| 2024-2025 | 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 | My Body -Growth and change | Safety in the home | Jobs people do | Working in the outdoors | Inventors and inventions | Africa |
| English | Fiction – You’re so Amazing Read accurately by blending the sounds in words that contain the common graphemes for all 40+phonemes. Writing – Names, signatures, form filling. Effectively write sentences that are sequences to form a short narrative. Use spacing between words. | Play – Play Time – Plays for all ages by Julia Donaldson Read accurately some words for two or ore syllables that contain the same grapheme-phoneme correspondences (GPCs). Writing –Perform and review. 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. | Fiction – A Superhero like you Sound out many unfamiliar words accurately. Read accurately most words of two or more syllables. Writing – Letters to superhero’s 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. | Non-Fiction – Gardening manuals. Read many common exception words. Answer questions in discussion with an adult and make simple inferences. Writing –Retrieve, recall and present information/ fact finders/ biographies. Write about real events, recording these simply and clearly. Spell many common exception words. Use spacing between words that reflects the size of the letters. | Non-Fiction – The Journey/ Things that go. Read aloud many words quickly and accurately without overt sounding and blending. Read most common exception words. Writing –Caption labels for diagrams and directions. Effectively use capital letters, full stops and question marks in written most sentences. Form capital letters of the correct size, relative to one another in some of their writing. | Poetry – Safari animal based on Akimbo and the Elephants by Alexander McCall Smith 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 -Kennings 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. |
| Maths | Number- Place Value Read and write numerals up to 100 Partition two-digit numbers in to tens and ones Geometry- Properties of Shapes, including angles Name 2-D and 3-D shapes from a group and in pictures Describe properties of 2-D and 3-D shapes | Number- Place Value Recall all number bonds to 10 Calculate number bonds to 20 Measurement- Length & Perimeter 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- Addition & 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- Mass, Capacity & 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- 4 Operations Count in twos, fives and tens from 0 and use this to solve problems Geometry- Position & Direction Order and arrange combinations of mathematical objects in patterns and sequences Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise) | Number- 4 Operations Recall multiplication facts for 2, 5 and 10. Recall division facts for 2, 5 and 10. Use multiplication and division facts to solve simple problems. Measurement- Money Know the value of different coins and notes Use different coins to make the same amount | Number- Fractions, including decimals 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 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 Measurement- Time Read the time on a clock to the nearest 15 minutes 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 |
| Science | Lifecycle of a human Describe the changes a humans develop to old age. Notice that humans have offspring, which grow into adults. Find out about and describe the basic needs of humans for survival (water, food and air). Construct and interpret a variety of food chains, identifying producers, predators and prey. | Power Electricity Identify common appliances that run on electricity. Construct a simple series electrical circuit, identifying and naming its basic parts, inc cells, wires, bulbs, switches. Recognise so common conductors, and insulators and associate metals with being good conductors. | Properties and changes in Materials Identify and compare the suitability of a variety of everyday materials, inc wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses. Find out the shapes of solid objects made from some materials an be changed by squashing, bending, twisting and stretching. | Plants – Grow your own Identify and name a variety of plants. Observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and suitable temperature to grow and stay healthy. | The science behind inventions – Light Recognise that they light to see things and that dark is the absence of light. Notice that light reflects on surfaces. Recognise that shadows are formed when the light from a light source is blocked by an opaque object. | Living things Explore and compare the difference between living, dead and things that have never being alive. Describe the differences in the life cycles of a mammal, amphibian, insect and bird. |
| Art and Design | Clay Modelling Pupils learn to improve their design techniques with sculpture using a range of materials. Pupils to refine the techniques using control, creativity and experimentation to use clay to model. | Digital art. Pupils learn to improve their design techniques with digital art and forms of technology. Pupils to refine the techniques using creativity and experimentation to create a piece of digital art. | Transient art, making own tools. Pupils learn to improve their design techniques by experiment with different art and craft materials. Pupils to improve their mastery skills by adapting and recreating a piece of work. | Natural art -Collage and junk modelling Pupils learn to improve their design techniques with collage and junk modelling using a range of materials. Pupils to begin to record their observation and use them to review and revisit their idea. | Photography Pupils learn to improve their design techniques with photography skills. Pupils to refine the techniques using control, creativity and experimentation when using photographs to create their own piece of work. | Masks (papier Mache sculpture, textiles) Pupils learn to improve their design techniques with sculpture, using a range of materials. Pupils learn and make connections about mask design in history (Africa). Pupils to refine the techniques using control, creativity and experimentation to create a mask. |
| Citizenship | Rules and Laws. Pupils learn to recognise reasons for rules and laws; consequences of not adhering to rules and laws. Pupils learn about the relationship between rights and responsibilities | Managing a budget Pupils learn to recognise that people make spending decisions based on priorities, needs and wants. Pupils explore different ways to keep track of money. | UK citizens Pupils learn to be fair to others. Pupils to identify the rules of being a citizen in the UK. | Businesses & industry in the local area Pupils learn that there is a broad range of different jobs/careers that people can have; that people often have more than one career/type of job during their life. Pupils learn about some of the skills that will help them in their future careers e.g. teamwork, communication and negotiation. | Safe working practices & environments Pupils learn that personal behaviour can affect other people; to recognise and model respect. Pupils learn how to respond safely and appropriately to adults and environments that they may encounter in which they do not know. | Shaping my future Pupils learn to identify the kind of job that they might like to do when they are older. Pupils learn to recognise positive things about themselves and their achievements; set goals to help achieve personal outcomes. |
| Careers | My pathway Pupils learn 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. Pupils learn about routes into work, training and other vocational and academic opportunities, and progression routes. | My home Pupils learn about hazards (including fire risks) that may cause harm, injury or risk in the home and what they can do to reduce risks and keep safe. Pupils learn how to respond and react in an emergency situation; how to identify situations that may require the emergency services; know how to contact them and what to say. | Jobs in construction Pupils learn about what might influence people’s decisions about a job or career in construction. Pupils learn about different work roles and career pathways, including clarifying their own early aspirations in construction. | Jobs in horticulture Pupils learn about what might influence people’s decisions about a job or career in horticulture. Pupils learn about different work roles and career pathways, including clarifying their own early aspirations in horticulture. | Jobs in IT Pupils learn about what might influence people’s decisions about a job or career in IT. Pupils learn about different work roles and career pathways, including clarifying their own early aspirations in IT. | Volunteering Pupils learn the different types and patterns of work, including employment, self-employment and voluntary work; that everyone has a different pathway through life, education and work. Pupils learn that some jobs are paid more than others and money is one factor which may influence a person’s job or career choice; that people may choose to do voluntary work which is unpaid. |
| Computing | 4C – Finding Patterns Pupils to copy simple repeating patterns or short sequences. Pupils to identify and create simple patterns. Pupils to identify patterns in groups of objects. | 2F – Poster presentations Pupils choose images to convey information on a poster or presentation. Pupils to combine text and images to display information, adding audio where appropriate. Pupils understand what makes a good poster or presentation. | 4E – Scratch Jr Pupils to understand how to create a short algorithm to move a ‘Sprite’ with support Pupils to plan out a create a simple game or animation. | 3B – Sorting Pupils to identify and sort objects into two or more categories. Pupils to collect and present a range of data on a topic. Pupils to answer a range question about information. Pupils to explain information presented in images. | 2H – Animation Pupils begin to contribute to animations by moving characters, or adding sounds. Pupils to present information or retell a story using simple animation techniques. Pupils to plan an animation using a story board. Pupils to create a simple animation to fulfil a purpose. | Key skills – IT in the world Pupils to identify technology and its different purpose in their natural environments. Pupils begin to use more increasing complex technology in their home and school environments. Pupils to begin to explore technology related to different occupations. |
| Design and Technology | Moving pictures Pupils uses their learnt skills and knowledge to design, make evaluate their work, when selecting and using a range of tools and equipment. Pupil refine their ideas and evaluate products against their own design and consider views of others on how to improve their work. Pupils apply their knowledge of how to strengthen a mechanical system using their own products. Opposite Swimming | Using recycling materials Pupils uses their learnt skills and knowledge to design, make evaluate their work, when selecting and using materials according to their functional properties and aesthetic qualities. Pupil refine their ideas and evaluate products against their own design and understand how key events and individuals in design and technology and how they help shape the world. Opposite Swimming | Mod rock jewelry Pupils uses their learnt skills and knowledge to design, make evaluate their work, when selecting and using products that are fit for purpose, aimed at a particular individuals or groups. Pupils to investigate and analyse a range of existing jewelry. Pupils begin to apply their understanding of monitoring and control of their products. Opposite Swimming |
| Humanities | Counties and cities of the UK (Geography) Pupils to name and locate counties and cities of the UK. Pupils to identify the human and physical characteristics (inc hills, mountains, rivers and coasts) | The black death (History) Pupils should continue to develop a chronologically secure knowledge and understanding British, local and world History. Pupils to encounter opportunities to understand historical events from the past. | The origin and history of carnivals (History) Pupils should address the causes, change, similarities and differences and significance of relevant historical information. Pupils to link photos, objects and experiences of historical events from across the world. | European Cities (Geography) Pupils to locate major European cities, concentrating on their environmental regions, key physical and human characteristics. Pupils understand geographical similarities and differences through the study of human and physical geography region in European Cities. | The inventors of the industrial revolution (History) Pupils should note connections, contrasts and trends over time and develop the appropriate use of historical terms. Pupils to study how several aspects of national history reflect the locality. | Time Zones (Geography) Pupils to begin to label and locate different times zones around the world, inc day and night. Pupils to label and locate countries with different time zones across the world. |
| Music | Boomwhackers (Pitcheroak) Pupils listen to, respond 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 using tuned instruments. | Top of the pops (Charanga) Pupils listen to, respond to and demonstrate tempo. Pupils will develop skills in turn taking, waiting, playing and performing. Pupils will gain skills in improvising to a range of musical styles. | This is the greatest Show (Pitcheroak) Pupils listen to, respond to and demonstrate changes in dynamics. Pupils will develop skills in turn taking, waiting, and performing. Pupils will gain skills in composing on body percussion actions to then rehearse and perform. | Natural notation (Charanga) Pupils listen to, respond to and demonstrate varying rhythms. Pupils recognise and show awareness of two styles of using their voice (rap/sing) in a song. Pupils gain skills in using graphic scores to illustrate melodies. | I wanna play in a band (Charanga) pupils listen to, respond ato 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 instruments. Pupils explore skills of using improvisations in performances. | Rhythm time (Pitcheroak) pupils listen to, respond to and demonstrate skills in African drumming. Pupils begin to follow and respond to instructions from a conductor. Pupils begin to share and perform the learning relating to different cultures. |
| Physical Education | Basketball Use running, jumping, throwing and catching in isolation and in combinat6ion. Apply basic principles suitable for attacking and defending. | Hockey Apply knowledge and understanding of skills-based techniques. Play competitive games, modifies where appropriate. | Health Related Fitness Compare performances with previous ones. Demonstrate improvement to improve their personal best. | Orienteering To introduce the concept of orienteering. Take part in individual challenges or within a team. | Gym and Dance Preform dances using a range of movement patterns. Explore sequences, relationships, choreography and performances. | Athletics Develop flexibility, strength, technique, control and balance. 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, belief, 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. |
| Sikh Practices- How are Sikh practices put into practice today? | Christian Practices- Holy Trinity | Beliefs- Atheism/ Humanism | Judaism- Figures (Abraham) | Hindu Practices- How are Hindu practices put into practice today? | Islamic Values- What matters most to Muslims? |
| RSHE | Relationships- Friendships Learn about different types of relationships, including those within families, friendships, romantic or intimate relationships and the factors that can affect them. Learn how the media portrays relationships and the potential impact of this on people’s expectations of relationships. | Relationships: Keeping safe To apply indicators of positive, healthy relationships and unhealthy relationships, including online. Understand the importance of trust in relationships and the behaviours that can undermine or build trust. | Safer relationships Know how to safely and responsibly form, maintain and manage positive relationships, including online. To manage the strong feelings that relationships can cause (including sexual attraction. | Health & well-being: Keeping safe in the community To take part in regular (daily/weekly) exercise which benefits mental and physical health (e.g. walking or cycling to school, daily active mile); recognise opportunities to be physically active and some of the risks associated with an inactive lifestyle. To learn how and when to seek support, including which adults to speak to in and outside school. | Health & well-being: Mental health Relationships. To know how we are all unique; that recognising and demonstrating personal strengths build self-confidence, self-esteem and good health and wellbeing. To understand what can affect wellbeing and resilience (e.g. life changes, relationships, achievements and employment). | Living in the wider world: Media literacy & digital resilience. To learn the impact that media and social media can have on how people think about themselves and express themselves, including regarding body image, physical and mental health. To demonstrate simple strategies to help build resilience to negative opinions, judgements and comments |
| Food | Special diets- Spreading and cutting -knife skills Pupils to use the correct grip whilst chopping different textures of food, e.g., breads, fruit, cheese. Pupils to experience using different utensils, to spread, e.g.a palate knife to ice a cup cake. | Street foods- Scooping and measuring Pupils to prepare and cook different foods from different cultures. Pupils to present the foods in an aesthetic pleasing way. | Event planning- Rolling and using cutters Pupils to use rolling pins and cutters to batch cook food. Pupils to present foods in appropriate ways for different events. | Lunch box meals- Using appliances – Skills based Pupils to explore a variety of meals that can form a part of a packed lunch e.g., wraps, soup etc. Pupils to develop skills and knowledge to make simple lunch meals independently. | Keeping things cool- Grating and chopping Pupils to explore the different ingredients used and a variety of ways to keep them cool. Pupils to create a salad which shows understanding of tastes and textures. | African foods- Weighing and measuring-using scales Pupils to explore African flavours in foods Pupils to create African foods, e.g., African stew, following a simple recipe using scales to weigh ingredients. |
