Year Group Curriculum Overviews
Foundation Stage
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Autumn 1 (8 weeks) |
Autumn 2 (8 weeks) |
Spring 1 (7 weeks) |
Spring 2 (5 weeks) |
Summer 1 (6 weeks) |
Summer 2 (5 weeks) |
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Learning Challenge |
Me and my school |
How amazing are animals! |
What’s Inside the toy box? |
Where around the world? |
Changing and growing |
Let’s Imagine! |
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Books/Rhymes/poems |
Rhymes: Row, row, row your boat Jack and jill Humpty dumpty One, two buckle my shoe
Rhyming books: Frog on a log Big pig on a dig Fox on a box
Books: The Rainbow Fish The Colour Monster |
Rhymes: Old Macdonald had a farm Hickory dickory dock Mary had a little lamb Baa Baa Black Sheep Little Miss Muffet Little Bo Peep
Rhyming books: Oi frog!
Books: The Very Hungry Caterpillar We’re Going on a Bear Hunt Christmas book – That’s not my penguin Frog on a log Non-fiction: Animal non-fiction books |
Books: Everywhere Bear Toys in Space Kipper’s Toy Box Paddington Bear Lost in Toy Museum
Non-fiction: The History of Toys |
Books: Handa’s Surprise Lost and Found A Walk in London
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Books: The Enormous Turnip A Fruit is a Suitcase for a Seed A Stroll Through the Seasons Oliver’s Vegetables Jasper’s Beanstalk
Non-fiction: Plant non-fiction books |
Books: Little Red Riding Hood Three Little Pigs The Gingerbread Man |
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Literacy |
Phonics and Literacy sessions - distinguishing sounds, rhyming, alliteration, grapheme/phoneme correspondence, segmenting and blending sounds orally and independently, letter formation, sitting letters on lines reading and writing words/labels/captions/simple sentences, reading and writing everyday words
Name writing using correct letter formation
Writing ‘secret messages’ – giving meaning and ascribing meaning to marks |
Phonics and Literacy sessions - grapheme/phoneme correspondence, segmenting and blending sounds, reading and writing words/labels/captions/simple sentences, extended sentences, reading and writing irregular common words, reading words by sight, showing understanding of what has been read, reading and writing polysyllabic words, narrative writing, letter formation, sitting letters on lines |
Phonics and Literacy sessions - grapheme/phoneme correspondence, segmenting and blending sounds, reading and writing words/labels/captions/simple sentences, extended sentences, reading and writing irregular common words, reading words by sight, showing understanding of what has been read, reading and writing polysyllabic words, narrative writing, letter formation, sitting letters on lines
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Communication and Language |
· Understand how to listen carefully and why listening is important · Learn new vocabulary · Use new vocabulary through the day · Ask questions to find out more and to check they understand what has been said to them · Articulate their ideas and thoughts in well-formed sentences · Connect one idea or action to another using a range of connectives · Describe events in some detail · Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen · Develop social phrases · Engage in storytimes · Listen to and talk about stories to build familiarity and understanding · Retell the story, once they have developed a deep familiarity with the text; some as exact repetition and some in their own words · Use new vocabulary in different contexts · Listen carefully to rhymes and songs, paying attention to how they sound · Learn rhymes, poems and songs · Engage in non-fiction books · Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary |
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Phonics |
Initial Code Units 1-2
Everyday words: I, the, no |
Initial Code Units 3-7
Everyday words: to, into, was, he, me, we, be, she |
Initial code Unit 8-9 and unit 11-15
Everyday words said, was, you, all, are, my, her, :
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Diagraphs Initial code Unit 8-9 Everyday words: have, like, so, do, her, |
Diagraphs Initial Code Units 9 -10
Everyday words: Some, come, were, there, little, one |
Diagraphs Initial Code Units 9-10 when, out, what |
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Handwriting |
We will be using the nelson handwriting scheme to teach children how to form their letters correctly |
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a, i, m, s, t, o, p, b, c, g, h |
d, f, v, e, k, l, z, r, u, j, w, y, x, z |
A, B, C, D, E, F, G, H, I, J, K, L, M, N |
O, P, Q, R, S, T, U, V, W, X |
Y, Z, 0, 1, 2, 3, 4 |
5, 6, 7, 8, 9 |
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Mathematics |
Exploration of numbers 0-2
Mastering number project |
Exploration of numbers 2-4
Mastering number project |
Exploration of numbers 5-6
Shape
Mastering number project |
Exploration of number 7
Measurement
Mastering number project |
Exploration of number 8-9
Mastering number project |
Exploration of number 10 and numbers beyond
Mastering number project |
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Personal, Social and Development |
Myself and My Relationships 1 Beginning and Belonging
Myself and My Relationships 2 My Family and Friends - Including Anti-bullying
Citizenship 2 Me and My World |
Myself and My Relationships 3 My Emotions
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Healthy and Safer Lifestyles 3 Healthy Lifestyles
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Healthy and Safer Lifestyles 2 Keeping Safe (Including Drug Education)
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Healthy and Safer Lifestyles 1 My Body and Growing Up
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Citizenship 1 Identities and Diversity
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Physical Development (Gross motor skills) |
Throughout the year during continuous provision opportunities, children have a range of activities to choose from to develop their gross motor skills. Children will also take part in PE lessons each week these will include games, dance, gymnastics and balance bike training sessions. |
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Physical Development (Fine motor skills) |
During continuous provision we provide a range of activities which promote fine motor skills, helping children to develop the tripod grip that they need when holding a pencil to write. |
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Understanding the World |
People, culture and communities ELG · Talk about members of their immediate family and community · Name and describe people who are familiar to them. · Comment on images of familiar situations in the past. · Draw information from a simple map. · Begin to make sense of their own life-story and family’s history.
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The Natural World ELG · Explore the natural world around them. · Begin to understand the need to respect and care for the natural environment and all living things |
Past and present ELG
· Explore how things work.
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People, culture and communities ELG
· Recognise some similarities and differences between life in this country and life in other countries. · Recognise some environments that are different to the one in which they live. · Know that there are different countries in the world and talk about the differences they have experienced or seen in photos. |
The Natural World ELG
· Explore the natural world around them. · Plant seeds and care for growing plants. · Understand the key features of the life cycle of a plant and an animal. · Begin to understand the need to respect and care for the natural environment and all living things |
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RE (taken from UTW) |
Being special: where do we belong? |
Why is Christmas special for Christians |
Why is the word “God” so important to Christians |
Why is Easter special to Christians? |
What places are special and why? |
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What times/stories are special and why? – teach this unit throughout the year at relevant parts. Weekly RE lessons. Planned opportunities across setting – role-play areas to act out experiences and knowledge, construction areas, outside area, exploration and observation tables, activities based around weekly RE lessons. |
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Expressive Arts and Design |
Creating with materials
Colour mixing Artist - Wassily Kandinsky
Christmas craft making |
Drawing: Drawing with a continuous line |
Drawing: Can we draw our face? |
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Planned opportunities across setting – open-ended junk modelling and collage, outdoor stage for performing, open-ended construction, open-ended modelling and small-world areas, story box resources for acting out stories Imaginative play/acting out narratives – role-play areas, construction and small-world areas (adult modelling) Opportunities during continuous provision time and carpet time to talk about ideas and processes Weekly music sessions – sound, rhythm, song, dance |
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TEXTILES - Templates and joining techniques |
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FOOD – Preparing fruit and vegetables |
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STRUCTURES – Sliders and leavers |
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Throughout the year, Foundation Stage will participate in a number of planned focused tasks (teacher led, guided and independent) which will prepare the children for the units that they will do within Key Stage 1. This may include activities such as junk modelling, crafts, cutting activities and construction equipment play.
The children will participate in a number of Design, Make, Evaluate projects throughout the year which will explicitly focus on the prior learning skills required for the units taught in Year 1.
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Singing - nursery rhymes and action songs, Whole class.
Small group work: Clapping whilst following teacher – changing tempo
Introduction to playing percussion instruments. Tambourines, drums, maracas, triangles etc.
Varying the tempo (speed) and the dynamics (loudness).
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Singing –, nursery rhymes and action songs. Longer songs plus songs for nativity Small group work: Introduce body percussion – follow teacher, vary tempo and combinations of actions. Rhythms increasing in complexity. The Snail and the Whale Compose sound effects to The Gruffalo and Bear Hunt using percussion instruments
Using music, song and dance to tell stories (Gruffalo, We’re Going on a Bear Hunt)
Making Gruffalo Crumble
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Singing more complex songs – wider vocal range.
Introduce whole class body percussion
Small group instrument work - Move to child taking the lead. Introduce child only playing when it is their turn.
Introduce tunedpercussion- vary dynamics and tempo
Listening to music and responding with movement.
Grand Finale – whole class percussion session! |
Charanga
Listening to music and responding with movement.
Using music, song and dance to tell stories etcs TOYS |
Charanga
Singing nursery rhymes and action songs. Using music, song and dance to tell stories (The Enormous Turnip, Jack and The Beanstalk)
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Charanga
Singing nursery rhymes and action songs. Using music, song and dance to tell stories (What the Ladybird Heard)
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Through out foundation stage the children have experience of singing a wide range of nursery rhymes |
Year 1
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AUTUMN 1 |
AUTUMN 2 |
SPRING 1 |
SPRING 2 |
SUMMER 1 |
SUMMER 2 |
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Learning Challenge |
What’s it made of?
Exploring everyday materials and textures.
My town: What is like to live in Market Harborough?
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We’re going on a journey
My country: What can we learn about the country that Market Harborough is in?
Great Britain: What are our capital cities and what seas surround us?
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The world around me
Animals |
Where does my food come from?
Plants
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The Victorian age What is a bathing machine, and why did Queen Victoria have one?
How were things different in the past and what has stayed the same?
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English (Written Outcomes) |
Writing a sentence-ensuring it makes sense and is punctuated accurately.
Writing sentences with adjectives in them for description.
Writing a sequence of sentences.
Labelling pictures.
Write a prediction sentence for a science experiment.
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Short narratives (beginning of a story writing)
Writing information sentences.
Recount/ Letter about the trip to the market
Autumn poetry
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Rhyming Poetry
Recounts
Planning a narrative
Non-fiction sentences for animal booklets. Non-fiction factsheets
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Writing sentences with adjectives in them
Retelling a story
Instructions (IT link)
Writing scientific questions (What does it look like inside the stem?)
Short sequence of science/observational sentences |
Writing sentences with adjectives in them for description
Poetry
Biographies
Persuasive writing
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Writing sentences with adjectives in them for description
Story writing
Recounts including diary writing
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English (Sentence development) |
In Year 1, children develop their understanding of sentence construction. They develop understanding of capital letters, full stops, question marks and exclamation marks. They orally rehearse sentences then write them. As the year progresses, they learn to edit their sentences and check that they make sense and are punctuated correctly. They link clauses within sentences with the use of ‘and’ and ‘but’. They use some adjectives to describe objects, people and settings. |
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English (Handwriting) |
In Year 1, children continue to learn how to form letters (including capitals) and numbers correctly that are of a consistent size. |
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English-Phonics (Reading and Spelling) |
See phonics policy for SSCs and Everyday words per term. |
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Quality Stimulus Including books |
When I was one (poetry) The Tiger Who Came To tea That’s not my…
Animal Bop Augustus and his smile Open very carefully |
Autumn is Here
Clean up! Planet full of plastic
Katie Morag Finn McCool
Katie in London
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The disgusting sandwich
Non-Fiction Animal Books I Love...
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World Book Day
Instruction text The seed is sleepy
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The Paperbag Princess
Where the Wild Things Are
Victorian workshop
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Jabari Jumps Ruby’s Worry
I do like to be beside the seaside (John A Glover-Kind) The friendly octopus (Mike Jubb)
Queen Victoria’s Bathing Machine
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Maths |
Comparison of quantities and part-whole relationships; Numbers 0-5; 2D and 3D shape; Numbers 0-10; Additive structures
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Addition and subtraction facts within 10; Numbers 0-20 |
Unitising and coin recognition; Position and direction; Time
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Science |
Materials Can I distinguish between an object and the material from which it is made? Can I identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock? Can I describe the simple physical properties of a variety of everyday materials? Can I compare and group together a variety of everyday materials on the basis of their simple physical properties?
Working scientifically: -I can ask simple questions. I can perform simple tests to find things out. Making predictions for simple tests – What is the best material to keep a dinosaur dry? |
Seasonal changes-Autumn Can I identify the features of autumn? Can I identify evergreen and deciduous trees? Working scientifically: Observing closely and grouping: sorting leaves into the two categories.
Using scientific equipment e.g. magnifying glasses and tweezers
Animals including humans Can I identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense? Recording data: What are my 5 senses?
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Seasonal changes – Winter Can I identify the features of Winter?
Animals Can I identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals? Can I identify and name a variety of common animals that are carnivores, herbivores and omnivores? Can I describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)? Can I Identify and classify different types of animals?
Working scientifically: -I can use my observations to suggest answers to questions. -I can recognize that questions can be answered in different ways.
Identifying and classifying: What are the different types of animals?
Observe closely and write a conclusion- What do animals eat? |
(STEM week)
Plants Can I identify and name a variety of common wild and garden plants? Can I conduct a growing experiment with different seeds to compare and contrast growing times and heights of plants? Can I identify and describe the basic structure of a variety of common flowering plants, including trees?
Working scientifically: -I can observe closely -I can use equipment to dissect a plant. I can write a scientific conclusion.
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Seasonal changes-Spring Can I identify the features of spring?
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Seasonal changes – Summer Can I identify the features of summer?
Link to local geography – the trees in the school grounds. |
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Computing |
We are treasure hunters Tinkering with robots, using predictions and writing and debugging an algorithm (topic link - going on a journey/directions) We are TV chefs Writing, debugging and following an algorithm |
Computer keyboards Logging on to the school sytem |
We are painters
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RE |
What does it mean to belong to a faith community? |
What do Christians believe God is like? |
Who is Jewish and how do they live? (God, Torah, The People) |
Who do Christians say made the world? (Creation) How should we care for the world and for others, and why does it matter? |
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History / Geography |
Simple mapping skills-looking at maps of the school, comparing old and new maps
Local area – Market Harborough including local landmarks, the history of the market, how spaces are used
Trip to Market Harborough market-Where in the town is the market? What does it sell? Who visits the market?
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England-what is its capital, what are some of the national foods?
UK countries and capitals and surrounding seas
Looking at an atlas, map and globe
???Compare MH to a non-UK location |
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The Victorians How were things different in the past and what has stayed the same? Who were the Victorians? Who was Queen Victoria? What is a bathing machine and why did Queen Victoria have one? Where did the Victorians go on holiday and what did they do there? How did the Victorians travel? |
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Art / DT |
DT: Investigating, designing and preparing a food product- fruit salad
Art: Painting and Romerro Britto Learning about colour mixing Practising brush strokes and mixing colours
Looking at how to paint in the style of an artist, thinking about suitable colours and bold/pale shades
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DT: mechanisms – cards with moving parts |
Printing Looking at different printing techniques, creating patterns and how to design a printing block
Artist: Romero Britto
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Drawing Mark making, shading techniques
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Textiles Looking at how to manipulate and embellish fabric, create texture and use scissors to create shapes
DT: textiles make a finger puppet |
Drawing part 2 Looking at how to draw 2d shapes accurately Looking at how to draw 3d shapes, thinking about shading and shadows
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PE |
Multi-skills Boot camp |
Mighty movers (Running) Story time dance |
Skip to the beat Groovy gymnastics |
Brilliant ball skills Gymfit circuits |
Throwing and catching Cool core (strength) |
Active athletics Fitness frenzy |
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Music |
Charanga Introducing beat: How can we make friends when we sing together? |
Nativity songs Charanga Adding rhythm and pitch - How does music tell stories about the past? |
Carnival of the animals Charanga Introducing tempo and dynamics - How does music make the world a better place? |
Charanga Combining pulse, rhythm and pitch - How does music help us to understand our neighbours? |
Charanga Having fun with improv - What songs can we sing to help us through the day? |
Charanga Explore sound and create a story - How does music teach us about looking after our planet? |
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PSHE |
Myself and My Relationships-beginning and belonging |
Citizenship-diversity and communities |
Healthy and Safer Lifestyles- managing safety and risk Digital lifestyles (internet safety week) |
Healthy and Safer Lifestyles-– Healthy lifestyles |
Healthy and Safer Lifestyles relationships and sex education |
Myself and my relationships – My emotions |
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Visits & visitors/ Trips |
Trip to the market
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Charlie the chimney sweep |
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Cultural Heritage |
Familiar Poems Hickory, Dickory Dock Hey Diddle Diddle One, Two, Buckle my Shoe Stories Goldilocks and the Three Bears Three Billy Goats Gruff Favourite Songs Hush Little Baby Here we go Round the Mulberry Bush Art Sculptures
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Familiar Poems It’s Raining, It’s Pouring Monday’s child Mary had a Little Lamb Stories The Little Red Hen Chicken Little Favourite Songs London Bridge is Falling Down London’s Burning History/Geography The Union Jack
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Familiar Poems Three Blind Mice Three Little Kittens Old King Cole Stories Little Red Riding Hood The Ugly Duckling St George and the Dragon King Arthur and the Round Table History/Geography The ContinentsFavourite Songs Pop! Goes the Weasel One Man Went to Mow Scientists Jane Goodall
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Familiar Poems Hot Cross Buns Sing a Song of Sixpence Stories Tug of War King Midas and the Golden TouchHistory/Geography Stonehenge Favourite Songs The Bear Went Over the Mountain Scientists Joseph Banks
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Aesop’s Fables The Lion and the Mouse The Hare and the Tortoise The Grasshopper and the Ant Stories The Velveteen RabbitHistory/Geography The Ice Age Art Cave Paintings Favourite Songs The Farmer in his Den The Old Man Scientists Wilbur and Orville Wright Elizabeth Garrett Anderson
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Stories Winnie the PoohHistory/Geography Prime Ministers Art Van Gogh PaintingsFavourite Songs Kum Ba Yah |
Year 2
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AUTUMN 1 |
AUTUMN 2 |
SPRING 1 |
SPRING 2 |
SUMMER 1 |
SUMMER 2 |
Learning Challenge |
What can we investigate? Books, places, people, objects |
What is Remembrance? What was a soldier’s life like in World War 1? |
London’s Burning
Did London really burn down? |
Where in the world do different stories come from? |
Why and where were castles built?
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How can we look after plants?
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ENGLISH Units of Work
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Short narratives, sequencing of events Four sentence types Persuasive writing -leaflets linked to the moon
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Non-chronological report writing Description writing about life in the trenches Diary entry from a soldier in the trenches Sequencing and retelling Buster’s Christmas Christmas Poetry
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Asking and answering questions about the Great Fire of London Imaginary recount about Toby from Toby and the Great Fire of London Non-chronological report Report writing following a science investigation Persuasive writing |
Setting descriptions Character descriptions Postcards Non-chronological report Story writing poetry
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Labels Recount of our trip to Warwick Castle Persuasive writing Descriptions of castle defences and ways of attacking Diary entry Recipe for Mrs Twit Narrative relating to the effect the new medicine may have on Mrs Twit
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Science report writing Descriptions Design and describe a new land that could be at the top of the faraway tree Story writing Poetry
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Maths
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Numbers 10 to 100 Calculations within 20 Fluently add and subtract within 10 Addition and subtraction of 2 digit numbers Introduction to multiplication |
Introduction to multiplication Introduction to division structures Shape Addition and subtraction of 2 digit numbers |
Money Fractions Time Position and Direction Multiplication and Division Measure |
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Science |
Uses of everyday materials |
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Animals including humans |
Living Things and Their Habitats
Plants |
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Computing |
We Are Astronauts programming on screen |
We Are Games Testers Exploring how computer games work |
We Are Photographers Taking better photos |
We Are Researchers Researching a topic |
We Are Detectives Collecting clues |
We Are Zoologists Collecting data about bugs |
RE |
Who Is Muslim and how do they live? Part 1
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Why does Christmas matter to Christians? (incarnation) |
Who Is Muslim and how do they live? Part 2
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Why does Easter matter to Christians? (salvation) |
What is the good news that Christians say Jesus brings? (gospel) |
What makes some places sacred to believers? |
History |
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WW1 and Remembrance
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Great Fire of London- Did London really burn down?
Samuel Pepys
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Amelia Earhart-first woman to fly across the Atlantic |
Why were castles so important? What are the features of a castle?
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Geography |
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Human and Physical Features The Continents and Oceans of the World |
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The importance of physical features for the location of castles.
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Local fieldwork study |
Art |
Drawing Draw a teddy bear |
Painting
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Drawing A tudor house |
Collage Creating a landscape |
Artist Study Bridget Riley |
3D clay work Make a dragon’s eye |
DT |
Structures – designing and making a slide |
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Mechanisms |
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Food – making a vegetable salad. |
PE |
2.2 Mighty Movers (Running)
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2.1 Multi-skills 2.1 Boot Camp
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2.3 Skip to the Beat 2.3 Groovy Gymnastics
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2.4 Brilliant Ball Skills 2.4 Gymfit Circuits
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2.6 Active Athletics 2.6 Fitness Frenzy
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2.5 Throwing and Catching 2.5 Cool Core (Strength)
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Music |
Singing in class,and singing assemblies. Revise songs from year 1 21/22. |
Singing in class, singing assemblies and songs for the nativity. Christmas nativity songs Pulse, tempo and dynamics - |
Singing in class,and singing assemblies. Charanga I wanna play in a band
WYCNK Instruments and their families
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Singing in class,and singing assemblies.
Revise beat/pulse, rhythms, percussion Introduce Notation- Reading notation then use to record compositions. Composing – using percussion, children compose background sounds for the Great Fire of London. |
Singing in class,and singing assemblies.
The different sections of the orchestra, Music which tells a story – orchestral, opera, ballet and tone poems Listening and appreciating. |
Singing in class,and singing assemblies.
Pulse, tempo and dynamics Further listening and appreciating.
Introduce tuned percussion, gamelan bases, add tune over the top. |
PSHE |
Citizenship Rights, Rules and responsibilities |
Myself and My Relationships Family and Friends Anti - Bullying |
Healthy and Safter lifestyles – Digital Lifestyles |
Healthy and safer lifestyles Relationships and Sex Education
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Healthy and Safer Lifestyles Drug education |
Myself and My Relationships Managing Change Healthy and Safter lifestyles – Personal Safety |
Visits & visitors/ Trips |
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Visit to Harborough Museum and the Memorial Gardens |
Samuel Pepys visit |
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Trip to Warwick Castle – usually in June
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Visit to a local park |
Year 3
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AUTUMN 1 |
AUTUMN 2 |
SPRING 1 |
SPRING 2 |
SUMMER 1 |
SUMMER 2 |
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Learning Challenge |
How did the geography of Ancient Egypt influence their lives?
Can you use a range of sources to decide what life was like in Ancient Egypt?
What did the Ancient Egyptians believe about the afterlife?
Could these rocks contain fossils?
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How did the geography of Ancient Egypt influence their lives?
Can you use a range of sources to decide what life was like in Ancient Egypt?
What did the Ancient Egyptians believe about the afterlife?
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What do artefacts tell us about the Anglo-Saxons?
How can knowing about proportion help us to create our own Anglo-Saxon hero or heroine?
How can I make a pitched musical instrument?
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Who was Beowulf and what does the story tell us about life in Anglo-Saxon times?
Why do we have a skeleton?
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What do plants need to grow and reproduce? |
Is Market Harborough a good place to live? |
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English |
Recap on word classes and learn about adverbs of manner, time and place.
Rewrite part of Flat Stanley using adverbs.
Poetry – rhyme, repetition and performance.
Subordinate conjonctions.
Expanded noun phrases.
Writing short stories using pictures as a stimulus. |
Non-fiction biography – Mary Anning
Non-fiction - Retell the story of the discovery of Tutankhamun’s tomb.
Write a story from an animation. Create a non-fiction report about ancient Egypt
Non-fiction – using a story map to explain the Book of the Dead and weighing of the heart ceremony.
NF Ancient Egypt Double Page Spread
Story based on animation using PSHE anti-bullying message |
Writing a version of The Boy, The Mole, The Fox and the Horse – Charles Mackesy
Story including direct speech using Traction Man and Pingu animation
Non-fiction report on the discovery at Sutton Hoo using prepositions.
Poetry kennings, alliteration, repetition and performance (linked to history, science and PSHE). |
Adventure story (linked to history)
NF non-chronological report on animals
NF poster on healthy eating
Persuasive writing based on the Vikings. |
Writing a setting for a story Writing character descriptions
Revisit subordinating conjunctions
Poetry based on The Flower Man
Revisit Speech punctuation – For the Birds Pixar animation
Writing science non-fiction report on plants using features of non-fiction texts. |
Questions about the development of Market Harborough
Letters to organisations.
Writing using The Window – comparing development, describing a scene using expanded noun phrases.
Writing about Market Harborough in the past, present and future. |
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Quality Stimulus inc class novels |
Flat Stanley – Jeff Brown
NF Monster Stones: The Story of a Dinosaur Fossil – Jacqui Bailey
Poetry – Please Mrs Butler (Allan Ahlberg) Walking with my Iguana (Brian Moses) Down behind the dustbin (Michael Rosen) On the Ning Nang Nong (Spike Milligan)
Class reading A Mummy Ate My Homework – Thiago de Moraes |
NF The Search for Tutankhamun – Jane Shuter
Video clips from BBC of life in Ancient Egypt Camel animation
Sprout Boy advert
Class reading Bill’s New Frock – Anne Fine
Stories of Ancient Egypt
Poetry The Night Before Christmas
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Traction Man is Here – Mini Grey Poetry: Mum – Polly Peters, Kingfisher from The Lost Words – Robert Macfarlane, The Door – Miroslav Holub, Boneyard Rap – Wes Magee
Class reading The Sleeping Sword – Michael Morpurgo
NF The Anglo-Saxons |
Beowulf – Michael Morgurgo, Keven Crossley Holland, Brain Patten
Non Fiction Viking (P. Steele) A Viking Longship
The Bayeux Tapestry
Class reading How to Train Your Dragon – Cressida Cowell
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The Flower Man – Mark Ludy
NF How Plants Grow (A. Royston)
Class reading A Necklace of Raindrops – Joan Aiken
Poetry Emily Dickinson - Bee! I’m Expecting You, Hurt no living thing, How soft a caterpillar steps.
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The Window – Jeannie Baker NF maps and atlases
Class reading
Poetry The Lost Words – Robert Macfarlane |
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Maths |
Place Value Reading, writing, making, comparing and ordering 3 digit numbers to 1000 (numerals and words). Recognising the value of each digit in a 3-digit number. Finding 1, 10 and 100 more/less than a given number. Counting in 4s, 8s, 50s, 100s.
Addition and Subtraction Add and subtract mentally – 3 digit number plus ones, tens or hundreds. Column addition with regrouping 3 digit numbers. |
Column subtraction with regrouping 3 digit numbers. Addition and subtraction of money. Estimation and checking using inverse. Missing number problems.
Multiplication and Division Recalling multiplication facts (3, 4, 8). |
Multiplication 2-digit by 1-digit numbers. Division bus stop method – short division. 2-digit number by 1-digit number.
Data Create and interpret bar charts, pictograms, tables.
|
Fractions Comparing and ordering, equivalent fractions, fractions of amounts including non-unit fractions, adding and subtracting fractions with same denominator within one whole, comparing unit fractions with different denominators or non-unit fractions with same denominator, tenths, mixed numbers.
|
Money Giving change, using both £ and p in practical contexts
Time Tell and write time from analogue clock to the nearest minute. Convert 12 and 24hr. Record and compare time and duration. Know the number of: · seconds in a minute · days in each month, year and leap year. |
Measure Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) Perimeter of simple 2D shapes
Shape Draw and make 2D/3D shapes; recognise 3D shapes in different orientations; angles and turns; lines (horizontal, vertical, parallel, perpendicular)
|
||||||||
Science |
How can I compare and group together different kinds of rocks on the basis of their appearance and simple physical properties? How are fossils formed? What are soils made from? Are they all the same? Working scientifically: C (obs), A (ques) Comparing rocks/what is soil?
|
How do things move on different surfaces? Do all forces need contact between 2 objects? What about magnetic forces? Which materials are attracted to a magnet? Are magnets always attracted to each other? What are the poles of a magnet? Can I predict whether 2 magnets will attract or repel each other, depending on which poles are facing?
Working scientifically: B (test), G (pred & concl) Friction investigation
|
How is sound made? What is vibration and how does a sound get to our ears? What is the relationship between the pitch of a sound and the features of the object that produced it? What is the relationshipbetween the volume of a sound and the strength of the vibrations that produced it? How is sound measured? How can we make sound fainter?
Working scientifically: B (fair test) D (data logging) What is the best material for muffling sound?
|
What is nutrition? What is a healthy diet for a human?
What is a skeleton? Why do we have a skeleton? Do other animals have skeletons, and are there different types of skeleton?
What are muscles? How do they work? What muscles do humans have?
Working Scientifically: E (evid), F (gathering data) What can we find out from nutrition labels?
|
What are the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers? What does a plant need to live and grow healthily? (Air, light, water, nutrients from soil, and room to grow.) How is water transported within plants? What part do flowers play in the life cycle of flowering plants? (Pollination, seed formation and seed dispersal.)
Working Scientifically: C (obs) What does a plant need to grow healthily? |
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COMPUTING |
Connecting Computers
-Networks -Computer Systems |
Stop Frame Animation
-Effective use of tools -Creating Media |
Sequencing sounds
-Programming -Design and Development |
Branching Databases
-Data and Information -Effective use of tools |
Desktop Publishing
-Effective us of tools -Creating Media |
Events and Actions in Programs
-Programming -Design and Development |
||||||||
RE |
What do Christians learn from the Creation story? (Creation)
|
What is it like for someone to follow God? (People of God)
|
How do festivals and worship show what matters to a Muslim? (Ibadah)u |
How do festivals and family life show what matters to Jewish people? (God/Torah/the People)u |
What kind of world did Jesus want? (Gospel) |
How and why do people try to make the world a better place? |
||||||||
History / Geography |
Countries and continents What is a continent? What are the continents in the world? What is a country? What is a capital city? What are the capital cities of the UK and other countries? What is climate? What is a climate zone? What are the climate zones in the world? What is a geographical feature? What are the major geographical features in the world? Where is Egypt? When was Ancient Egypt? How do we know about Ancient Egyptians? What was everyday life like for Ancient Egyptians? What did Ancient Egyptian believe about the life after death (mummification) Why was the Nile important to Ancient Egyptians? |
What did the Ancient Egyptians believe about life after death? (The Book of the Dead/Gods) How was Tutankhamun’s tomb discovered and why was it so important?
|
How doarchaeologists find out about the past? Where did the Anglo-Saxons come from?
Why did the Anglo-Saxons come to Britain? Where did the Anglo-Saxons live in Britain? (Anglo-Saxon settlements (location, names etc) and maps of Britain from the past.) Who was buried at Sutton Hoo? Why was the discovery of Sutton Hoo important?
What was life like for Anglo-Saxons in Britain?
What religion did Anglo-Saxons follow?
|
Where did the Vikings come from? When was the Viking era in Britain?
Why did the Vikings raid and then settle in Britain?
How successful were the Vikings in conquering Britain?
What was life like in Viking Britain?
How did the Vikings maintain law and order?
What does the Bayeux Tapestry tell us about the Battle of Hastings?
|
|
What is ‘development’ and how does it change a place? How has Market Harborough changed in the past? What developments are there in Market Harborough now? Why are these developments needed? Why are these developments important? What do you want to know about these developments? What would you like to see in Market Harborough in the future? Is Market Harborough a good place to live?
Local area mapwork, compass and grid references
|
||||||||
Art |
Drawing: Develop techniques in drawing to create pattern and texture in a sketch of a fossil.
|
Printing: To use lino printing to create a Christmas card with impressed methods and overlays.
Printing: Using flowers as a stimulus to create ‘wallpaper’ in the style of William Morris with repeating patterns incorporating reliefs and overlays. |
Drawing: Develop techniques in drawing to create an Anglo-Saxon hero or heroine using proportion accurately.
|
3-D: Create a sculpture in the style of Anuradha Patel. Artist study: Anuradha Patel
|
Painting: Create a detailed, oversized watercolour of part of a flower in the style of Georgia O’Keeffe.
|
Drawing: Develop techniques in drawing to create a traditional perspective drawing of a landscape relating to Market Harborough.
|
||||||||
DT |
DT – 2D shape to 3D product. To create a reinforced 3D ‘burial site’ for a ‘mummified tomato’. |
|
DT – Levers and Linkaages. To create a pop-up or moving book based on Traction Man |
|
DT: Healthy and varied diet. To make a sandwich using 3 fillings. |
|
||||||||
PE |
3.6 Active Athletics 3.6 Fitness Frenzy |
3.5 Throwing and Catching 3.5 Cool Core (Strength) |
3.3 Skip to the Beat 3.3 Groovy Gymnastics
|
3.4. Brilliant Ball Skills 3.4 Gymfit Circuits |
3.2 Mighty Movers (Running) 3.2 African Dance
|
3.1 Multi-skills 3.1 Boot Camp |
||||||||
Music |
Developing Notation Skills. Using these to play simple songs on the recorder.
|
Enjoying Improvisation
What stories does music tell us about the past? |
Composing Using Your Imagination
How does music make the world a better place? |
Sharing Musical Experiences
How does music help us get to know our community? |
Learning More about Musical Styles
How does music make a difference to us every day? |
Recognising different sounds
How does Music connect us with our planet? |
||||||||
PSHE |
Healthy & Safer Lifestyles: Digital Lifestyles |
Myself and My Relationships Anti-Bullying
|
Healthy & Safer Lifestyles Healthy Lifestyles (in science, Y4 to teach teeth in science) |
Healthy and Safer Lifestyles Managing Safety and Risk
Myself and My Relationships My Emotions |
Citizenship Rights, Rules and Responsibilities |
Healthy and Safer Lifestyles Relationships and Sex Education (to include non-binary definition) |
||||||||
MFL |
|
|
Finger rhymes and stories |
|||||||||||
|
|
Greetings Instructions Name and age How you are feeling Counting to 10
|
Greetings Instructions Name and age How you are feeling Counting to 10
|
|
||||||||||
Visits & visitors |
|
New Walk Museum: Egyptian workshop and self-guided tour of rocks and fossils gallery. |
Anglo Saxon/Viking experience day |
|
|
Visits from Harborough District Council, Harborough Historical Society and Town Planner Mr Heath. Visit to Market Harborough including The Town Trail and Harborough Theatre. |
Year 4
|
AUTUMN 1 |
AUTUMN 2 |
SPRING 1 |
SPRING 2 |
SUMMER 1 |
SUMMER 2 |
||
Learning Challenge |
How did the geography of Ancient Egypt influence their lives?
Can you use a range of sources to decide what life was like in Ancient Egypt?
What did the Ancient Egyptians believe about the afterlife?
Could these rocks contain fossils?
|
How did the geography of Ancient Egypt influence their lives?
Can you use a range of sources to decide what life was like in Ancient Egypt?
What did the Ancient Egyptians believe about the afterlife?
|
What do artefacts tell us about the Anglo-Saxons?
How can knowing about proportion help us to create our own Anglo-Saxon hero or heroine?
How can I make a pitched musical instrument?
|
Who was Beowulf and what does the story tell us about life in Anglo-Saxon times?
Why do we have a skeleton?
|
What do plants need to grow and reproduce? |
Is Market Harborough a good place to live? |
||
English |
Recap on word classes and learn about adverbs of manner, time and place.
Recap sentence structures diary writing and informal letters
Rewrite part of Flat Stanley using adverbs.
Poetry – rhyme, repetition and performance.
Subordinate conjonctions.
Expanded noun phrases.
Writing short stories using pictures as a stimulus. |
Non-fiction biography – Mary Anning
Non-fiction - Retell the story of the discovery of Tutankhamun’s tomb.
Write a story from an animation. Create a non-fiction report about ancient Egypt
Non-fiction – using a story map to explain the Book of the Dead and weighing of the heart ceremony.
NF Ancient Egypt Double Page Spread
Story based on animation using PSHE anti-bullying message |
Writing a version of The Boy, The Mole, The Fox and the Horse – Charles Mackesy
Story including direct speech using Traction Man and Pingu animation
Non-fiction report on the discovery at Sutton Hoo using prepositions.
Poetry kennings, alliteration, repetition and performance (linked to history, science and PSHE). |
Adventure story (linked to history)
NF non-chronological report on animals
NF poster on healthy eating
Persuasive writing based on the Vikings. |
Writing a setting for a story Writing character descriptions
Revisit subordinating conjunctions
Poetry based on The Flower Man
Revisit Speech punctuation – For the Birds Pixar animation
Writing science non-fiction report on plants using features of non-fiction texts. |
Questions about the development of Market Harborough
Letters to organisations.
Writing using The Window – comparing development, describing a scene using expanded noun phrases.
Writing about Market Harborough in the past, present and future. |
||
Quality Stimulus inc class novels |
Flat Stanley – Jeff Brown
NF Monster Stones: The Story of a Dinosaur Fossil – Jacqui Bailey
Poetry – Please Mrs Butler (Allan Ahlberg) Walking with my Iguana (Brian Moses) Down behind the dustbin (Michael Rosen) On the Ning Nang Nong (Spike Milligan)
Class reading Flat Stanley Egypt |
NF The Search for Tutankhamun – Jane Shuter
Video clips from BBC of life in Ancient Egypt Camel animation
Sprout Boy advert
Class reading Bill’s New Frock – Anne Fine
Stories of Ancient Egypt
Poetry The Night Before Christmas
|
Traction Man is Here – Mini Grey Poetry: Mum – Polly Peters, Kingfisher from The Lost Words – Robert Macfarlane, The Door – Miroslav Holub, Boneyard Rap – Wes Magee
Class reading The Sleeping Sword – Michael Morpurgo
NF The Anglo-Saxons |
Beowulf – Michael Morgurgo, Keven Crossley Holland, Brain Patten
Non Fiction Viking (P. Steele) A Viking Longship
The Bayeux Tapestry
Class reading How to Train Your Dragon – Cressida Cowell
|
The Flower Man – Mark Ludy
NF How Plants Grow (A. Royston)
Class reading A Necklace of Raindrops – Joan Aiken
Poetry Emily Dickinson - Bee! I’m Expecting You, Hurt no living thing, How soft a caterpillar steps.
|
The Window – Jeannie Baker NF maps and atlases
Class reading
Poetry The Lost Words – Robert Macfarlane |
||
Maths |
Place value – value digits Ordering and comparing numbers Rounding Estimation Factors and multiples |
Multiplication Division Bar models Interpreting data Line graphs Perpendicular and parallel lines |
Fractions Adding and subtracting fractions Fraction word problems Angles
|
Squares and rectangles Decimals tenths, hundredths and thousandths Decimals-fractions Rounding decimals |
Perimeter and Area Calculating Decimals Decimal word problems · Time |
Symmetry Tessellation Word problems |
||
Science |
How can I compare and group together different kinds of rocks on the basis of their appearance and simple physical properties? How are fossils formed? What are soils made from? Are they all the same? Working scientifically: C (obs), A (ques) Comparing rocks/what is soil?
|
How do things move on different surfaces? Do all forces need contact between 2 objects? What about magnetic forces? Which materials are attracted to a magnet? Are magnets always attracted to each other? What are the poles of a magnet? Can I predict whether 2 magnets will attract or repel each other, depending on which poles are facing?
Working scientifically: B (test), G (pred & concl) Friction investigation
|
How is sound made? What is vibration and how does a sound get to our ears? What is the relationship between the pitch of a sound and the features of the object that produced it? What is the relationshipbetween the volume of a sound and the strength of the vibrations that produced it? How is sound measured? How can we make sound fainter?
Working scientifically: B (fair test) D (data logging) What is the best material for muffling sound?
|
What is nutrition? What is a healthy diet for a human?
What is a skeleton? Why do we have a skeleton? Do other animals have skeletons, and are there different types of skeleton?
What are muscles? How do they work? What muscles do humans have?
Working Scientifically: E (evid), F (gathering data) What can we find out from nutrition labels?
|
What are the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers? What does a plant need to live and grow healthily? (Air, light, water, nutrients from soil, and room to grow.) How is water transported within plants? What part do flowers play in the life cycle of flowering plants? (Pollination, seed formation and seed dispersal.)
Working Scientifically: C (obs) What does a plant need to grow healthily? |
|||
COMPUTING |
Connecting Computers
-Networks -Computer Systems |
Stop Frame Animation
-Effective use of tools -Creating Media |
Sequencing sounds
-Programming -Design and Development |
Branching Databases
-Data and Information -Effective use of tools |
Desktop Publishing
-Effective us of tools -Creating Media |
Events and Actions in Programs
-Programming -Design and Development |
||
RE |
What do Christians learn from the Creation story? (Creation)
|
What is it like for someone to follow God? (People of God)
|
How do festivals and worship show what matters to a Muslim? (Ibadah)u |
How do festivals and family life show what matters to Jewish people? (God/Torah/the People)u |
What kind of world did Jesus want? (Gospel) |
How and why do people try to make the world a better place? |
||
History / Geography |
Countries and continents What is a continent? What are the continents in the world? What is a country? What is a capital city? What are the capital cities of the UK and other countries? What is climate? What is a climate zone? What are the climate zones in the world? What is a geographical feature? What are the major geographical features in the world? Where is Egypt? When was Ancient Egypt? How do we know about Ancient Egyptians? What was everyday life like for Ancient Egyptians? What did Ancient Egyptian believe about the life after death (mummification) Why was the Nile important to Ancient Egyptians? |
What did the Ancient Egyptians believe about life after death? (The Book of the Dead/Gods) How was Tutankhamun’s tomb discovered and why was it so important?
|
How do archaeologists find out about the past? Where did the Anglo-Saxons come from?
Why did the Anglo-Saxons come to Britain? Where did the Anglo-Saxons live in Britain? (Anglo-Saxon settlements (location, names etc) and maps of Britain from the past.) Who was buried at Sutton Hoo? Why was the discovery of Sutton Hoo important?
What was life like for Anglo-Saxons in Britain?
What religion did Anglo-Saxons follow?
|
Where did the Vikings come from? When was the Viking era in Britain?
Why did the Vikings raid and then settle in Britain?
How successful were the Vikings in conquering Britain?
What was life like in Viking Britain?
How did the Vikings maintain law and order?
What does the Bayeux Tapestry tell us about the Battle of Hastings?
|
|
What is ‘development’ and how does it change a place? How has Market Harborough changed in the past? What developments are there in Market Harborough now? Why are these developments needed? Why are these developments important? What do you want to know about these developments? What would you like to see in Market Harborough in the future? Is Market Harborough a good place to live?
Local area mapwork, compass and grid references
|
||
Art |
Drawing: Develop techniques in drawing to create pattern and texture in a sketch of a fossil.
|
Printing: To use lino printing to create a Christmas card with impressed methods and overlays.
Printing: Using flowers as a stimulus to create ‘wallpaper’ in the style of William Morris with repeating patterns incorporating reliefs and overlays. |
Drawing: Develop techniques in drawing to create an Anglo-Saxon hero or heroine using proportion accurately.
|
3-D: Create a sculpture in the style of Anuradha Patel. Artist study: Anuradha Patel
|
Painting: Create a detailed, oversized watercolour of part of a flower in the style of Georgia O’Keeffe.
|
Drawing: Develop techniques in drawing to create a traditional perspective drawing of a landscape relating to Market Harborough.
|
||
DT |
DT – 2D shape to 3D product. To create a reinforced 3D ‘burial site’ for a ‘mummified tomato’. |
|
DT – Levers and Linkaages. To create a pop-up or moving book based on Traction Man |
|
DT: Healthy and varied diet. To make a sandwich using 3 fillings. |
|
||
PE |
3.6 Active Athletics 3.2 African Dance |
3.5 Throwing and Catching 3.5 Cool Core (Strength) |
3.3 Skip to the Beat 3.3 Groovy Gymnastics
|
3.4. Brilliant Ball Skills 3.4 Gymfit Circuits |
3.2 Mighty Movers (Running) 3.6 Fitness Frenzy
|
3.1 Multi-skills 3.1 Boot Camp |
||
Music |
Developing Notation Skills. Using these to play simple songs on the recorder.
|
Enjoying Improvisation
What stories does music tell us about the past? |
Composing Using Your Imagination
How does music make the world a better place? |
Sharing Musical Experiences
How does music help us get to know our community? |
Learning More about Musical Styles
How does music make a difference to us every day? |
Recognising different sounds
How does Music connect us with our planet? |
||
PSHE |
Healthy & Safer Lifestyles: Digital Lifestyles |
Myself and My Relationships Anti-Bullying
|
Healthy & Safer Lifestyles Healthy Lifestyles (in science, Y4 to teach teeth in science) |
Healthy and Safer Lifestyles Managing Safety and Risk
Myself and My Relationships My Emotions |
Citizenship Rights, Rules and Responsibilities |
Healthy and Safer Lifestyles Relationships and Sex Education (to include non-binary definition) |
||
MFL |
Year 5
|
AUTUMN 1 |
AUTUMN 2 |
SPRING 1 |
SPRING 2 |
SUMMER 1 |
SUMMER 2 |
Learning Challenge |
What is beyond Planet Earth? |
How are Rivers formed? |
What can we do with Cocoa Beans? |
Who were the Mayans and what was their society like? |
Was William Shakespeare right about Richard III? |
Are all life cycles the same? |
ENGLISH Units of Work
|
Autobiography/Biography Space Poetry Descriptive writing Recounts
|
Morris Lessmore Narrative Poetry Tuesday – Story writing Performance Poetry Formal letter writing |
Classic Literature-Charlie and the chocolate factory Descriptive writing Persuasive writing and letter
|
Story Writing (Book week) Discussion Debates Explanation text Recount – diary/first person perspective |
Stories from other cultures – The birthday Boy Descriptive writing Internal monologues Newspaper report
|
Non-chronological reports Descriptive Writing Story Writing Recount – diary/first person perspective
|
Maths
|
Read and Write numbers to 1000000 Place Value Decimals Ordering, comparing and rounding numbers Estimation Multiplying and dividing by 10, 100 1000 |
Mental strategies for addition and subtraction Formal written methods for + - X ÷ Solving one and two step problem Problem Solving |
Fractions Factors Prime Numbers Multiples Negative numbers 2D and 3D shapes Angles |
Perpendicular and parallel lines coordinates Perimeter and area Decimals Adding and subtracting decimals (money) |
Metric measure Converting between units of measure Converting between imperial and metric Time Presenting and interpreting data |
Ratio Percentage |
Science |
Earth and Space
|
Forces
|
Materials – Materials and their properties
|
Materials – Changing states / Dissolving, evaporating, filtering, sieving and separating materials |
Living Things – life cycles and reproduction
|
Humans and animals
|
Computing |
We are game developers. Developing an interactive game |
We are bloggers. Sharing experiences and opinions |
We are artists. Fusing geometry and art |
We are cryptographers. Cracking codes |
We are web developers. Creating a website about cyber safety |
We are architects. Creating a virtual space |
RE |
What does it mean to if Christians believe God is Holy and Loving |
What does it mean to be a Muslim in Britain today? |
Why do Christians believe Jesus was the Messiah? |
Why is the Torah important to Jewish people? |
Christians and how to live – what would Jesus do? |
What matters most to Humanists and Christians? |
History |
Space race
|
|
The Mayans
|
The Mayans |
Local study- Richard III
|
|
Geography |
Longitude & Latitude, climates and time zones
|
Rivers
|
|
|
|
Local area study / map work of MH
Welland Park Map/Field work |
Art |
Drawing 3D shape |
Painting Impressionist water art (Monet) |
Collage
|
Drawing Perspectives |
Printing Media – printing
|
Artist Banksy |
DT |
Structures – Frames
|
|
|
Textiles – Combining different fabric shapes |
|
Food– Celebrating culture and seasonality |
PE |
Gym Sequences Step to the beat Healthy lifestyle: you are what you eat! |
Invaders Boot Camp Healthy body: inside out |
Dynamic Dance Mighty Movers (Boxercise) Healthy mind: going for goals |
Nimble Nets Cool Core (Pilates) Healthy mind: healthy body |
Striking and Fielding Gymfit Circuits Healthy body: blood and guts |
Young Olympians Fitness Frenzy Healthy lifestyle: germ busters! |
Music |
Charanga – Getting started with music tech- How does music bring us together? |
Emotions and musical styles- How does music connect us with our past? |
Exploring key and time signatures – How does music improve our world? |
Introducing chords- How does Music teach us about our community? |
Words, meaning and expression- How does music shape our way of life? |
Identifying important musical elements- How does music connect us with the environment? |
PSHE |
Healthy and Safer Lifestyles Relationships and Sex Education |
Myself and My Relationships Family and Friends
Anti-Bullying |
Healthy and Safer Lifestyles Managing safety and risk |
Healthy and Safer Lifestyles Drug education |
Healthy and Safer Lifestyle Healthy lifestyles |
Citizenship Diversity and Community |
MFL |
Clothes, uniform Adjectival agreement: colours to describe masculine and feminine nouns Penfriend letter exchange Focus on Strasbourg
Using a bilingual dictionary |
Family, revision of pets Size adjectives Alphabet Count to 60 Christmas
Using a bilingual dictionary |
|
|
|
|
Visits & visitors/ Trips |
Space Centre |
|
|
|
Richard III Visitor Centre |
|
Year 6
|
AUTUMN 1 |
AUTUMN 2 |
SPRING 1 |
SPRING 2 |
SUMMER 1 |
SUMMER 2 |
||
Learning Challenge |
What did the Greeks ever do for us? |
Poles Apart Could you survive at the ends of the Earth? |
Who is Charles Darwin and Why is he so important? |
What does it take to be a master of espionage? |
Why is South America sensational? What a performance! |
|||
ENGLISH
|
-Narrative: Retelling a Greek myth and creating own Greek myth - setting, character and atmosphere description |
-Diaries -Setting, character and atmosphere description -Formal Letter of application -Motivational writing -Mini-biographies -Information text -Newspaper report -Poetry |
-Balanced argument -Biography |
-Advertising a product -Explanation text -Narrative: action scene with character, action and dialogue |
-Journal writing -Narrative: Short story writing - setting, character and atmosphere description -Persuasive letter -Non chronological report -Poetry |
TBC |
||
Maths |
Place value Addition, subtraction, multiplication, division Fractions Reasoning problems for all of the above |
Arithmetic Fractions Geometry |
Arithmetic Fractions Measurement Ratio Coordinates Line Graphs/pie charts |
Shape Algebra Year 6 gaps/ revision |
Year 6 gaps/ revision plus: Time Roman numerals M/KM |
Investigative maths projects |
||
Science |
Heart, blood and circulation
|
Investigating light
|
Evolution and Inheritance
|
Electricity and electrical circuits
|
Living things and their habitats Classification
|
|||
Computing (e-safety runs throughout) |
We are Gamers. Making a text based adventure game |
We are Computational thinkers Mastering algorithms
|
|
We are Publishers Creating a yearbook or magazine |
||||
RE |
Why do some people believe in God and some people not?
|
Why do Hindus want to be good (Karma/Dharma/Samsara/Moksha)? |
|
What do Christians believe Jesus did to ‘save’ people (salvation)? |
For Christians, what kind of king is Jesus (Kingdom of God)? |
How do faith help people when life gets hard? |
||
History |
Ancient Greece and its legacy
|
The Polar Regions: Timeline of exploration/study of an explorer from the past
|
|
|
|
World War II
|
||
Geography |
|
The Polar Regions – Physical and human geography |
|
South America - physical and human geography
|
||||
Art |
Drawing Self Portrait- half face
Sculpture Greek vases
|
|
|
3D Carnival hats Year 6 production props and scenery
Textiles Leavers T-shirt- Batik
Drawing Self-portrait- full face
Artist Henri Rousseau – rainforest paintings
|
||||
DT |
Food and Nutrition Flatbread
Design, make and evaluate an authentic Greek flatbread for athletes and their families to eat at an end of Olympics celebration |
|
|
Mechanical Systems Moveable vehicles
Electrical Systems Alarm for moveable vehicles |
||||
PE |
6.3 Gym Sequences 6.3 Step to the beat 6.3 Healthy lifestyle: you are what you eat!
|
6.2 Dynamic Dance 6.2 Mighty Movers (Boxercise) 6.2 Healthy mind: going for goals
|
6.5 Nimble Nets 6.5 Cool Core (Pilates) 6.5 Healthy mind: healthy body
|
6.1 Invaders 6.1 Boot Camp 6.1 Healthy body: inside out
|
6.4 Striking and Fielding 6.4 Gym Fit Circuits 6.4 Healthy body: blood and guts
|
6.6 Young Olympians 6.6 Fitness Frenzy 6.6 Healthy lifestyle: germ busters!
|
||
Music |
Charanga: Developing melodic phrases
How does music bring us together? |
Charanga: Understanding structure and form
How does music connect us with our past? |
Charanga: Gaining confidence through performance
How does music improve our world? |
Charanga: Exploring notation further
How does music teach us about our community?
|
Key stage singing Year 6 performance |
|||
Charanga Using chords and structure
How does music shape our way of life? |
|
|||||||
PSHE |
Myself and My Relationships My Emotions
|
Myself and My Relationships Anti-Bullying
|
Healthy and Safer Lifestyles Digital Lifestyles
Health and safer Lifestyle Relationship and Sex Education
|
Health and Safer Lifestyles Personal Safety
|
||||
French |
|
|||||||
|
|
|
Sports/hobbies Verbs Subject pronouns Expressing opinions Penfriend letter exchange Easter
|
Food and drink Ordering in a café Money Counting 60-100 |
Countries Holidays Festivals Penfriend letter exchange Transition: link with secondary schools |
|||
Visits & visitors/
|
Residential |
Arctic explorer |
|
|
|
The Warning Zone |