| 2025-2026 | Myself | My home | My world -people | My Natural World | My Technological world | My world-places |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Subjects/Topic | Inside My Body | Different Houses and Homes | Famous People – Characters | Extreme Weather | Using Technology for a purpose | Famous Landmarks |
| English | Poetry – My Body – Fiction Funny bones Sensory Story Human Body Read most words containing common suffixes. Read most accurately without sounding and blending, to allow them to focus on their understanding rather than decoding individual words. Writing –Compose a class poem Use present and past tenses mostly correctly and consistently. Form capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters. | Play – A Christmas Carol Read accurately some words for two or more syllables that contain the same grapheme-phoneme correspondences (GPCs). Writing –Write about real event – Enrichment trip linked Write simple, coherent narratives about personal experiences and those of others (real or fictional). Segment spoken words into phonemes and represent these by graphemes, spelling many of the words correctly. | Fiction – Roald Dahl – BFG Read accurately by blending the sounds in words that contain the common graphemes for all 40+phonemes. Writing- Character description/ new giants Use co-ordinates (e.g. or/and/but) and some subordination (e.g when/if/that/because) to join clauses. Form lower-case letters in the correct direction, starting and finishing in the right place. Segment spoken words into phonemes and represent these by graphemes, spelling many of the words correctly | Non-Fiction – Extreme Weather Read many common exception words. Answer questions in discussion with an adult and make simple inferences. Writing –Scientific report Write about real events, recording these simply and clearly. Spell many common exception words. Use spacing between words that reflect the size of the letters. | Non-Fiction – The Inventors Workshop: Inventions that changed the world. Read aloud many words quickly and accurately without overt sounding and blending. Read most common exception words. Writing –Heading and sub heading instructions. Pupils effectively write sentences that are sequences to form a short narrative. Use spacing between words. | Fiction – Gangsta Granny Sound out many unfamiliar words accurately. Read accurately most words of two or more syllables. Writing –Book or film review Pupils effectively use capital letters, full stops, and question marks in most sentences. Form capital letters of the correct size, relative to one another in some of their writing. |
| Maths | Number- Place Value Read and write numerals up to 100 Partition two-digit numbers into tens and ones Geometry- Properties of Shapes inc symmetry. Name 2-D and 3-D shapes from a group and in pictures Describe properties of 2-D and 3-D shapes | Number- Addition and subtraction Add and subtract two-digit numbers and ones (e.g. 23 + 5) Add and subtract any two-digit numbers, using apparatus (e.g. 48 + 35) Measurement- Money Know the value of different coins and notes Use different coins to make the same amount | Number- 4 Operations Count in twos, fives and tens from 0 and use this to solve problems Measurement-Length and height Compare, describe and solve practical problems for lengths and heights using standards unit of measure. Measure and begin to record lengths and heights using standards unit of measure | Number- fractions Recognise, find, name and write fractions 1/3, ¼, 2/4, ¾ of a length, shape, set of objects or quantity Write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of and 2/4 and ½ Measurement –mass, capacity and temperature Compare, describe and solve practical problems for mass/weight, capacity/volume using standard units of measure Measure and begin to record mass/weight, capacity/volume using standard units of measure Choose and use appropriate standard units to estimate and measure temperature (°C) | Number- statistics Interpret and construct simple pictograms, tally charts, 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 totaling and comparing categorical data Measurement- Time Read the time on a clock to the nearest 15 minutes | Number- Place Value Read and write numerals up to 100 Partition two-digit numbers into tens and ones Geometry- Position and directions Order and arrange combinations of mathematical objects in patterns and sequences Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anticlockwise) |
| Science | Inside my Body 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 other animals have skeletons and muscles for support, protection, and movement. | Habitats 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 | Famous Scientists Researching famous scientists and their experiments. Identifying scientific evidence that has been used to support or refute ideas or arguments. | States of matter- Water Cycle Identify the elements of the water cycle. Describe at least 3 stages of the water cycle. | Microscopes – Scientific enquiry Observing closely, using simple equipment. Using their observations and ideas to suggest answers to questions. | Properties & changes of materials compare and group together everyday materials based on their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. know that some materials will dissolve in liquid to form a solution and describe how to recover a substance from a solution. |
| Art and Design | Sculpture (Clay throwing.) Pupils learn to improve their design techniques with sculpture using a pottery wheel. Pupils refine the techniques using control, creativity, and experimentation to create a body vessel, to reflect their emotions. | Sculpture (Junk modelling) Pupils take inspiration from architectural buildings in history to improve their design techniques in sculpture using junk modelling. Pupils use previous knowledge to use a range of materials creatively to make sculptures. | Pop art (Roy Lichtenstein) Pupils use sketch books to record observations and explore ideas using pop art themes. Pupils will refine their art and design techniques specific to pop art. | Weather inspired art Hokusai’s ‘Great wave’ (Painting, printing, textiles). Pupils use sketch books to record observations and explore ideas using themes of weather inspired art. Pupils to collaboratively work together to create a key stage art piece. | Historic art (Collage – stained glass windows). Pupils use sketch books to record and research great designers in historical art. Pupils refine their skills of pattern using a range of materials. | Van Gogh – Starry starry night (Pastel, Chalk,) Pupils use sketch books to record and research great designers in historical art. Pupil to research artists and make links to their own artwork. |
| Citizenship | Parliament, Voting and Elections Pupils to be able to recognise there are human rights that are there to protect everyone. Pupils to be able to understand the election process. | Voluntary groups To be able to describe the role of voluntary groups in the community. To be able to take part in voluntary work. | Monarchy To be able to describe the role of the Monarchy in the UK To research and describe the benefits of a royal charitable organization. | How citizens work together in extreme emergencies To be able to learn about what is meant by first aid; basic techniques for dealing with common injuries To know how to get help in an emergency (how to dial 999 and what to say). | Job searches To be able to recognise a variety of routes into careers (e.g. college, apprenticeship, university) To know about the options available to them at the end of key stage 3, sources of information, advice and support, and the skills to manage this decision-making process | Writing & reviewing transition plans To be able to manage emotions in relation to future transitions, employment, and plans. To take part in reviewing their strengths, interests, skills, qualities and values and how to develop them |
| Careers | My pathway To be able to set realistic yet ambitious targets and goals To understand the benefits of setting ambitious goals and being open to opportunities in all aspects of life | My independence To begin to learn how to identify risk and manage personal safety in increasingly independent situations, including online. To be able to describe strategies for keeping safe in the local environment or unfamiliar places (rail, water, road) and firework safety; safe use of digital devices when out and about | Jobs looking after people To demonstrate the skills of how to listen and respond respectfully to a wide range of people, including those whose traditions, beliefs and lifestyle are different to their own To describe the skills and attributes that employers in the caring field value | Jobs in emergency services To describe the skills and attributes that employers in the emergency services value To learn how to get help in an emergency and perform basic first aid, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators | Jobs in admin To know about some of the strengths and interests someone might need to do different jobs in an office. To be able identify some of the skills that will help them in their future careers e.g. teamwork, communication and negotiation | Work experience To experience different jobs that people they know or people who work in the community do To explore the skills and qualities required to engage in enterprise |
| Computing | Key skills – Input and output Pupils identify a range of input and output devices. Pupils practice using a range of input and output devices. | 2C – Photographs Pupils choose and use images to convey information. Pupils use cameras or tablets to take photographs. | 2D – Films Pupils record videos with support, using a tablet or camera. Pupils understand what makes a good film. | 2B – Sound and music Pupils plan and create music and sounds using a computer or tablet. Pupils need to understand why we use computers to compose music, using recording software. | 2A – Digital art Pupils learn to improve their design techniques with digital art and forms of technology. Pupils refine the techniques using creativity and experimentation to create a piece of digital art. | 4D – Beebots Pupils plan out and create a programme to move a beebot. Pupils to identify and correct simple errors in a programmes. |
| Design and Technology | Making planters Opposite swimming Pupils apply their understanding of how to strengthen, stiffen, and reinforce more complex structures. Pupils select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately. Pupils to use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at individuals or groups | Items to keep us dry Opposite swimming Pupils use their learnt skills and knowledge to design, make and evaluate their work, when selecting and using materials according to their functional properties and aesthetic qualities. Pupils refine their ideas and evaluate products against their own design and understand how key events and individuals in design and technology help shape the world. | Designing vehicles Opposite swimming Pupils use their learnt skills and knowledge to design, make evaluate their work, when selecting and using a range of tools and equipment. Pupils refine their ideas and evaluate products against their own design and consider the views of others on how to improve their work. Pupils apply their knowledge of how to strengthen a mechanical system using their own products. |
| Humanities | Romans (History) Pupils learn about the Roman Empire and its impact on Britain. Pupils should continue to develop a chronologically secure knowledge and understanding British, local and world History. | Climate Change (Geography) Pupils describe key aspects of climate change. Pupils learn about physical geography, that includes climate zones. | The Changing power of Monarchs. (History) Pupils learn an aspect or theme in British history that will extend pupils chronological knowledge. Pupils encounter opportunities to understand historical events from the past. | Natural disasters (Geography) Pupils learn about physical geography, that includes natural disasters, such as volcanoes and earthquakes. Pupils locate the world’s countries, concentrating on their environmental regions. | Maps, Atlas’ and globes. (Globes) Pupils use maps, atlas and globes and digital/ computer mapping to locate countries and describe the features studied. Pupils use fieldwork to observe, measure, record, and present the human and physical features in the local area using a range of methods. | Historical sites in our local area – Coombe Abbey/Coughton Court/ Harvington Hall (History) Pupils link photos, objects, and experiences of historical events from the local area. Pupils study how several aspects of national history reflect the locality. |
| Music | The orchestra (Charanga) Pupils listen to and demonstrate pulse. Pupils will develop skills in turn taking, waiting, and performing. Pupils will gain skills in working collaboratively to play rehearsed songs as an ensemble by appreciating a wide range of high quality live and record music from great composers and musicians. | You’re got a Friend (Pitcheroak) Pupils listen to, respond to and demonstrate tempo. Pupils will develop skills in using their voice and performing. Pupils will gain skills in improvising to a range of musical styles. | Musical Storyland (Pitcheroak) Pupils listen to, respond to and demonstrate changes in dynamics. Pupils will improvise and compose music for a range of purposes, using the inter-related dimensions of music. | Natural Soundscapes (Pitcheroak) Pupils will gain skills in composing on body percussion actions to then rehearse and perform. Pupils listen to, respond to and demonstrate varying rhythms | We’re going on a journey (Charanga) Pupils listen to, respond to and demonstrate skills using varying pitches. Pupils recite songs from memory and use previous leant knowledge to perform in an ensemble with a range of tuned and untuned instruments. Pupils explore skills of using improvisations in performances. | Sensational Samba (Pitcheroak) Pupils listen to, respond to, and demonstrate skills in improvisation. Pupils begin to follow and respond to instructions from a conductor. Pupils begin to share and perform learning relating to different cultures. |
| Physical Education | Basketball To use a range of basic strategies to overcome opponents in direct coemption through team and individual games. | Health Related Fitness Analyze their performances compared to previous ones and demonstrate improvement to achieve their personal best. | Gym and Dance Perform dances using a range of movement patterns. Explore sequences, relationships, choreography, and performances. | Cricket To use a range of basic strategies to overcome opponents in direct coemption through team and individual games. | Tennis To use a range of basic strategies to overcome opponents in direct coemption through team and individual games. | Athletics To develop flexibility, strength, technique, control and balance., in other competitive sports Understand and apply tactics within athletics events. |
| Religious Education | RE Pupils should extend their knowledge and understanding of religions and worldviews, including religious practices, religious views and important religious figures. Pupils to be introduced to an extended range of sources and religious vocabulary. Pupils should be encouraged to be curious and to ask questions about religion, beliefs, values and human life. Pupils should learn to express their own ideas in response to the material they engage with and begin to give reasons to support their ideas and views. |
| Figures – Hinduism Brahma, Vishnu and Shiva | Christian Values – What matters most to Christians? | Figures- Islam Prophet Muhammad | Festivals – Buddhism Places | Judaism- Practices How are Jewish teachings put into practice today? | Sikh Values – What matters most to Sikhs? |
| RSHE | Health & well-being: Drugs Education To be able to identify the risks and effects of legal drugs common to everyday life (e.g. cigarettes, e-cigarettes/vaping, alcohol and medicines) and their impact on health; recognise that drug use can become a habit which can be difficult to break To be able to describe how the things that people can put into their body or on their skin; how these can affect how people feel | Living in the wider world: Shared responsibilities To be able to demonstrate the importance of friendships; strategies for building positive friendships; how positive friendships support wellbeing To show an understanding that friendships have ups and downs; strategies to resolve disputes and reconcile differences positively and safely | Health & well-being: Ourselves, growing & changing (Personal identity) To be able to identify personal strengths, skills, achievements and interests and how these contribute to a sense of self-worth To be able to show an understanding of how physical and emotional changes that happen when approaching and during puberty (including menstruation, key facts about the menstrual cycle and menstrual wellbeing, erections and wet dreams) | Relationships: Families and close positive relationships To be able to recognise and respect that there are different types of family structure (including single parents, same-sex parents, stepparents, blended families, foster parents); that families of all types can give family members love, security and stability To be able to recognise other shared characteristics of healthy family life, including commitment, care, spending time together; being there for each other in times of difficulty | Relationships: Safe relationships To be able to show an understanding that people may be attracted to someone emotionally, romantically and sexually; that people may be attracted to someone of the same sex or different sex to them; that gender identity and sexual orientation are different To be able to describe the purpose, importance and different forms of contraception; how and where to access contraception and advice (see also Relationships) | Economic well-being: Aspirations, work & careers To be able to identify different routes into work, training and other vocational and academic opportunities, and progression routes To begin to understand the importance and benefits of being a lifelong learner |
| Food | Teacake challenge- Spreading and cutting -knife skills Pupils use the correct grip whilst chopping different textures of food, e.g., chocolate, fruit, cheese. Pupils experience using different utensils to spread, e.g.a palate knife to spread chocolate covering. | Seasonal recipes Scooping and measuring Pupils prepare and cook different foods for various celebrations and this time of year. Pupils present the foods in an aesthetic pleasing way. | Famous recipes- Rolling and using cutters Pupils use rolling pins and cutters to follow famous recipes. Pupils present foods in appropriate ways for different events. | Produce and herbs Grating and chopping Pupils explore the different ingredients used and a variety of ways to grow and store them Pupils create a salad which shows understanding of tastes and textures. | Garden project- Using appliances – Skills based Pupils explore a variety of meals that use ingredients from the garden. Pupils develop skills and knowledge to make simple meals independently. | International Cuisine- Weighing and measuring-using scales Pupils to explore international flavours in foods Pupils to create internation cuisine e.g. Italian pasta dish, following a simple recipe using scales to weigh ingredients. |
| Outdoor Learning | Excavations and archeology Pupils refine their skills to use tools appropriately. Pupils use skills to follow instructions in a structured outdoor activity. | Building shelters Pupils to build an effective shelter or den, in a team. Pupils begin to explore the natural environment and begin to reference safety. Pupils use tools safely with a purpose. | Ice and water Pupils begin to refine skills to experience the environment and climates in their natural environment. Pupils begin to explore different natural materials. | Wind and kites Pupils begin to make simple comparisons between their own work and nature. Pupils communicate their ideas and use skills to make a simple kite in pairs or a small group. | Digital nature Pupils begin to explore the different climates and changes of seasons using outdoor materials to capture using cameras or iPads. Pupils use expression and create a natural piece of art. | Construction with natural materials Pupils to independently select tools, explaining the basic function of the tools. Pupils choose shapes in nature and use them to inspire their artwork. |
