mâché to create 3D

objects

Spring 2 – Time to Shine


Summer 1 – Who is Taking

Control?

(Optional if not doing DT)

understand the features and

impact of giant sculptures

sketch or make a small statue

(on own or in group)

create a new idea for a giant

statue

decide on the personality of

the new giant with a group

work in a group

create a ‘giant’ sculpture

make part of a giant’s body

work in a group to complete

part of a giant’s body

create a ‘giant’ sculpture

cut and tear paper to precise

shapes

evaluate my own and the work

of others

Autumn 2 – What’s happening

now?

look at the work of famous

artists and to use this to create

similar work

observe and understand the

work of Banksy

understand how he uses existing

shapes or objects and

incorporates them in his art

interpret his ideas through my

own work

use a range of stencils and

paints in non-aerosol spray

bottles to practise my technique

using stencils

evaluate my art

Summer 2 – You’re Hired

identify the features of product

logos and branding

see how some artists are used

in advertising

think about which logos work

best for me

develop a simple effective logo

choose a colour

develop an advert design

choose a colour and font

scheme for the brand

incorporate written copy from

English

use on the net created in

Computing

use my designs to sell my

products

DESIGN AND TECHNOLOGY


1

Food product linked to topic

Cut, peel, grate and chop

ingredients.

Understand the importance of

hygiene.

Understand a balanced diet.

Understand food can be grown

or made.

Construction or sheet material

product linked to topic

Fold, tear and cut paper/card.

Roll paper to create tubes.

Cut along lines curved and

straight.

Curl paper.

. Textiles product linked to topic

Design a finger puppet.

Cut out shapes using a template

Join fabrics using running stitch,

glue, staples, over sewing and

tape.

Look at the properties of different

materials.

2


Understand that food can be

grown.

Understand that food can be

made.

Identify different types of food.

Work safely and hygienically.

Sheet materials product linked to

topic

Fold, tear and cut paper/card.

Roll paper to create tubes.

Cut along lines curved and

straight.

Build structures.

Use different types of glue.

Cut different shapes from

ingredients.

Textiles product linked to topic

Colour fabrics using fabric paints,

printing, painting etc.

Cut out shapes using a template.

Decorate fabrics with buttons,

beads, sequins, braids and ribbons.

3

Sheet materials product linked

to topic

Cut slots and internal shapes.

Use lolly sticks/cards to make

levers and linkages.

Use linkages to make movement

larger or more varied.

Create nets.


Follow instructions.

Follow a recipe.

Joining a mixing foods to create

a meal.

Weigh and measure basic foods.


Design a lever or linkage.

Join paper/card with pins.

Use different materials to create

nets.

4

Construction materials product

linked to topic

Incorporate a circuit with a bulb

or buzzer into a model.

Create shell or frame structures,

strengthen frames with diagonal

struts.

Prototype frame and shell

structures.


Understand seam allowance.

Join fabrics using running stitch,

over sewing and back stitch.

Explore fastenings and recreate

some (for example sew on

buttons and make loops).

Produce a prototype.

Use appropriate decoration

techniques (for example

appliqué).

Create a simple pattern.


Look at specific diets.


Understand a balanced diet.

Measure and weigh food items

accurately.

5

Sheet materials product linked

to topic

Cut accurately and safely to a

marked line.

Join and combine materials with

temporary, fixed or moving

joinings.

Use a craft knife, cutting mat

and safety ruler under one to

one supervision.

Choose an appropriate sheet

material for the purpose.


Create 3D products using pattern

pieces and seam allowance.

Decorate textiles appropriately,

often before joining components.

Join fabrics using over sewing,

back stitch and blanket stitch.

Combine fabrics to create more

useful properties.


Select and prepare foods for a

particular purpose.

Cut and shape ingredients using

appropriate tools and equipment

(for example grating).

Join and combine food ingredients

appropriately (for example beating,

rubbing in).


6


Select and prepare foods for a

particular purpose.

Cut and shape ingredients using

appropriate tools and

equipment (for example

grating).

Join and combine food

ingredients appropriately (for

example beating, rubbing in).

Seasonality.

Construction product linked to

topic

Join materials

Incorporate a motor and a switch

into a model.

Control a model using an ICT

program.

Use a glue gun under supervision


Create 3D products using pattern

pieces and seam allowance

Understand pattern layout

Decorate textiles appropriately,

often before joining components

Pin and tack fabric pieces together

Join fabrics using over sewing, back

stitch and blanket stitch

Combine fabrics to create more

useful properties

MUSIC


1 Sing - follow instructions - make and control long and short sounds, using voices and instruments - imitate

changes in pitch.

Make a sequence of long and short sounds with help, clap longer rhythms. Make sounds that are very

different (loud and quiet, high and low etc.)

Choose sounds to represent different things (ideas, thoughts, feelings, moods etc). Listen to different

moods in music.

Know how some sounds are made and changed. With help, make sounds with a slight difference. Use

voice in different ways to create different effects. Listen out for different types of sounds.

2 Sing songs, following the tune (melody) well. Perform with others, taking instructions from the leader.

Make and control long and short sounds using voices and instruments.

Choose sounds to achieve an effect (including use of ICT). Order my sounds to help create an effect.

Create short musical patterns. Create a sequence of long and short sounds. Create short rhythmic phrases.

Show control when playing musical instruments so that they sound as they should. Use changes in pitch to

communicate an idea. Identify the beat in music. Recognise changes in timbre, dynamics and pitch.

Listen carefully and recall short rhythmic and melodic patterns. Use knowledge of dynamics, timbre and

pitch to organise music. Know how sounds can be made and changed to suit a situation. Music can be

played or listened to for a variety of purposes (including throughout history and in different cultures).

Begin playing the recorder and developing and understanding of the notes B and A.

3 Sing songs from memory with accurate pitch. Sing in tune. Maintain a simple part within a group.

Understand the importance of pronouncing the words in a song well. Control the voice when singing.

Play notes on instruments with care so that they sound clear. Perform with control and awareness of what

others in the group are singing or playing.

Compose and perform melodies and songs (including using ICT). Use sound to create abstract effects.

Recognise and create repeated patterns with a range of instruments. Create accompaniments for tunes.

Carefully choose, order, combine and control sounds with awareness of their combined effect.

Describe music using words such as duration, timbre, pitch beat, tempo, and texture. Use these words to

identify where music works well and how it can be improved.

Continue learning the recorder in KS2 – extending notes to G and C. Playing them with confidence, clearly

and being able to change notes fluently.

4 Sing songs from memory with accurate pitch. Sing in tune. Maintain a simple part within a group. Show

voice control when singing. Play notes on instruments with care so that they sound clear. Perform with

control and awareness of what others in the group are singing or playing.

Compose and perform melodies and songs (including using ICT). Use sound to create abstract effects.

Recognise and create repeated patterns with a range of instruments. Create accompaniments for tunes.

Describe music using words such as duration, timbre, pitch beat, tempo, and texture.Use these words to

identify where music works well and how it can be improved. Listen to several layers of sound and talk

about the effect on the mood and feelings.

Recorder – Notes D, C, B, A, G and beginning to read these on the musical stave.

5 Sing in tune. Breathe well and pronounce words, change pitch and show control in singing. Perform in a

round. Perform songs in a way that reflects their meaning and the occasion. Sustain a drone or melodic

ostinato to accompany singing. Play an accompaniment on an instrument (e.g. glockenspiel, bass drum or

cymbal). Improvise within a group.

Create rhythmic patterns with an awareness of timbre and duration. Create music which reflects given

intentions and uses notations as a support for performance (including using ICT). Describe music using

musical words and use this to identify strengths and weaknesses in music

Combine sounds expressively. Create songs with an understanding of the relationship between lyrics and

melody. Use standard musical notation of crotchet, minim and semibreve. Read the musical stave and

work out the notes, EGBDF and FACE. Draw a treble clef at the correct position on the stave.

Recorder – Notes from upper D to lower C to be taught and should be read from the stave.

6 Sing or play in tune from memory with confidence. Perform alone and in a group, displaying a variety of

techniques. Take turns to lead a group. Perform showing expression. Hold a part in a round. Sing a

harmony part confidently and accurately. Maintain a part with an awareness of what others are playing.

Play the more complex instrumental parts on their recorder.

Demonstrate imagination and confidence in the use of sound. Use ICT to organise musical ideas – use of

Garage Band app. Show thoughtfulness in selecting sounds and structures to convey an idea. Create

musical patterns. Use a variety of different musical devices including melody, rhythms, and chords.

Understand how lyrics reflect the cultural context and have social meaning. Use this knowledge to

enhance compositions. Appreciate harmonies and work out how drones and melodic ostinati are used to

accompany singing.

Use standard musical notation to both perform and record music. Use musical vocabulary to help

understand how best to combine musical elements. Read notes and know how many beats they represent.

Understand the different cultural meanings and purposes of music, use different venues and occasions to

vary my performances.

Recorder – Confidently reads notes from the stave to play a wide range of tunes and melodies taking the

musical elements into consideration also.

PE


1 Fundamental

skills.

Fundamental

skills and team

games.

Gymnastics.

Gymnastics and

swimming.

Healthy

lifestyles.

Athletics skills Introduction

to games.

2 Ball skills and

team games.

Ball skills and

team games.

Gymnastics and

healthy

lifestyles.

Hand games. Athletics. Striking games.

3 TAG Rugby. Hand games. Gymnastics and

healthy

lifestyles.

Basketball and

Sports Hall

Athletics.

Swimming.

Athletics. Striking games.

4 TAG Rugby. Hand games.

Gymnastics and

healthy

lifestyles.

Basketball and

Sports Hall

Athletics.

Athletics Striking games.

5 TAG Rugby. Sports Hall

Athletics and

Dodgeball

Gymnastics and

healthy

lifestyles..

Hand games. Athletics and

Swimming

Striking games

and net and

wall games.

6 TAG Rugby. Sports Hall

Athletics and

Dodgeball

Gymnastics and

healthy

lifestyles.

Hand games.

Athletics. Striking games

and net and

wall games.

Swimming

There will be a whole school dance week where each year band will have the chance to create their own routine.

HISTORY


1 Autumn 1 - Who am I?

Retell information about

historical events, people and

places in my own locality and

identify that we can find out

about the school in the past

Discover and recall significant


Spring 2 - To the Rescue

Talk about differences between

then and now

Understand how and why things

were different in the past using

the example of Grace Darling

Summer 2 - Where shall we go?

Compare summer holidays in the

past to those taken in the

present

Identify aspects of change in

national life - listen with

attention and respond with

places in my locality by listening

to adults recalling their memories

of the school and ask questions of

their visitors

Use simple vocabulary relating to

the passing of time such as

‘before’, ‘after’, ‘past’, ‘present’,

‘then’ and ‘now’

Understand why Grace Darling

came to have a place in history

Understand how and why things

were different in the past using

lifeboats and rescues as an

example. explore through role-

play

relevant questions to find out

more about the past

Understand changes within living

memory by talking about objects

taken to, or used, at the seaside

in the past and identify

similarities and differences

between the objects now.

2 Autumn 2 - Through the keyhole

Find out about significant


places in my locality - pose

questions about the past

Identify and compare features of

buildings and objects from the

historic house and present house

and identify the objects and agree

their names and uses (artefacts).

Find out more about how my

locality has changed over time by

listening to a member of the local

community

Spring 1 - Flying High

Understand how the invention of

powered flight has changed

peoples’ lives over the last 100

years

Discuss and identify the successful

qualities of the Wright brothers

and other inventors

Understand the importance of the

invention of powered flight how

the Wright brothers’ invention

affected my life.

Summer 1 - National Celebration

Compare the lives of Queen

Victoria and Queen Elizabeth II.

Compare two events and notice

the similarities and differences

Explain how everyday objects

changed and new inventions

were made during their reigns

Understand who rules our

country and carry out mock

elections.


ceremonial events in a countries

history

3 Autumn 2 - Set in Stone

Research the life of Stone Age

people


food gathering and introduction

of farming

Understand the steps needed to

make a Bronze Age weapon and

identify the advantages of metal

weapons and tools over those

made of stone and bone.

Find out about Bronze Age burial

mounds and standing stones and

explore the theories about why

Stonehenge was built

Find out about the transition

from bronze to iron and develop

a greater understanding of daily

life in Iron Age Britain

Spring 1 - Art on your doorstep

Find out about some of the

history of my local area through

researching a local artist - extend

historical questioning

Find out how an aspect of

national history is reflected in the

locality

Note connections, contrasts and

trends over time and use

historical terms

Summer 2 - What did the

Romans do for us?


historical evidence.

Find out about a place where

Romans went to enjoy

themselves and describe it to

other pupils

Describe two or more reasons why

Julius Caesar wanted to invade

Britain.

Explain why the Roman army

was so difficult to defeat. Discuss

the purpose and demands of

Roman army training and

explore similarities and

differences between legionaries

and auxiliaries.

Understand why the Romans

needed to defend their empire

and how they did it.

4 Autumn 2 - Were the dark ages

dark?

Find out about some key features

of life during the Anglo-Saxon

Spring 1 - The good the bad the

ugly

Describe how Anglo-Saxons were

punished when they broke laws

Summer 2 - It’s a small world

Identify the main invaders and

refugees who came to Britain

over the course of history.

period and who the Anglo-

Saxons were and where they

came from.

Find out more about Anglo-

Saxon invasions, settlements and

kingdoms

Find out about Anglo-Saxon

place names and village life and

understand some aspects.

Find out about the conflict

between Vikings and Saxons and

where the Vikings settled.

Discover the role of Alfred the

Great and the establishment of

the Danelaw.

Find out about the death of King

Edward the Confessor and the

events that led to the Battle of

Hastings in 1066

and compare the punishments

with those handed out by

modern British courts.

Understand more and what

about medieval outlaws.

Understand the reasons for

poverty in Tudor England and

describe the types of rogues and

vagabonds and the threats and

problems they posed.

Understand the role and failings

of ‘Charleys’ and describe the job

of a ‘Bow Street Runner’

Find out about the creation of

the Metropolitan Police and the

role of the ‘Peelers’. Develop an

understanding of the reasons for

the uniform and equipment of

the ‘Peelers’

Understand the attitudes of

people towards the new police

force and explain the changes

that took place in the first 10

years of the new police force.

Understand the conditions in

Newgate Prison and the role of

Elizabeth Fry in campaigning to

improve them.

Explain why people moved to

the UK in the past and

determine who moved and

when

Describe the positive impacts

that newcomers have had on the

UK - identify past positive

influences in Britain.

Identify and recognise evidence

of historical influences and

impact in my local area - Local

study to construct a local history

guide

5 Autumn 2 - Rights and Rituals

Develop a chronological

overview of Mayan history and

identify and label the three main

eras of Mayan history on a

timeline.

Describe in detail an example of

Mayan architecture, making

effective use of specialist

vocabulary.

Explain the significance of

people’s beliefs in their lives and

why the Sun, Moon and planets

were so important to the Mayan

people.

State in what ways the Mayan

calendar system and our own

and identify similarities and

differences

Spring 1 - Fever, Fire and Fashion

Explain why health and hygiene

in C17th London were so poor -

unsanitary and unhealthy. Explain

how a killer disease was spread

Compare and contrast two killer

diseases of the 17th century and

recognise the symptoms of

bubonic and pneumonic plague.

Describe what they have in

common and how they differ

Match people’s beliefs about the

plague with their actions

Evaluate the effectiveness of C17th

cures and remedies for the plague

and understand how things made

perfect sense to them e.g. belief

in magic. Assess how superstitious

people were in the C17th

compared to people today

Analyse different explanations of

why the plague came to an end.

Research famous C17th scientists

Summer 1 - Ancient Greeks

Explain how we can be affected

by past experience and thoughts

of others within our own

lifetime starting where we are

Recognise some of the most

remarkable achievements of the

Ancient Greeks and explain why

they are still so important to us

today

Explain the features of different

city states of Ancient Greece and

their rivalry and the way they

were governed.

Find out about the architecture,

art and culture of Athens and

find out about the types of lives

that Greeks led (Greek rituals,

customs and rites of passage)

and their contribution to our

understanding of how the body

works.

6 Autumn 1 - Battle of Britain –

Bombs, Battles and Bravery

Identify when significant events

in history took place and realise

the impact these significant events

had on the lives of people in

Britain. Place WW2 in the correct

place on a time line

Appreciate what it was like to be

a child in Britain during WW2.

Name some of the differences

between school life in wartime

Britain and school life today

Understand how the government

tried to protect children during

the war and explain why children

were evacuated from certain

areas of Britain during the war.

Consider the problems

evacuation caused for families.


significant events in WW2 and

put key events in the Battle of

Britain in order.


certain individuals in these events

and know the names and roles of

the important people in this

battle

Explain how radar gave Britain

an advantage over the enemy

and explain why many radar

operators were women. Show

appreciation for the many

different roles people played in

the defence of a country

Spring 1 - Who’s the mummy?

The customs of ancient

civilisations through asking

thought-provoking and

considered questions

Understand when ancient

civilisations existed and know

who the important people were

in these societies. Create a family

tree of Egyptian gods and

explain why the Pharaohs were

so important

Recognise the important elements

of the culture of ancient

civilisations and draw symbols

and hieroglyphics that were

important and understand what

they represent

Explain how the ancient pyramids

were built. Use a variety of

sources and decide what

information is fact and what is

opinion

Summer 2 - A time to shine

Name some rock n’ roll

performers and describe how

they performed. Explain why

generations reacted so

differently.

Identify the influence of very

successful popular music artists

(The Beatles or other) and

describe the behaviour of their

fans.

Describe the features of different

popular music genres

Describe what Live Aid was and

how it came about. Link to how

individuals can make a difference

in history.

Present, clearly, audibly and

expressively about the history of

British pop music.

GEOGRAPHY


1 Autumn 1- Big Build

Recognise and name a range of

landscape features (natural and

manufactured) when looking at

aerial photographs.

Identify which features are

natural and which are

manufactured or built from an

aerial picture.

Spring 1- Posting and Places

Name and locate North America,

Europe, Australasia, Arctic Ocean,

UK, Arctic and Scotland, using

world maps, atlases and globes.

Identify similarities and

differences between where I live

and the Arctic (homes, weather,

transport)

Summer 2- Where shall we go?

Represent my journey to school

as a simple map.

Identify features on a simple

map using a key and then plan a

simple journey using a map.

Use simple compass directions

(N, S, E,W)

Explore a map of the area to

identify other features not shown

on the photo.

Make my own map of an area I

know well and design a set of

symbols and a key to explain

them to the map’s users.

Use a thermometer to record the

temperature.

Use observational skills to study

the geography of my local

environment and compare my

observations to pictures of the

Arctic.

Use simple compass directions

and locational and directional

language

Identify similarities and

differences of different types of

homes from all over the world.

Think of what types of home suit

different people or places and

why

Use locational and directional

language to describe the location

of features and routes on a map.

Use world maps, atlases and

globes to identify the United

Kingdom and its countries, as

well as other countries,

continents and oceans.

2 Autumn 1- Town Mouse, Country

Mouse

Compare town and country life.

Find out about life of pupils in

another school.

Know where my school and the

link school are on a map of UK.

Identify the features of the UK

and surrounding seas.

Use aerial photographs and plan

perspectives to recognise

landmarks and basic physical

features

Identify the features of my

locality

Identify symbols used to

represent places on a map and

use symbols on my own map.

Spring 1- Flying High

Use aerial photographs and to

recognise familiar buildings.

Use a simple map with basic

symbols and a key.

Create my own map from aerial

photos.

Use a map to navigate my way

around the school grounds and

immediate area.

Summer 1- National Celebrations

Name and locate the four

countries that make up the

United Kingdom.

Understand why the Union Jack

looks the way it does.

Name and locate the world’s

seven continents and 5 oceans.

Understand in simple terms what

the British Empire was.

Research information about

Commonwealth countries.

Summer 2- Trading places

Locate the continent of South

America.

Locate the country of Brazil.

Describe some important

differences that a visitor to Brazil

would need to know about.

Describe some key features of

Brazil’s capital city, Brasilia.

Describe living conditions in a

favela

3 Autumn 2 - Art on your doorstep

Recognise that a map is a 2D

version of the globe.

Identify places that artists, pupils

are studying, live/lived.

Identify where I live and any

connections I have elsewhere.

Prepare maps/symbols for local

walk to find art.

Identify local art.

Use a simple map of the local

area

mark symbols on the map for art

I see.

Spring 2- Set in stone

Understand that a compass can

be used to locate north wherever

you are.

Recall and use the 4 points of the

compass.

Understand that north is in the

same direction wherever I am.

Use compass directions with a

map.

Use compass directions and grid

references on a map.

Find treasure using grid

references.

Summer 1- What did the Romans

do for us?

Recognise the shape of Italy on a

map and be able to locate it.

Name some of Italy’s most

important cities and say what

they are famous for.

Compare and contrast two

different regions of the same

country.

Summer 2- From source to sea

Recognise physical characteristics

of a river.

Describe how rivers change as

they journey towards the sea.

Make careful observations when

learning outdoors, make notes

and sketches that will help me to

write a detailed report.

Describe and understand key

aspects of the water cycle.

Locate hills and mountains on

maps of UK.

Find the source and routes of

rivers in UK.

Identify river influenced place

names and link river names to

town names.

Explain links between rivers and

settlements.

Define land use alongside a river

and explore the effects of

weather on rivers.

Describe vegetation belts and

biomes.

4 Autumn 2- Were the Dark Ages

dark?

Describe the location of Iceland

and describe some of its physical

features.

Explain why so many tourists visit

Iceland each year.

Research information about the

Icelandic capital city of Reykjavik.

Spring 2- Amazing Amazon

Describe the climatic conditions

associated with tropical

rainforests and locate the global

position of the rainforest

vegetation belt.

Identify and describe the way in

which plants are naturally

arranged in the tropical

rainforest.

Summer 1- It’s a small world

Use maps and atlases to locate

countries of origin for UK

newcomers.

Present geographical

information.

Use world maps

Find out about some of the

customs and habits of Icelanders.

Understand the negative and

positive effects of volcanic

activity.

Investigate the consequences of

the eruption of the

Eyjafjallajökull volcano in 2010.

Explain what deforestation means

and how it affects the Amazon

rainforest.

Describe some possible

consequences of deforestation

and explain why each is a cause

for concern.

Summer 2- A place for

everything

Use the eight points of a

compass.

Use 4 figure grid references.

Recognise features on Ordnance

Survey (OS) maps and use

fieldwork to observe human and

physical features on OS maps

and in a local area.

Record physical and human

features on a sketch map.

5 Autumn 2 - Rights and rituals

Describe where our water comes

from and how it is supplied.

Explain how farmers have to

adapt to the environment around

them.

Explain why a particular resource

is in high demand.

Spring 1- Fever, fire and fashion

Name and describe the

characteristics of different types of

settlements.

Explain how a settlement can

change over time.

Make links between changes in

the 17th century city and London

today, e.g. development of West

End.

Describe the economic activity

associated with a given area.

Understand that the City of

London and Greater London are

not the same.

Summer 1 - Ancient Greeks

Identify some ways in which the

regions of the South Aegean and

Hebrides are similar and

different.

Give reasons why people might

be attracted to these regions as

holiday destinations.


history, culture and wildlife of

one Hebridean islands.

Write the text for a blog or wiki

about a visitor to the chosen

island.


Greek islands of Kos and

Kalymnos.

Find out about the climate,

transport and what things there

are to see and do on the islands.

Identify the highlights of visiting

a Hebridean or Greek island.

6

Autumn 2 - What’s happening

now?

Make decisions about survival in

a disaster.

Understand the feelings and

problems of people involved in a

disaster.

Use my research skills to find out

which areas of the world have

the most natural disasters.

Spring 1 - Who’s the mummy?

To locate the different countries

of the world on a map or globe.

In what ways the environment

and climate is different from our

own.

The names of the country’s major

cities and rivers.

Research the geographical

features of a given country.

Summer 1- You’re hired

Locate the world’s countries by

finding out about global

industry.

Identify the industry in my

locality and neighbouring

regions.

Use my recall skills to memorise

information.

Evaluate the suitability of a

location for a new business.

Understand how people around

the world protect themselves and

survive disasters.

Use my report writing skills to

produce a tourist guide.

Use research skills to find relevant

information on my chosen

country.

Record this information in a

given format.

Recognise and describe various

factors affecting choice of

location for a business.

RELIGIOUS EDUCATION


1 Christianity

Exploring the Creation story and

whether God wants Christians to

look after the world.

The Christmas story: what gift

would I have given to Jesus if he

had been born in my home town

and not Bethlehem?

Christianity

Jesus as a friend: was it always

easy for Jesus to show friendship?

Easter – Palm Sunday: Why was

Jesus welcomed like a King or

celebrity by the crowds on Palm

Sunday?

Judaism

Is Shabbat important to Jewish

people?

Does celebrating Chanukah

make Jewish people feel close

to God?

2 Christianity

What did Jesus teach?

Is it possible to be kind to

everyone all of the time?

Christmas – Jesus as a gift from

God. Why did God give Jesus to

the world?

Judaism

Passover: How important is it for

Jewish people to do what God

asks them to do?

Islam

Prayer at home: does praying at

regular intervals every day help a

Muslim in his/her everyday life?

Christianity

Easter: resurrection. Is it true that

Jesus came back to life again?

Judaism: The covenant.

How special is the relationship

that Jews have with God?

Rites of passage and good

works: What is the best way for

Jews to show commitment to

God?

Islam

Community and belonging:

Does going to the mosque give

Muslims a sense of belonging?

Hajj Does completing Hajj

make a person a better Muslim?

3 Hinduism: Diwali

Would celebrating Diwali at

home and in the community

bring a feeling of belonging to a

Hindu child?

Sikhism.

The Amrit Ceremony and the

Khalsa. Does joining the Khalsa

make a person a better Sikh?

Christianity: Christmas

Has Christmas lost its true

meaning?

Christianity

Jesus and Miracles: Could Jesus

really heal people? Were these

miracles or is there some other

explanation?

Easter: Forgiveness

What is ‘good’ about Good

Friday?

Hinduism

Hindu beliefs: How can

Brahman be everywhere?

Pilgrimage to the River Ganges:

Would visiting the Ganges feel

special to a non-Hindu?

Sikhism

Sharing and Community: Do

Sikhs think it’s important to

share?

Prayer and Worship: what is the

best way for a Sikh to show

commitment to God?

4 Judaism

Beliefs and practices: How special

is the relationship Jews have with

God?

Christianity

Christmas: What is the most

significant part of the nativity

story for Christians today?

Judaism

Passover: How important is it for

Jewish people to do what God

asks them to do?

Christianity

Easter: Is forgiveness always

possible?

Judaism

Rites of passage and good

works: What is the best way for

Jews to show commitment to

God?

Christianity

Prayer and worship: Do people

need to go to church to show

that they are Christians?

5 Sikhism

Belief into action: How far would

a Sikh go for his/her religion?

Hinduism

Prayer and Worship: What is the

best way to show commitment to

God?

Christianity

Christmas: Is the Christmas story

true?

Sikhism

Beliefs and moral values: Are Sikh

stories important?

Hinduism

Hindu Beliefs: How can Brahman

be everywhere and in everything?

Christianity

Easter: Did God intend Jesus to be

crucified?

Sikhism

Prayer and Worship: What is

the best way for a Sikh to show

commitment to God?

Hinduism

Beliefs and moral values: Do

beliefs in Karma, Samsara and

Moksha help Hindus to lead

good lives?

Christianity

Beliefs and Practices: What is

the best way for a Christian to

show commitment to God?

6 Islam

Beliefs and Practices: What is the

best way for a Muslim to show

commitment to God?

Christianity

Christmas: How significant is it

that Mary was Jesus’ mother?

Christianity

Beliefs and Meaning: Is anything

ever eternal?

Easter: Is Christianity still a strong

religion 2000 years after Jesus was

on Earth?

Islam

Beliefs and moral values: Does

belief in life after death help

Muslims to lead a good life?

PSHE


1 Celebrating Difference

I can talk about one thing that

makes me different from my

friends.

I understand these differences

make us all special and unique.

Dreams and Goals

I can tell you how I felt when I

succeeded in a new challenge and

how I celebrated it.

I know how to store the feelings

of success in my internal treasure

chest.

Healthy Me

I can tell you why I think my body

is amazing and can identify some

ways to keep it safe and healthy.

I can recognise how being healthy

helps me to feel happy.

Relationships

I can tell you why I appreciate

someone who is special to me

and express how I feel about

them.

Changing Me

I can talk about the similarities

and the differences between

boys’ and girls’ likes and

interests.

I respect my body and

understand which parts are

private.


I can identify some ways in which

my friend is different from me.

I can tell you why I value this

difference about him/her.

Dreams and Goals

I can explain some of the ways I

worked cooperatively in my

group to create the end product.

I can express how it felt to be

working as part of this group.

Healthy Me

I can make some healthy snacks

and explain why they are good

for my body.

I can express how it feels to

sharehealthy food with my

friends.

Relationships

I can identify some of the things

that cause conflict between me

and my friends.

I can demonstrate how to use

the positive problem solving

technique to resolve conflicts

with my friends.

Changing Me

I can recognise the physical

differences between boys and

girls, use the correct names for

parts of the body (penis,

testicles, vagina) and appreciate

that some parts of my body are

private.

I can tell you what I like/don’t

like about being a boy/girl.


I can tell you about a time when

my words affected someone’s

feelings and what the

consequences were.

I can give and receive

compliments and know how this

feels.

Dreams and Goals

I can evaluate my own learning

process and identify how it can be

better next time.

I am confident in sharing my

success with others and know how

to store my feelings of success in

my internal treasure chest.

Healthy Me

I can identify things , people and

places that I need to keep safe

from, and can tell you some

strategies for keeping myself safe

including who to go to for help.

I can express how being anxious

or scared feels.

Relationships

I can explain how some of the

actions and work of people

around the world help and

influence my life and can show

an awareness of how this could

affect my choices.

Changing Me

I can talk about various ways

that boys and girls are different,

both physically (using the

correct terms) and in personality

and behaviour;

I can talk about the physical

differences with respect and

understand how to protect my

own and others’ privacy.

I can tell you something I like

and something that worries me

about the idea of growing up.


I can tell you a time when my

first impression of someone

changed as I got to know them.

I can explain why it is good to

accept people for who they are.

Dreams and Goals

I know how to make a new plan

and set new goals even if I have

been disappointed.

I know what it means to be

resilient and to have a positive

attitude.

Healthy Me

I can recognise when people are

putting me under pressure and can

Relationships

I can explain different points of

view on an animal rights issue

and express my own opinion

and feelings on this.

Changing Me

I can identify how boys’ and

girls’ bodies change on the

inside during the growing up

process and can tell you why

these changes are necessary so

explain ways to resist this when I

want to.

I can identify feelings of anxiety

and fear associated with peer

pressure.

that their bodies can make

babies when they grow up.

I recognise how I feel about

these changes happening to me

and know how to cope with

these feelings


I can explain the differences

between direct and indirect types

of bullying.

I know some ways to encourage

children who use bullying

behaviours to make other choices

and know how to support

children who are being bullied.

Dreams and Goals

I can describe the dreams and

goals of a young person in a

culture different from mine and

can reflect on how these relate to

my own.

Healthy Me

I can describe the different roles

food can play in people’s lives

and can explain how people can

develop eating problems

(disorders) relating to body image

pressures.

I respect and value my body.

Relationships

I can explain how to stay safe

when using technology to

communicate with my friends.

I can recognise and resist

pressures to use technology in

ways that may be risky or cause

harm to myself or others.

Changing Me

I can describe how boys’ and

girls’ bodies change during

puberty.

I can express how I feel about

the changes that will happen to

me during puberty.


I can explain ways in which

difference can be a source of

conflict or a cause for celebration

and can show empathy with

people in either situation.

Dreams and Goals

I can describe some ways in which

I can work with other people to

help make the world a better

place.

I can identify why I am motivated

to do this.

Healthy Me

I can evaluate when alcohol is

being used responsibly, anti-

socially or being misused.

I can tell you how I feel about

using alcohol when I am older and

my reasons for this.

Relationships

I can recognise when people are

trying to gain power or control.

I can demonstrate ways I could

stand up for myself and my

friends in situations where

others are trying to gain power

or control.

Changing Me

I can describe how a baby

develops from conception

through the nine months of

pregnancy, and how it is born

and I recognise how I feel when

I reflect on the development

and birth of a baby.

Eaton Park Academy Whole school curriculum …€¦our poem. Last year we did a jungle poem, this is...

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