EYFS - KS2 Broomfield Primary Curriculum 2021/2022
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Broomfield Primary
EYFS – KS2
Curriculum
2021/2022We have high aspirations for all pupils at Broomfield Primary School. Our curriculum is firmly rooted in our school aims… We can change the future… • We learn how to become expert learners • We learn how to make positive choices about our health and wellbeing • We care about our world and respect everyone we share it with • We learn about our rights and how we can protect the rights of others • We leave Broomfield ready for our next adventure Everyone learning together Learning to make a positive difference Satisfying the National Curriculum, our topics provide broad and balanced opportunities for pupils to systematically develop the requisite skills, knowledge and understanding to enable progression and continuity in their learning. We embrace the opportunity to immerse pupils in their learning and ‘hook events’, or tasks, ensure that learners are excited and engaged into new topics. These events range from visits, or visitors to classroom activities. The Broomfield curriculum is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point. Time for learners to reflect or review their learning is central to the learning process at Broomfield. Using ‘ReflectEd’ supports pupils in ‘Learning to Learn’, where reflection is seen as a very important part of individuals’ learning journey. It also supports the acquisition of ‘Sticky Knowledge’ enabling an alteration to our long-term memory. Our written curriculum is enhanced further by the opportunity to learn from the programmes which are fundamental aspects of school life. Broomfield is a ‘Rights Respecting’ school, which is woven through our curriculum but also underpins the choices which pupils, and adults, make within school. We encourage pupils to take personal responsibility for their own learning, but also for their own well-being and the environment through the Healthy Schools and Eco Schools programme. We want all pupils to be successful, confident in their own abilities and potential. Therefore, our curriculum is reviewed and adapted to meet the needs of all pupils within the context of themselves, their school and their local community. Our intent is that the curriculum enables pupils to leave Broomfield achieving their academic best, proud of who they are and the choices they make, ready for their next adventure.
Allotted Time Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Wild – Emily Hughes Lost and Found – Beegu – Alexis Deacon Dogger – Pattan’s Pumpkin – Chitra The Naughty
Poetry Oliver Jeffers Shirley Hughes Soundar Bus – Jan and
Out and About by Poetry Jerry Oke
Shirley Hughes Poetry Poet study – Puffin Book of Poetry Poetry
Reading Christmas poems Fantastic First Poems – June All Aboard the It starts with a seed- Laura Poetry
Core text Reading Crebbin Toy Train – Knowles Transport
The Little Gardener – Core text Reading Tony Bradman Reading poems –
Emily Hughes Non-fiction books on Core text Reading Core texts Vroom, Vroom
animals in hot and cold Core text Non-fiction books about plants – poems about
English Units regions. Non-fiction and growth. things with
Meerkat Mail-Emily books about wheels – Paul
Gravett toys Nicholls (The
I love you Blue Song of the
Kangaroo- Train)
Reading
Core text
Non-fiction
Year 1
books about
transport
Maths
White Rose Maths. Number: Place Value Number: Addition and Consolidation Measurement: Consolidation Number: Place
within 10 Subtraction Length and Value within
Number: Addition and Number: Addition and Height Number: Multiplication and 100
subtraction Geometry: Shape Subtraction within 20 Division
Measurement: Measurement:
Number: Place Value Number: Place Value within 50 Weight and Number: Fractions Money
within 20 Volume
Geometry: Position and Measurement:
Consolidation Direction Time
Why can’t a meerkat
What has changed since your grandparents were Who was famous when
Learning Challenges survive in the North Where do, and did,
Where do the leaves young? your Mum and Dad were
History/Geography Pole? the wheels on the
go in the winter? Old Toys little?
Features of a bus go?
Famous person in history
town/local areaKey areas Geography Geography Geography & History History History
Use of IT Knowledge
Can they use a simple painting program to create a picture? Can they describe what they can see and like in the work of
Art
Can they use tools like fill and brushes in a painting package? another artist/craft maker/designer?
Can they go back and change their picture? Can they ask sensible questions about a piece of art?
Painting
Drawing Can they communicate
Textiles
Can they communicate something about
Can they sort
something about themselves in their Collage
threads and
themselves in their painting? Printing 3D Can they cut
fabrics?
drawing? Can they create moods Can they print with sponges? Can they add texture by using and tear paper
Can they group
Can they create moods in their paintings? Can they print onto paper and tools? and card for
fabrics and
in their drawings? Can they choose to use textile? Can they make different kinds their collages?
threads by
Can they draw using thick and thin brushes Can they design their own of shapes? Can they
colour and
pencil and crayons? as appropriate? printing block? Can they cut, roll and coil gather and
texture?
Can they draw lines of Can they paint a Can they create a repeating materials such as clay, dough sort the
Can they
different shapes and picture of something pattern? or plasticine? materials they
weave with
thickness, using 2 they can see? will need?
fabric and
different grades of Can they name the
thread?
pencil? primary and secondary
colours?
Evaluating processes and products
Developing, planning and communicating ideas Working with tools, equipment, materials and
Can they describe how something works?
Can they think of some ideas of their own? components to make quality products
DT Can they talk about their own work and things
Can they explain what they want to do? Can they explain what they are making?
that other people have done?
Can they use pictures and words to plan? Can they explain which tools they are using?
Mechanisms
Cooking and nutrition Can they make
Can they cut food a product
safely? which moves? Construction
Can they describe the Use of materials Can they cut Can they talk with others about how they want
texture of foods? Textiles Can they make a materials using to construct their product?
Do they wash their Can they describe how structure/model using scissors? Can they select appropriate resources and tools
hands and make sure different textiles feel? different materials? Can they for their building projects?
that surfaces are Can they make a Is their work tidy? describe the Can they make simple plans before making
clean? product from textiles Can they make their model materials using objects, e.g. drawings, arranging pieces of
Can they think of by gluing? stronger if it needs to be? different construction before building?
interesting ways of words?
decorating food they Can they say Possible – Make a model bus.
have made, e.g., why they have
cakes? chosen moving
parts?Article 24 – The right
to healthy food and
clean water
Performing arts
Rhythm in the way we
Charanga Round & Reflect, rewind
Hey you! walk and the banana In the grove Your imagination
Round and replay
rap
PE Multi-skills Dance Gymnastics Games Games Athletics
PE Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
(Real PE)
Animals, including humans
Science Living things and habitats. Everyday materials Plants
Life cycles
Ongoing focus
Seasonal changes
Computing Painting Programming Toys Programming with Word processing skills
Online Safety Computer Skills
Canvas/Jamboard Beebot ScratchJr
Physical
health and Media Families and
Respecting Belonging to
Safe literacy and Money Growing and
PSHE / RSE Mental
relationships
ourselves and a
digital and work
friendships
changing
Keeping safe
wellbeing others community
resilience
RE 1.7 What does it mean 1.6 How and why do 1.1 Who is Christian and what do they believe? 1.5 What makes some places sacred?
Article 14 to belong to a faith we celebrate special This could be an RE week or fit into a cross
You have the right to community? and sacred times? curricula unit of study.
choose your own religion
and beliefs
MFL - - - - - -
Equal Opportunities
Article 30 Activities: All children to have access to areas;
Activities: Look at pictures of people from
You have the right to children encouraged to try new things/areas Show racism the red card.
hot/cold places – all children like to…. (how are Who can do
practice your own Books: We’re All Wonders; Pink is for Girls; Julian Member of a team
we the same?) what jobs?
culture, language and is a Mermaid; Super Daisy Sportsmanship
Books: Same Difference; All Are Welcome
religion - or any you
choose.
Visit Ryedale
Harvest
Christmas Shoe box Skip with a rope folk museum
Cultural keys(?) Using a knife and fork How to be a good friend Picnic
Christmas school Fair Old fashioned games or similar for
Crossing a road safely
old toysCultural –
Museum visit
Mrs Barthram
Election of school Church visit
SMSC Remembrance Day visit (talking Sporting events
council. Linking to
about the past) Picnic
government elections
Old Toys
CollectionAllotted Time Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
English Units
Man on the Moon – One Giant Leap- Don Traction Man – Beegu – Alex Deacon The Great Kapok Tree Katie Morag delivers
Simon Bartram Brown Mini Grey Lynne Cherry the mail
Poetry Katie Morag and
Poetry Poetry Poet study – Puffin Book of Tiresome Ted
Space Poems chosen Machine Poetry – Fantastic First Poems – June Mairi Hedderwick
by Gaby Morgan Nick Sharratt and Crebbin
Reading Jill Bennet Reading
Core text Reading Core text
Bob and the Moon Tree Core text
Mystery – Simon Traction Man and
Bartram Turbo-Dog
Comics
Year 2
Maths
White Rose Number: Subtraction Number: Geometry: Measurement:
Number: Place Value Measurement: Money Measurement: Mass,
Multiplication and Properties of shape. Length and Height
Number: addition and Number: Multiplication Capacity and
Division. Number: Geometry:
subtraction. and Division Temperature
Statistics. Fractions Position and Direction
Measurement: Time
Consolidation.
Consolidation and
Consolidation problem solving.Learning
Challenges Why were Neil
What would Beegu
History/Geograp Armstrong and Tim Where would you prefer to Why do we love to be
find interesting about
hy Peake brave people? live, England or Brazil? beside the seaside?
Northallerton?
Key areas History History Geography Geography History
Art
Use of IT Sketch books Knowledge
Can they create a picture independently? Can they begin to demonstrate their ideas through Can they link colours to natural and man-made
Can they use simple IT mark-making tools, e.g. photographs and in their sketch books? objects?
brush and pen tools? Can they set out their ideas, using ‘annotation’ in Can they say how other artist/craft
Can they edit their own work? their sketch books? maker/designer have used colour, pattern and
Can they take different photographs of themselves Do they keep notes in their sketch books as to how shape?
displaying different moods? they have changed their work? Can they create a piece of work in response to
Can they change their photographic images on a another artist’s work?
computer?
Drawing Painting Printing Collage
3D / Textiles
Can they use three Can they mix paint to Can they create a print using pressing, rolling, Can they create
Can they make a clay pot?
different grades of create all the secondary rubbing and stamping? individual and group
Can they join two finger
pencil in their drawing colours? Can they create a print like a designer? collages?
pots together?
(4B, 8B, HB)? Can they mix and match Can they use
Can they add line and
Can they use charcoal, colours, predict different kinds of
shape to their work?
pencil and pastels? outcomes? materials on their
Can they join fabric using
Can they create Can they mix their own collage and explain
glue?
different tones using brown? why they have
Can they sew fabrics
light and dark? Can they make tints by chosen them?
together?
Can they show patterns adding white? Can they use
Can they create part of a
and texture in their Can they make tones by repeated patterns in
class patchwork?
drawings? adding black? their collage?
Can they use a
viewfinder to focus on a
specific part of an
artefact before drawing
it?
DT Developing, planning and communicating ideas Evaluating processes and products
Working with tools, equipment, materials and
Can they think of ideas and plan what to do next?
components to make quality products
Can they choose the best tools and materials? Can Can they explain what went well with their work?
Can they join things (materials/ components)
they give a reason why these are best? If they did it again, can they explain what they
together in different ways?
Can they describe their design by using pictures, would improve?
diagrams, models and words?
Cooking and nutrition Textiles Mechanisms Use of materials ConstructionCan they describe the Can they measure Can they join materials together as part of a Can they measure Can they make
properties of the textile? moving product? materials to use in a sensible choices as to
ingredients they are Can they join textiles Can they add design to their product? model or structure? which material to use
using? together to make Can they join material in for their
Can they explain what it something? different ways? constructions?
means to be hygienic? Can they cut textiles? Can they use joining, Can they develop
Are they hygienic in the Can they explain why folding or rolling to make their own ideas from
kitchen? they chose a certain it stronger? initial starting points?
textile? Can they incorporate
some type of
movement into
models?
Can they consider
how to improve their
construction?
Performing arts I wanna play in a Reflect, rewind and
Hands, feet, heart Ho Ho Ho Zoo time Friendship song
Charanga band replay
PE Multi-skills Dance Gymnastics Games Games Athletics
PE Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
(Real PE)
Science All living things
Use of everyday
Animals including humans Uses of everyday materials Plants animals and their
materials.
habitats
Computing Word processing skills
Painting Programming Toys Programming Online Safety Computer Skills
PSHE / RSE
Physical health
Respecting Families and
and Belonging to a Media literacy and Money Growing and
Safe relationships ourselves and friendships Keeping safe
Mental community digital resilience and work changing
others
wellbeing
RE 1.8 How should we care 1.6 How and why do we 1.2 Who is a Muslim and what do they believe? Or 1.4 How can we learn from sacred books?
Article 14 for others and the celebrate special and 1.3 Who is Jewish and what do they believe?
You have the world, and why does it sacred times?
right to choose matter? (Different festival focus)
your own religion
and beliefs
MFL
Equal Activities: Learn about how Easter is celebrated
Activities: Learn about Activities: Sexual
Opportunities around the world; use images of children from
children from Africa – equality – can men
Article 30 around the Commonwealth in displaysYou have the how are they the same Books: http://www.youngcommonwealth.org/ and women do the
right to practice and different to them? The Drum; Mirror same jobs?
your own culture, Books: The Dandelion Books: No Difference
language and Dormice; Shine; My Between Us;
religion - or any World, Your World. Interstella Cinderella;
you choose. Daddy Christmas and Baking with Dad; I’m
Hannukah Mama; a Girl
Mufaro’s Beautiful
Daughters; Handa’s
Surprise
Cultural keys Give to others (CiN) Skip with a rope. How to be a good friend Visit to the beach
Harvest
Christmas fair Old games and toys. Build a sandcastle
SMSC Voting for class rep. for
Take part in Christmas Human impact on
School Council / Eco Visit to a Mosque Sporting events.
play seaside – how should
Council
we care for it?Allotted Time Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
English units
Greek Myths – Marcia Orion and the Dark – Stone Age Boy – Alice in Wonderland – The Flower – John Light The Firework
Williams Emma Yarlett Satoshi Kitamura Lewis Carroll Maker’s Daughter
Abridged version – Poetry – Phillip Pullman
Reading Poetry Poetry Emma Chichester Clark What is Pink? Christina
The Orchard Book of The Sound Collector – The First Drawing – Poetry Rossetti Poetry
Greek Myths Roger McGough Modicai Gerstein The Mouse’s Tail – Reading Fireworks – James
Core texts Reading Reading Lewis Carroll Core text/A Child’s Garden Reeves
Core text Core text/The Boy With Reading – Michael Foreman Reading
The Owl Who Was the Bronze Axe – Core text Non-fiction texts on plants Core text
Afraid of the dark Kathleen Fidler
Maths
White Rose Maths Measurement: Length Number: Fractions Geometry:
Number: Place Value Number: Multiplication Number: Multiplication and Perimeter Measurement: Time Properties of shape
Number: Addition and and Division and Division Number: Fractions Measurement:Mas
Subtraction Consolidate and Assess Measurement: Money Consolidate and Assess s and capacity
Statistics (Consolidate and
Y3
Assess.)
Learning
How has the Victorian
Challenges
Why has Greece always What makes the Earth Who first lived in period helped to shape Why do so many people choose to go the
History/Geograp
been in the news? angry? Britain? the Northallerton that Mediterranean on their holidays?
hy
we know today?*
Key areas History Geography History History Geography
Art Use of IT Use of sketch books Knowledge
Can they use the printed images they take with a Can they use their sketch books to express feelings Can they compare the work of different artists?
digital camera and combine them with other media about a subject and to describe likes and dislikes? Can they explore work from other cultures?
to produce art work? Can they make notes in their sketch books about Can they explore work from other periods of time?
Can they use IT programs to create a piece of work techniques used by artists? Are they beginning to understand the viewpoints
that includes their own work and that of others Can they suggest improvements to their work by of others by looking at images of people and
(using web)? keeping notes in their sketch books? understand how they are feeling and what the
Can they use the web to research an artist or style of artist is trying to express in their work?
art?
Drawing Printing Collage Painting 3D / Textiles
Can they show facial Can they make a Can they cut very Can they predict with Can they add onto their work to create texture
expressions in their printing block? accurately? accuracy the colours and shape?
drawings? that they mix? Can they work with life size materials?Can they use their Can they make a 2 Can they overlap Do they know where Can they create pop-ups?
sketches to produce a final colour print? materials? each of the primary and Can they use more than one type of stitch?
piece of work? Can they experiment secondary colours sits Can they join fabric together to form a quilt using
Can they write an using different colours? on the colour wheel? padding?
explanation of their sketch Can they use mosaic? Can they create a Can they use sewing to add detail to a piece of
in notes? Can they use montage? background using a work?
Can they use different wash? Can they add texture to a piece of work?
grades of pencil shade, to Can they use a range of
show different tones and brushes to create
texture? different effects?
DT Developing, planning and communicating ideas Working with tools, equipment, materials and Evaluating processes and products
Can they show that their design meets a range of components to make quality products
requirements? Can they explain what they changed which made
Can they put together a step-by-step plan which Can they use equipment and tools accurately? their design even better?
shows the order and also what equipment and tools
they need?
Can they describe their design using an accurately
labelled sketch and words?
How realistic is their plan?
Mouldable materials Stiff and flexible sheet Electrical and mechanical components Cooking and nutrition Textiles
Do they select the most materials Do they select the most appropriate tools and Can they choose the right Can they join
appropriate materials? Do they use the most techniques to use for a given task? ingredients for a product? textiles of different
Can they use a range of appropriate materials? Can they make a product which uses both Can they use equipment types in different
techniques to shape and Can they work electrical and mechanical components? safely? Can they make sure ways?
mould? accurately to make cuts Can they use a simple circuit? that their product looks Can they choose
Do they use finishing and holes? Can they use a number of components? textiles both for
attractive?
techniques? Can they join materials? their appearance
Can they describe how their
and also qualities?
combined ingredients come
together?
Can they set out to grow
plants such as cress and
herbs from seed with the
intention of using them for
their food product?
Performing arts Glockenspiel Stage 1 Let your spirit fly Three little birds The dragon song Bringing us together Reflect, rewind and
Charanga replayPE Invasion games Dance Gymnastics Net & wall games Striking and fielding Athletics
games
Real Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
PE
Science Animals, including humans
Rocks Light Plants Forces and magnets
Computing Drawing and Desktop Internet Research and Presentation Skills Online Safety Word Processing Programming Turtle Logo
Publishing Communication and Scratch
PSHE / RSE Physical health
Respecting
Families and and
Safe relationships ourselves and Belonging to a Media literacy and Money Growing and
friendships Mental Keeping safe
others community digital resilience and work changing
wellbeing
RE L2.7 What does it mean to be a Christian in Britain L2.1 What do different L2.5 What are festivals L2.4 Why do people pray? L2.2 Why is the
Article 14 today? people believe about important to religious Bible important for
You have the God? communities? Christians today?
right to choose Christian focus and Easter focus possibly an
your own religion either or both Hindus RE week
and beliefs and Muslims
MFL Moi Les coulers La jungle Tutti frutti Vive le sport La Meteo
Equal Activities: Raising money for people less fortunate; Activities: Listen to and apprise music from Activities: Diversity and equality in sport- promote
opportunities Find out about the work of a local Foodbank. around the world; discuss how music is an female and Paralympic athletes Football initiative
Article 30 Books: Last Stop on Market Street; Those Shoes; international language and brings people together. Show racism the red card
You have the Books: Little Granny Quarterback; The Basket Ball;
right to practice Jessica Ennis-Hill: Champion Athlete
your own culture,
language and
religion - or any
you choose.
Cultural keys Democracy – voting for Church visit Christmas A day without Local walk – stop, look What is a good friend? Countries, capital
school Council service electricity. and listen. Use a zebra Good sportsmanship and flags-Europe
Coughs, sneezes and nose Birthday and addresses Tie shoelaces. crossing. Crossing a Football
blowing + hand washing Democracy – voting for road safely
Eco School rep – link Table manners and
general election etiquette – Mad
Hatters tea party
SMSC Harvest – Collection for Spiritual- Christingle Moral – recognise the Appreciation of the Cultural-Olympics Mediterranean Day
food bank Democracy – link difference between local area Moral- Football initiative – children come
Show racism the red cardright and wrong + Social- tea party + dressed as a consequences manners see above- country - food
Allotted Time Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
English units
Escape from Pompeii – The Incredible Book The Pied Piper – Egyptian Cinderella – The Promise – Nicola The Wind in the
Christina Ballit Eating Boy – Oliver Michael Morpurgo Shirley Climo Davies Willows – Kenneth
Jeffers Grahame
Poetry Reading Reading Reading
Fire poetry Poetry The Pied Piper – Robert Core text The Dancing Bear – Poetry
Reading Poet study – class Browning Charles Causley The River – Valerie
Bush Fire – Jacky Kay choice based on core Traditional stories Bloom
Escape from Pompeii text. The Pied Piper Reading
Non-fiction books on Reading Information books on The Wind in the
the Romans. Books linked to core to Ancient Egypt. Willows
introduce a wider Local reports, archive
range. information, leaflets.
Non-fiction on digestive
system.
Maths
WRM WRM WRM WRM WRM WRM
Y4
Number: Place value Measurement: Length Number: Multiplication Number: Fractions Number: Decimals Statistics
Number: Addition and and perimeter and division Number: Decimals Measurement: Money Geometry: Properties
subtraction Number: Multiplication Measurement: Area Consolidate and Assess Measurement: Time of shape
and division Number: Fractions Geometry: Position and
Consolidate and Assess direction
Consolidate and Assess
Learning
Challenges Where would you Why were the Norman
Why were the Romans so powerful and what did Why is X such a cool Who were the early
History/Geograp choose to build a city? castles certainly not
we learn from them? place to live? lawmakers?
hy bouncy?
Key areas History Geography Geography History History
Use of IT Sketch books Knowledge
Can they present a collection of their work on a Can they use their sketch books to express their Can they experiment with different styles which
slide show? feelings about various subjects and outline likes artists have used?
Can they create a piece of art work which includes and dislikes? Can they explain art from other periods of history?
Art
the integration of digital images they have taken? Can they produce a montage all about
Can they combine graphics and text based on their themselves?
research? Do they use their sketch books to adapt and
improve their original ideas?Do they keep notes about the purpose of their
work in their sketch books?
3D/ Textiles Printing Painting Collage Drawing
Do they experiment Can they print using at Can they create all the Can they use ceramic Can they begin to show
with and combine least four colours? colours they need? mosaic? facial expressions and
materials and processes Can they create an Can they create mood Can they combine body language in their
to design and make 3D accurate print design? in their paintings? visual and tactile sketches?
form? Can they print onto Do they successfully qualities? Can they identify and
Can they begin to sculpt different materials? use shading to create (BAYEAUX TAPESTRY TO draw simple objects,
clay and other (LINK TO RE – mood and feeling? INSPIRE COLLAGE OF and use marks and lines
mouldable materials? HINDUISM – Hindu art (PAINTING LOCATIONS LIFE TODAY) to produce texture?
Can they use early patterns) IN THE CHOSEN CITY- Can they organise line,
textile and sewing skills York artist Mark tone, shape and colour
as part of a project? Braithwaite to represent figures and
(DESIGN AND MAKE forms in movement?
ROMAN WEAPONS, Can they show
ARMOUR ETC) reflections?
Can they explain why
they have chosen
specific materials to
draw with?
(DRAW HOUSES OF
PARLIAMENT – look at
artist Stephen
Wiltshire)
Developing, planning and communicating ideas Working with tools, equipment, materials and Evaluating processes and products
Can they come up with at least one idea about components to make quality products Have they thought of how they will check if their
how to create their product? Can they tell if their finished product is going to be design is successful?
Do they take account of the ideas of others when good quality? Can they begin to explain how they can improve
designing? Are they conscience of the need to produce their original design?
DT
Can they produce a plan and explain it to others? something that will be liked by others? Can they evaluate their product, thinking of both
Can they suggest some improvements and say Can they show a good level of expertise when appearance and the way it works?
what was good and not so good about their using a range of tools and equipment? Do they take time to consider how they could
original design? Do they work at their product even though their have made their idea better?
original idea might not have worked?
Cooking and nutrition Stiff and flexible sheet Textiles Mouldable materials Electrical and
Do they know what to materials Do they think what the Can they use a range of mechanical
do to be hygienic and Can they measure user would want when advanced techniques to components
safe? carefully to make sure choosing textiles? shape and mould? Can they add things to
Have they thought they have not made their circuits?
what they can do to mistakes?present their product in How have they Have they thought Do they use finishing How have they altered
an interesting way? attempted to make about how to make techniques, showing an their product after
(DESIGN AND PREPARE their product strong? their product strong? awareness of audience? checking it?
A ROMAN BANQUET, (DESIGN AND MAKE Can they devise a (CLAY PLAQUE – Are they confident
BAKE BREAD ETC) ROMAN WEAPONS, template? NORMAN CASTLES) about trying out new
ARMOUR ETC) Can they explain how to and different ideas?
join things in a different (Design and make a
way? torch to survive a day
without electricity)
Performing arts Mamma mia Glockenspiel stage2 Stop! Lean on me Blackbird Reflect, rewind and
Charanga replay
Invasion games Gymnastics Dance Net & wall games Striking and fielding Athletics
PE games
PE Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
(Real PE)
Animals including humans Sound
Science Electricity All living things States of matter
Scratch: Questions and Word Processing Online Safety Programming Turtle Logo Animation
Computing
Quizzes
Families and Physical health
friendships Respecting and
Belonging to a Media literacy and Money Growing and
PSHE/RSE Safe relationships ourselves and
community digital resilience and work Mental wellbeing changing
Keeping safe
others
RE L2.3 Why is Jesus L2.6 Why do some L2.8 What does it mean to be Hindu in Britain L2.5 Why are festivals L2.9 What can we learn
Article 14 inspiring to some people think that life is today? important to religious from religions about
You have the people? like a journey and what communities? deciding what is right
right to choose significant experiences Eid focus possibly an RE and wrong?
your own religion mark this? week
and beliefs
MFL Les monstres Le calendrier des fetes Les animaux Au marche Je suis le musicien A la mode
Equal Activities: Children use discussion about Boudicca Activities: Possible visit to Hindu temple Activities: Children work to raise money to
Opportunities (female warrior) to lead to discussions about Books: Something Happened in Our Town support local Foodbank;
Article 30 gender equality. https://www.theguardian.com/teacher-
You have the Books: Bill’s New Frock, Anne Fine network/2015/jan/28/teach-students-equality-
right to practice smarties
your own culture, Books: Where Will I Live?language and
religion - or any
you choose.
Manners Spread of germs – flu Outdoor pursuits – Y4 Outdoor pursuits – Y4 Learn countries/flags - Recycling and re-use –
Crossing a road safely vaccination residential. residential link to sporting looking after our
(Go Smarter) Eco-schools elections – Organising possessions. Organising events/World Cup etc environment.
School council elections listening to Appropriate dressing possessions.
presentations/appropri for weather. Appropriate dressing Sportsmanship – link to Ethos of the Olympic
Curriculum keys
ate ways of speaking. - Manners when eating for weather Sports Day. games.
link to general election Manners when eating
and democracy
Spiritual – Christianity Spiritual – Christingle Moral – understand the Moral – understand the Being proud of Discussions surrounding
SMSC consequences of consequences of achievements – link to right/wrong (laws)
behaviour and actions behaviour and actions end of year reports etcAllotted Time Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
The Man who Walked Journey to Jo’burg – The Lady of Shalott – Beowulf _Michael Leon and the Place The Nowhere
Between the Towers – Beverley Naidoo Alfred Lord Tennyson Morpurgo Between – Grahame Emporium – Ross
Mordecai Gerstein Baker-Smith Mackenzie
Poetry Reading Poetry
Poetry S is for South Africa – The Lady of Shallot, Kennings Poetry Poetry
If – Rudyard Kipling Beverley Naidoo King Arthur stories Reading The Magic Box – Kit Poet study – Brian
Reading Reading Non-fiction on Anglo- Beowulf Wright Patten
English units
The Man Who Walked Journey to Jo’burg saxons Non-fiction on Vikings. Reading Reading
Between the Towers A Long Walk to Letter, setting Diary entry Leon and the Place The Nowhere
Newspaper reports, Freedom – children’s description Extended story Between Emporium
interviews of Phillipe version Nelson kenning Non-fiction on earth
Petit. Mandela and space, current Diary
Current reports as reports on space Setting descriptiom
appropriate. exploration.
1 Place value 1 statistics 1 Multiplication and 1 Fractions 1 consolidate 1 geometry: properties
2 Place value division 2 fractions 2 decimals of shape
Y5
3 Place value 2 Multiplication & 2 Multiplication and 3 fractions 3 decimals 2 geometry: position
Division division 4 decimals and direction
4 Addition and 3 Multiplication and 3 Multiplication and 4 Number: decimals 5 geometry:properties 3 geometry: position
Subtraction, including division division and percentages of shape and direction
problems 4 Multiplication and 5 number: decimals and 6 geometry: properties 4 measurement:
5 Addition and division 4 fractions percentages of shape converting units
Maths
Subtraction, 5 fractions 5 measurement:
5 measurement: 6 fractions 6 assess and converting units
6 Statistics perimeter and area consolidate 6 volume
6 Measurement:
perimeter and area Consolidate and assess
Consolidate and assess
How can we re-discover the wonders of Ancient
Learning
Egypt? (history) - 1st half term
Challenges How has Nelson
What’s special about
History/Geograp Mandela helped to stop Were the Anglo Saxons really smashing?
the USA? Where in the World are we now? (geography
hy discrimination?
suggestions from the nowhere Emporium)Key areas Geography History Geography History History
Use of IT Sketch books Knowledge
Can they create a piece of art work which includes Do they keep notes in their sketch books as to how Can they experiment with different styles which
the integration of digital images they have taken? they might develop their work further? artists have used?
Can they combine graphics and text based on their Do they use their sketch books to compare and Do they learn about the work of others by looking
research? discuss ideas with others? at their work in books, the Internet, visits to
Art
Can they scan images and take digital photos, and galleries and other sources of information?
use software to alter them, adapt them and create
work with meaning?
Can they create digital images with animation,
video and sound to communicate their ideas?
Drawing Painting 3D/ Textiles Printing Collage
Can they identify and Can they create a range Do they experiment with and combine materials Can they print using a Can they use ceramic
draw simple objects, of moods in their and processes to design and make 3D form? number of colours? mosaic to produce a
and use marks and lines paintings? Can they sculpt clay and other mouldable Can they create an piece of art?
to produce texture? Can they express their materials? accurate print design Can they combine
Do they successfully emotions accurately Can they use textile and sewing skills as part of a that meets a given visual and tactile
use shading to create through their painting project, e.g. hanging, textile book, etc.? This could criteria? qualities to express
mood and feeling? and sketches? include running stitch, cross stitch, backstitch, Can they print onto mood and emotion?
Can they organise line, See USA artists work appliqué and/or embroidery. different materials?
tone, shape and colour Use painting as an inspiration – banners? Collage places visited in
to represent figures and Printing Egyptian Class book – ‘montage’
forms in movement? Create a textile banner – lady of Shallot heiroglyphs of places
Can they show Clay – making canopic
reflections? jars
Can they explain why
they have chosen
specific materials to
draw with?
Whole term:
American artists:
Warhol , Georgia
O’Keefe
Developing, planning and communicating ideas Working with tools, equipment, materials and Evaluating processes and products
Can they come up with a range of ideas after they components to make quality products Do they keep checking that their design is the best
DT have collected information? Can they explain why their finished product is it can be?
Do they take a user’s view into account when going to be of good quality? Do they check whether anything could be
designing? improved?Can they produce a detailed step-by-step plan? Can they explain how their product will appeal to Can they evaluate appearance and function
Can they suggest some alternative plans and say the audience? against the original criteria?
what the good points and drawbacks are about Can they use a range of tools and equipment
each? expertly?
Do they persevere through different stages of the
making process?
Cooking and nutrition Stiff and flexible sheet Textiles Electrical and mechanical components
Can they describe what materials Do they think what the user would want when Can they incorporate a switch into their product?
they do to be both Are their choosing textiles? Can they refine their product after testing it?
hygienic and safe? measurements How have they made their product attractive and Can they incorporate hydraulics and pneumatics?
How have they accurate enough to strong?
presented their product ensure that everything Can they make up a prototype first?
well? is precise? Can they use a range of joining techniques?
How have they ensured
that their product is
strong and fit for
purpose? – making a
moving toy
Livin’ on a prayer Classroom Jazz 1 Make you feel my love The Fresh prince of Bel Dancing in the street Reflect, rewind and
Music associated with Perform Christmas Air replay
Performing arts USA songs
Charanga ‘Thus Ole Hammer’ Music from South
round Africa – Graceland,
Ladysmith Black
Mambzo
Invasion games Athletics/ Dance/Gymnastics Net & wall games Striking and fielding Athletics
PE
Personal Challenge games
PE Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
(Real PE)
Earth and space – How How can we create new Where n the world?
Forces - how do tight- Is it magic?
Science does the night sky look plants? Animals, including
rope walkers balance? Properties and changes of materials
from jo-burg? All living things humans
Flow Charts Internet Research and Modelling: SketchUp Online Safety 3D Scratch 3.0 Developing Using and Applying
Computing Interactive Stories Webpage Design Games Skills
Physical
Respecting Media literacy health and
Families and Belonging to a Money Growing and
PSHE / RSE Safe relationships ourselves and and Mental Keeping safe
friendships community and work changing
others digital resilience wellbeing
U2.1 Why do some U2.4 If God is U2.2 What would Jesus do? (Can we live by the U2.6 What does it mean to be a Muslim in Britain
RE
people think God everywhere, why go to values of Jesus in the twenty-first century) today?
Article 14
exists? a place of worship?You have the Possible RE week or
right to choose fortnight with a focus
your own religion on a visit to the church
and beliefs and the mandir
MFL Ma famille On fait la fete Cher Zoo Le petit dejeuner Vive le temps libre A la plage
Equal Link to USA and SA Activities: With link to The Lady of Shallot children Activities: Link to Science topic, look at female
Opportunities Learn about Black Lives Matter movement and look at role of women in traditional tales and astronauts and other people who have defied
Article 30 discuss how this affects us in UK (Use news consider whether this has changed in more recent ‘gender stereotypes’ when it comes to their jobs.
You have the sources such as Newsround) stories (use art – the ‘guilded cage’ idea) Books: The Turbulent Term of Tyke Tyler; A Galaxy
right to practice Books: long walk to freedom Books: taditional stories such as Rapunzel, of Her Own
your own culture, Rumplestiltskin etc
language and
religion - or any
you choose.
A Day without Transport choices - eco Grow plants to sell (use visit an art gallery Visit to life centre - Visit to the coast –
electricity Christmas feed a family greenhouse) space beach and water safety
Curriculum keys
Eco-schools elections
Wellbeing and mental kindness Equal opportunities, Caring for living things Pride in ourselves Being a good role
SMSC
health celebrating differences modelAllotted Time Autumn 1 Autumn 2 Spring Summer 1 Summer 2
Private Peaceful – Michael Morpurgo Wonder – J. P. Palacio The Spider and the Fly
Reading focus – Mary Howitt and
Class novel Macbeth - Shakespeare Tony Di Terlizzi
Reading Writing focus
Wonder Poetry
Poetry week: Personification poems (linked to High quality shorter texts/extracts to support Macbeth – Reading
World Poetry day) teaching of exam skills Shakespearean blank Core Text
verse
Reading
Poetry Macbeth
Body Talk – Benjamin Zephaniah
English units
Tales from the Arabian
Nights
Y6
Poetry
The Door – Miroslav
Holub
Reading
Tales from the Arabian
Nights
Number: Place value, including decimals Number: Decimals Statistics
Number: Addition & Subtraction Number: Percentages Geometry: Properties of shape
Multiplication & Division Number: Algebra
Number: Fractions Measurement: Converting units Consolidation and themed projects
Geometry: 2D and 3D shape)
Measurement: Perimeter, area and volume
Maths
Number: Ratio
Geometry: Consolidate and assess
Position and direction
Consolidate and assessLearning
Rivers: Map reading:
Challenges Would you have been persuaded to fight in World Who were the Mayans and what have we learnt
Will you ever see the I’m a Year 6 pupil can
History/Geograp War One? from them?
water you drink again? you get me out of here?
hy
Key areas History History Geography Geography
Use of IT Sketch books Knowledge
Do they use software packages to create pieces of Do their sketch books contain detailed notes, and Can they make a record about the styles and
digital art to design. quotes explaining about items? qualities in their work?
Can they create a piece of art which can be used Do they compare their methods to those of others Can they say what their work is influenced by?
as part of a wider presentation? and keep notes in their sketch books? Can they include technical aspects in their work,
Art Do they combine graphics and text based research e.g. architectural design?
of commercial design, for example magazines etc.,
to influence the layout of their sketch books.
Do they adapt and refine their work to reflect its
meaning and purpose, keeping notes and
annotations in their sketch books
Drawing Painting Printing 3D / Textiles Collage
Do their sketches Can they explain what Can they overprint Can they create models Can they justify the materials they have chosen?
communicate emotions their own style is? using different colours? on a range of scales? Can they combine pattern, tone and shape?
and a sense of self with Can they use a wide Do they look very Can they create work
accuracy and range of techniques in carefully at the which is open to
imagination? their work? methods they use and interpretation by the
Can they explain why Can they explain why make decisions about audience?
they have combined they have chosen the effectiveness of Can they include both
different tools to create specific painting their printing methods? visual and tactile
their drawings? techniques? elements in their work?
Can they explain why
they have chosen
specific drawing
techniques?
Developing, planning and communicating ideas Evaluating processes and products
Can they use a range of information to inform How well do they test and evaluate their final
their design? product?
Working with tools, equipment, materials and
Can they use market research to inform plans? Is it fit for purpose?
components to make quality products
Can they work within constraints? What would improve it?
DT Can they use tools and materials precisely?
Can they follow and refine their plan if necessary? Would different resources have improved their
Do they change the way they are working if
Can they justify their plan to someone else? product?
needed?
Do they consider culture and society in their Would they need more or different information to
designs? make it even better?
Does their product meet all design criteria?Did they consider the use of the product when
selecting materials?
Cooking and nutrition Stiff and flexible sheet
Electrical and
Can they explain how Textiles materials
mechanical
their product should be Have they thought Can they justify why
components
stored with reasons? about how their they selected specific
Can they use different Mouldable materials
Can they set out to product could be sold? materials?
kinds of circuit in their Can they justify why the chosen material was the
grow their own Have they given How have they ensured
product? best for the task?
products with a view to considered thought that their work is
Can they think of ways Can they justify design in relation to the audience?
making a salad, taking about what would precise and accurate?
in which adding a
account of time improve their product Can they hide joints so
circuit would improve
required to grow even more? as to improve the look
their product?
different foods? of their product?
Performing arts Happy Classroom jazz 2 A New Year Carol New Unit You’ve got a friend Reflect, rewind and
Charanga replay
Invasion games Athletics/ Dance/Gymnastics Net & wall games Striking and fielding Athletics
PE
Personal Challenge games
PE Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
(Real PE)
Light
Evolution and
Science Electricity All living things
Animals, including humans inheritance
Spreadsheets Kodu Programming Film-Making Online Safety Scratch- Animated
Computing
Stories
Physical health
Respecting and
Belonging to a Media literacy and Money Growing and
PSHE /RE Families and Safe relationships ourselves and Keeping safe
community digital resilience and work Mental wellbeing changing
friendships others
RE U2.5 is it better to U2.8 What difference U2.7 What matters most to Christians and U2.3 What do religions
Article 14 express your beliefs in does it make to believe Humanists? say to us when life gets
You have the arts and architecture or in Ahisma, Grace and / hard?
right to choose in charity and or Ummah?
your own religion generosity?
and beliefs
MFL Les portraits Les cadeaux Le carnival des animaux Au cafe Tour de France Destinations
Equal Activities: Holocaust activities – link to events Activities: Career day (ensure a range of
Opportunities happening in modern day; discussion can people professions are represented by different genders)
Article 30 from different faiths/races be friends? Historical women
You have the Books: The Boy in the Striped Pyjamas Books: Girls are Best Sandi Toksvig; Forensics Cool
right to practice Women who Investigate;your own culture,
language and
religion - or any
you choose.
Tolerance Spending money in gift Team work Keeping healthy Road Safety Tying a tie (secondary
Cultural keys shop Dealing with Peer practice)
Pressure
Differences in Remembrance Day How other cultures live Endangered species SAT- coping with stress Leaving school
SMSC race/religion Dictators/democracy causing conflict with etc
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