CURRICULUM FRAMEWORK

CURRICULUM OVERVIEW- KEY THREADS IDENTIFIED BELOW

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

EYFS (cycle Ourselves and Nursery Celebrations and Traditional Tales and Buildings Animals Water 1 –20/21) Rhymes Food Storytelling Settlements The Environment Rivers London Where does our What skills or lessons can What do different Which animals can I What can I do with What do I know about me food come from? we learn from traditional buildings look like? talk about? water? and my family? tales? (e.g stranger danger, perseverance)

EYFS (cycle Ourselves and Nursery Light and Dark Stories and Storytelling People who Help Us In the Garden Journeys 2 -21/22) Rhymes What things create How many different ways Who can I ask for help? The Environment Rivers London light? can we tell stories? What are all the Can you find the words What do we fnd in a different ways I that rhyme? garden? can get about?

Rainbow All About Me Heroines and Heroes Saving Planet Earth (cycle 1 London Confict and Invasion Rivers, The Environment –20/21) What are the differences between me and my How have people helped us have better lives? What might the future be like if we don't grandparents? look after our planet?

Rainbow The Romans Chocolate (& The Maya) Wild Weather (cycle 2 London, Immigration, Confict and Invasion, Settlements Rivers, The Environment -21/22) Democracy, Settlements How have the discoveries from the Maya shaped our How have the achievements of explorers How did the Romans change Europe? lives today? impacted the world today?

Rainbow London Explorers The Natural World (cycle 3 London, Rivers, Settlements, Democracy Rivers, Immigration Rivers, The Environment -22/23) What clues are there in London today about How have humans explored countries, continents and Who and what do we share the Earth people that lived and events that happened the globe? with?​ before I was born?

Year 1 All About Me Heroines and Heroes Amazing Africa London Confict and Invasion Immigration, The Environment, CURRICULUM FRAMEWORK

What are the differences between me and my How have people helped us have better lives? Settlements grandparents? What has Africa given to us?

Year 2 London Explorers The Natural World London, Rivers, Settlements, Democracy Rivers, Immigration Rivers, The Environment What clues are there in London today about How have humans explored countries, continents and Who and what do we share the Earth people that lived and events that happened the globe? with?​ before I was born?

Year 3 Stone Age to Iron Age Ancient Egypt Saving Planet Earth The Environment, Settlements Rivers, Settlements Rivers, The Environment What was daily life like for a hunter/gatherer? How different were the lives of the rich and the poor What might the future be like if we don't in Ancient Egypt? look after our planet?

Year 4 The Romans The Maya Wild Weather London, Immigration, Confict and Invasion, Settlements Rivers, The Environment Democracy, Settlements How have the discoveries from the Maya shaped our How have the achievements of explorers How did the Romans change Europe? lives today? impacted the world today?

Year 5 Vikings and Anglo Saxons Trade and Travel Victorian London London, Confict and Invasion, Settlements, Rivers, Immigration, Confict, Democracy London, Rivers Rivers What are all the diferent ways the River Thames has How did Britain build its wealth during the Who were the Vikings and how did they change been used throughout history? Victorian Era? Britain?

Year 6 WW2 Evolution and Inheritance Greece London, Confict and Invasion, Democracy Immigration Democracy, Settlements Is it true to say that Britain won the Second Should the work of Charles Darwin be celebrated How have the Ancient Greeks infuenced World War? today ? our lives today? CURRICULUM FRAMEWORK

EYFS CYCLE 1 (2020-2021)

NURSERY Autumn1 Autumn2 Spring 1 Spring 2 Summer 1 Summer 2

Area of Learning Ourselves & Food Traditional Tales Buildings Animals Water Nursery Rhymes & Storytelling

PSED – Making Seeks out others to share IInitiates play, offering Interested in others play May form a special Shows affection and relationships experiences (22-36) cues to peers to come and starting to join in relationship with another concern for people who Demonstrates friendly and join them (30-50) (22-36) child (22-36) are special to them behaviour, initiating Can play in a group Keeps play going by (22-36) conversations and extending and responding to what forming good elaborating play ideas others are saying or doing relationships with peers e.g. role play activity (30-50) and adults (30-50) (30-50)

PSED – Self Separates from main Expresses own Separates from main Expresses own Separates from main Expresses own confidence and carer with support and preferences and interests carer with support and preferences and interests carer with support and preferences and interests encouragement from (22-36) encouragement from (22-36) encouragement from (22-36) Self Awareness familiar adult (22-36) Confident to talk to other familiar adult (22-36) Welcomes praise and familiar adult (22-36) Is more outgoing towards children when playing Can select and use values praise for what unfamiliar people and and will communicate activities and resources they have done (30-50) more confident in new freely about own home with help (30-50) Enjoys responsibility for social situations (30-50) and community (30-50) Shows confidence in carrying out small tasks asking adults for help (30-50) (30-50)

PSED – Managing Shows understanding and Growing ability to distract Shows understanding and Growing ability to distract Shows understanding and Growing ability to distract Feelings and cooperates with some self when upset (22-36) cooperates with some self when upset (22-36) cooperates with some self when upset (22-36) boundaries and routines Responds to the feelings boundaries and routines Responds to the feelings boundaries and routines Responds to the feelings Behaviour (22-36) and wishes of others (22-36) and wishes of others (22-36) and wishes of others Seeks comfort from (22-36) Seeks comfort from (22-36) Seeks comfort from (22-36) familiar adult when Aware that some actions familiar adult when Aware that some actions familiar adult when Aware that some actions needed (22-36) can hurt or harm others needed (22-36) can hurt or harm others needed (22-36) can hurt or harm others Can express own feelings (22-36) Can express own feelings (22-36) Can express own feelings (22-36) such as sad, happy, cross, Begin to accept the needs such as sad, happy, cross, Can inhibit own such as sad, happy, cross, Can inhibit own scared etc (22-36) of others and can take scared etc (22-36) actions/behaviours scared etc (22-36) actions/behaviours Aware of own feelings turns and share Tries to help or give (22-36) Tries to help or give (22-36) and knows that some resources, sometimes comfort when distressed Can adapt behavior to comfort when distressed actions and words can with support from others (22-36) different events, social (22-36) hurt others (30-50) (30-50) Can usually tolerate delay situations and changes in when needs are not routine (30-50) immediately met, understands wishes may not always be met (30-50) CURRICULUM FRAMEWORK

PD – Moving and Objectives span daily activities and access to both indoor and outdoor space – children learn how to move around the environment safely in different ways and on different Handling equipment, they develop their fine motor skills and begin to use scissors and paintbrushes with some control. They learn how to use a pencil to draw and form some letters.

PD – Health and Objectives span daily activities throughout the year – children learn how to use the toilet, feed themselves, dress themselves, wash their hands by themselves, communicate Self Care hunger/thirst/tiredness to familiar adults and how to be safe in the Nursery environment

CL – Listening Every day planned experiences give children opportunities to develop their communication and language skills. They learn to listen and respond to different sounds with interest and and with growing attention. They enjoy rhymes and songs and start to join in with repeated refrains. They will listen to stories with more attention and recall. They become more attentive and learn to listen to others in small groups and can follow instructions as part of the whole class. Communication

CL - Every day planned experiences give children opportunities to develop their communication and language skills. They begin to understand more complex sentences (such as 2 step Understanding instructions) and can understand ‘who’ ‘what’ ‘where’ in simple questions. They develop their understanding of simple concepts and what things are used for. They will respond to simple instructions.

CL – Speaking Every day planned experiences give children opportunities to develop their communication and language skills. When speaking children will quickly learn new words and expand their vocabulary in relation to their own experience. They will use gestures and talk to communicate and will enjoy using language to share feelings or experiences. They will ask simple questions and then start to give explanations. They will develop their sentence structures and start to use a range of tenses in their speech. They will use talk for pretend play, to explain what is happening, to retell familiar events and will be able to make themselves clearly understood.

UW – People Has a sense of own In pretend play, imitates In pretend play, imitates Beginning to have their Shows interest in Remembers and talks and immediate family and everyday actions and everyday actions and own friends (22-36) different occupations and about significant events relations (22-36) events from own family events from own family Shows interest in ways of life (30-50) in their own experience Communities Learns that they have and cultural background and cultural background different occupations and (30-50) similarities and (22-36) (22-36) ways of life (30-50) differences that connect Remembers and them to and distinguish describes special times them from others (22-36) for family or friends Knows some things that (30-50) can make them unique and can talk about some of the similarities and differences in relation to friends and family (30-50) CURRICULUM FRAMEWORK

UW – The World Enjoys playing with small Enjoys playing with small Enjoys playing with small Notices detailed features Notices detailed features Notices detailed features world models such as a world models such as a world models such as a of objects in the of objects in the of objects in the farm a garage or train farm a garage or train farm a garage or train environment (22-36) environment (22-36) environment (22-36) track (22-36) track (22-36) track (22-36) Comments and asks Comments and asks Comments and asks Comments and asks Talks about why things questions about aspects questions about aspects questions about aspects questions about aspects happen and how things of their familiar world of their familiar world of their familiar world of their familiar world work (30-50) such as the place they such as the place they such as the place they (30-50) Developing an live (30-50) live or the natural world live or the natural world Developing an understanding of growth, Can talk about some of (30-50) (30-50) understanding of growth, decay and change over the things that they have Can talk about some of Can talk about some of decay and change over time (30-50) observed, such as the things that they have the things that they have time (30-50) animals, plants, natural observed, such as observed, such as and found objects (30-50) animals, plants, natural animals, plants, natural Shows care and concern and found objects (30-50) and found objects (30-50) for living things and the Shows care and concern Developing an environment (30-50) for living things and the understanding of growth, environment (30-50) decay and change over Developing an time (30-50) understanding of growth, Shows care and concern decay and change over for living things and the time (30-50) environment (30-50)

UW - Technology Knows how to operate Seeks to acquire basic Shows skill in making toys Knows information can Knows information can simple equipment e.g. skills in turning on and work by pressing parts or be retrieved from be retrieved from turns on CD player and operating ICT equipment lifting flaps to achieve computers (30-50) computers (30-50) uses remote control (22-36) sound effects or new (30-50) Operates mechanical toys images (30-50) Shows an interest in e.g. turns the knob on a technological toys with wind up toy (22-36) knobs and pullets or real objects such as cameras or phones (30-50)

EAD – Exploring Joins in favourite songs Joins in favourite songs Experiments with blocks, Experiments with blocks, Beginning to be Joins in favourite songs and Using (22-36) (22-36) colours and marks colours and marks interested and describe (22-36) Enjoys dancing and Creates sounds by (22-36) (22-36) the texture of things Shows an interest in the Materials joining in with ring games banging, shaking, tapping Taps out simple rhythms Joins construction pieces (30-50) way that musical (30-50) or blowing (22-36) (30-50) together to build and instruments sound Beginning to move Sings a few familiar songs Explores colour and how balance (30-50) (22-36) rhythmically (30-50) (30-50) colour can be changed Beginning to construct Explores and learns how Uses various construction Imitates movement in (30-50) stacking blocks vertically sounds can be changed materials (30-50) response to music and horizontally (30-50) (30-50) Understands that they (30-50) Realises tools can be can use lines to enclose a Beginning to be used for a purpose space and then begin to interested and describe (30-50) use these shapes to the texture of things represent objects (30-50) (30-50) CURRICULUM FRAMEWORK

EAD – Being Beginning to use Uses movement to Beginning to make Beginning to make Builds stories around toys Captures experiences and Imaginative representation to express feelings (30-50) believe by pretending believe by pretending e.g. farm animals need responses with a range of communicate, eg drawing Creates movement in (22-36) (22-36) rescuing (30-50) media such as music, a line and saying that’s response to music Uses available resources Uses available resources to paint and other materials me (22-36) (30-50) to create props for role create props for role play and words (30-50) Engages in role play Notices what adults do, play (30-50) (30-50) Makes up rhythms based on own first hand imitating what is Notices what adults do, (30-50) experiences (30-50) observed and then doing imitating what is observed Sings to self and makes Developing preferences it spontaneously (30-50) and then doing it up simple songs (30-50) for forms of expression spontaneously (30-50) (30-50) Builds stories around toys e.g. farm animals need rescuing (30-50)

Trips/Visits/ Baseline Assessment Divali, Christmas, Bonfire Library Trip, Discover Local Area Walk – Zoo, Surrey Docks Farm, Trip on the River Thames, Projects/ Birthdays – ages, Night, Halloween) Centre Stratford buildings and maps Visit from reptile man London Aquarium timelines Winter Concert for Storyteller visit Easter Pets, guide dog visit Sports Day, Graduation Festivals and International Week families Pancake Day Tower of London, Sky Spring Fair Monet- Water Lilies 1899. celebrations/Sig Families, Family trees, Borough Market, Chinese New Year Garden, The Shard, Tower Steve Irwin Making boats nificant baby photos, All about Supermarket trip, Pizza Unicorn Theatre Bridge Ramadan/Eid Floating and sinking People/Useful me bags project Express Junk modeling buildings – Water in different forms Different family cultures Visitors – Chef/baker, using different materials – ice, steam etc Websites and nationalities round parents to share food Holi Festival Life in water – the world from their countries plants/other creatures Garden School TB Beach day - turn the Reception starts playground into a beach The tropics by Henri for the day Rousseau 1907 Jamie Oliver.

Possible texts Range of Nursery rhymes Pass the Jam Jim, Lima’s Cinderella, Goldilocks, The Three Pigs, Crescent Bear hunt, Brown Bear, Rainbow Fish, The Snail Red Hot Chilli, Mog’s Jack and the Beanstalk, Moons and Pointed Brown Bear, Owl Babies, and The Whale, Tiddler, Round and round the Christmas, Rama and Sita Red Riding Hood, Billy Minarets, If I built a Dear Zoo, Slinky Commotion in the Ocean, garden. story, Jolly Christmas Goats Gruff, Gingerbread House, Sandcastle that Malinky/Hairy McLary, Pirates Love Underpants, Little blue and little Postman, Handa’s Man, Little Red Hen, The Lola Built, Iggy Peck Rumble in the Jungle, Six A planet full of plastic, yellow. Surprise, Green Eggs and Elves and the Shoemaker. Architect, Squash and a Dinner Sid, You’re Called Captain Flinn and the A chair for my grandma Ham, I will Not Ever Eat a The Hare and the Tortoise Squeeze What? Non fiction books Pirate Dinosaurs, Mr I don’t want curly hair by Tomato, Bread and Jam about animals, Noah’s Gumpy’s Outing Lost and Laura Ellen Anderson for Frances, Mr Wolf’s Hansel and Gretel, Puss The Journey (wordless Ark. Found, Somebody Pancakes, Recipe books, in Boots, Magic Porridge book), The House that The Ugly Duckling. The swallowed Stanley, Come Bertie and Blue, The The Very Hungry Pot, CHicken Licken Jack built. Town Mouse and the away from the water, Girls, So Much Caterpillar, Oliver’s Step inside homes Country Mouse. Andrew’s bath, Vegetables, Supertato, through history. Who’s in the shed? Tiddalik the frog The COlour Monster, The The Tiger who Came to Let’s build a house by Giraffes can’t dance. Family Book Super Duper Tea, The King Breakfast Mick and Brita Manning. Billy’s bucket, Splash, You poem by AA Milne, All kind of homes We are going on a Lion Anna Hibiscus, Hooray for Grandma Saturday soup. Hunt Fish CURRICULUM FRAMEWORK

Feast for Ten, Yoko, Little The Pesky Rat, The Three Pea Little WOlves and the big bad pig

EVENTS INTERNATIONAL WEEK – BHM SAFER INTERNET DAY SUMMER FAIR (Summer 1) CHARITY DAY – School Council WORLD BOOK DAY SPORTS DAY (Summer 2) WINTER CONCERT CHARITY DAY – Race for Life

RECEPTION Autumn1 Autumn2 Spring 1 Spring 2 Summer 1 Summer 2

Area of Learning Ourselves and Food Traditional Tales Buildings Animals Water Nursery Rhymes and Storytelling

PSED – Making Explains own knowledge Initiates conversations, Takes steps to resolve Children take account of relationships and understanding and attends to and takes conflicts with others e.g. one another’s ideas asks appropriate account of what others finding a compromise about how to organize questions of others say activities Children show sensitivity Children play to others needs and co-operatively, taking feelings and form positive turns with others relationships with adults and other children

PSED – Self Can describe self in Confident to speak to Children will choose the Children are confident to confidence and positive terms and talk others about own needs, resources they need for try new activities and say about abilities wants, interests and activities and say when why they like some more Self Awareness opinions they do or don’t need than others help Children are confident to speak in a familiar group and will talk about their ideas CURRICULUM FRAMEWORK

PSED – Managing Aware of the boundaries Understands that own Beginning to be able to Children work as part of a Children adjust their Children adjust their Feelings and set and of behavioural actions affect other negotiate and solve group or class and behaviour to different behaviour to different expectations in the people eg becomes upset problems without understand and follow situations and take situations and take Behaviour setting or tries to comfort aggression eg if someone the rules changes of routine in changes of routine in another child when they has taken their toy their stride their stride realize they have upset They talk about their own them Children talk about how and others behviour and they and others show know that some feelings. behaviour is unacceptable

PD – Moving and Objectives span daily activities and access to both indoor and outdoor space – children learn how to move around the environment in a range of ways, they negotiate space safely, Handling becoming more confident on climbing and balancing equipment. They develop their fine and gross motor skills using a range of equipment such as balls, beanbags etc. and are able to handle tools effectively including pencils for writing recognizable letters

PD – Health and Objectives span day-to-day provision. Children develop their independent self-care skills including dressing and using the toilet. They learn about how to keep physically healthy Self Care including what they need for a healthy diet. They understand the need to keep them safe and use equipment safely.

CL – Listening Every day children have opportunities to develop their communication and language skills. They learn to maintain attention and sit quietly when appropriate. They can do this in a and Attention range of situations. They develop their listening skills so that they can answer questions about stories and recall and retell main events. They are able to listen carefully and respond appropriately in a range of situations.

CL – Every day children have opportunities to develop their communication and language skills. They respond to instructions involving several ideas and understand humour. They Understanding develop their understanding of ‘how’ and ‘why’ questions and can answer them when they relate to their own experiences or stories.

CL - Speaking Every day children have opportunities to develop their communication and language skills. They continue to extend their vocabulary and use talk for a range of purposes – in role-play, to explain and organize thinking and to communicate with peers and adults. They become more confident when talking and show an awareness of their listener’s needs. They use a range of tenses correctly and develop narratives connecting ideas and events. CURRICULUM FRAMEWORK

UW – People and Enjoys joining in with Enjoys joining in with Children know about the Communities family customs and family customs and similarities and routines routines differences between themselves and others Children talk about past Children talk about past and among families, and present events in and present events in communities and their own lives and in the their own lives and in the traditions lives of their family lives of their family members members

They know that other They know that other children do not always children do not always enjoy the same things enjoy the same things and are sensitive to this and are sensitive to this

Children know about the similarities and differences between themselves and others and among families, communities and traditions

UW – The World Looks closely at Looks closely at Looks closely at Looks closely at similarities and similarities and similarities and similarities and differences, patterns and differences, patterns and differences, patterns and differences, patterns and change change change change

Children talk about Children talk about Children make Children make features of their own features of their own observations of animals observations of animals immediate environment immediate environment and plants and explain and plants and explain and how environments and how environments why some things occur why some things occur might differ might differ and talk about changes and talk about changes

Children make Children know about Children talk about Children talk about observations of animals similarities and features of their own features of their own and plants and explain differences in relation to immediate environment immediate environment why some things occur places, objects and living and how environments and how environments and talk about changes things. might differ might differ

Children know about Children know about similarities and similarities and differences in relation to differences in relation to places, objects and living places, objects and living things things CURRICULUM FRAMEWORK

UW - Technology Uses ICT hardware to Uses ICT hardware to Completes a simple Completes a simple Children select and use Children select and use interact with age interact with age program on the program on the technology for particular technology for particular appropriate computer appropriate computer computer computer purposes purposes software software Bee-Bots Typing games Typing games Children recognize that a Children recognize that a range of technology is range of technology is used at home and at used at home and at school school

E-safety – DigiDuck Typing games

EAD – Exploring Explores what happens Begins to build a Explores the different Begins to build a Experiments with Begins to build a and Using when they mix colours repertoire of songs and sounds of instruments repertoire of songs and different textures repertoire of songs and dances and how to change them dances dances Materials Uses simple tools and Selects tools and techniques competently Manipulates materials to Constructs with a Explores the different techniques needed to Experiments with and appropriately achieve a planned effect purpose in mind using a sounds of instruments shape, assemble, and join different textures variety of resources and how to change them materials Uses simple tools and Understands that techniques competently Selects appropriate Understands that different media can be and appropriately resources and adapts different media can be combined to create new work where necessary combined to create new effects effects Selects tools and Manipulates materials to techniques needed to achieve a planned effect shape, assemble, and join materials Constructs with a purpose in mind using a variety of resources

Selects appropriate resources and adapts work where necessary

EAD – Being Create simple Chooses colours to use Introduces a storyline or Initiates new Plays co-operatively as Initiates new Imaginative representations of for a purpose narrative into their play combinations of part of a group to act out combinations of events, objects and movement and gesture in a narrative movement and gesture in people Initiates new Plays co-operatively as order to express and order to express and combinations of part of a group to act out respond to feelings, ideas respond to feelings, ideas Chooses colours to use movement and gesture in a narrative and experiences and experiences for a purpose order to express and respond to feelings, ideas Plays alongside children and experiences who are engaged in the same theme CURRICULUM FRAMEWORK

Baseline Assessment Divali, Christmas, Bonfire Library Trip, Discover Local Area Walk – Zoo, Surrey Docks Farm, Trip on the River Thames, Trips/Visits/ Night, Halloween) Centre Stratford buildings and maps Visit from reptile man London Aquarium Projects/ Birthdays – ages, timelines Winter Concert for Storyteller visit Easter Pets Sports Day Festivals and families celebrations/Sign International Week Project floor Tower of London, Sky Spring Fair Graduation Borough Market, books/display from topic Garden, The Shard, Tower ificant Families, Family trees, Supermarket trip, Pizza Bridge Steve Irwin Monet- Water Lilies 1899. baby photos, All about Express Pancake Day People/Useful me bags project Junk modeling buildings – Guide Dog visit beach day - turn the Websites Visitors – Chef/baker, Chinese New Year using different materials playground into a beach Different family cultures parents to share dishes Ramadan/Eif for the day and nationalities round from their countries Unicorn Theatre Holi festival the world Garden School TB Reception starts The tropics by Henri Rousseau 1907. Jamie Oliver.

Possible texts Range of Nursery rhymes Pass the Jam Jim, Lima’s Cinderella, Goldilocks, The Three Pigs, Crescent Bear hunt, Brown Bear, Rainbow Fish, The Snail Red Hot Chilli, Mog’s Jack and the Beanstalk, Moons and Pointed Brown Bear, Owl Babies, and The Whale, Tiddler, Round and round the Christmas, Rama and Sita Red Riding Hood, Billy Minarets, If I built a Dear Zoo, Slinky Commotion in the Ocean, garden. story, Jolly Christmas Goats Gruff, Gingerbread House, Sandcastle that Malinky/Hairy McLary, Pirates Love Underpants, Little blue and little Postman, Handa’s Man, Little Red Hen, The Lola Built, Iggy Peck Rumble in the Jungle, Six A planet full of plastic, yellow. Surprise, Green Eggs and Elves and the Shoemaker. Architect, Squash and a Dinner Sid, You’re Called Captain Flinn and the A chair for my grandma Ham, I will Not Ever Eat a The Hare and the Tortoise Squeeze What? Non fiction books Pirate Dinosaurs, Mr I don’t want curly hair by Tomato, Bread and Jam about animals, Noah’s Gumpy’s Outing Lost and Laura Ellen Anderson for Frances, Mr Wolf’s Hansel and Gretel, Puss The Journey (wordless Ark. Found, Somebody Pancakes, Recipe books, in Boots, Magic Porridge book), The House that The Ugly Duckling. The swallowed Stanley, Come Bertie and Blue, The The Very Hungry Pot, CHicken Licken Jack built. Town Mouse and the away from the water, Girls, So Much Caterpillar, Oliver’s Step inside homes Country Mouse. Andrew’s bath, Vegetables, Supertato, through history. Who’s in the shed? Tiddalik the frog The COlour Monster, The The Tiger who Came to Let’s build a house by Giraffes can’t dance. Family Book Super Duper Tea, The King Breakfast Mick and Brita Manning. Billy’s bucket, Splash, You poem by AA Milne, All kind of homes We are going on a lion Anna Hibiscus, Hooray for Grandma Saturday soup. hunt Fish Feast for Ten, Yoko, Little The Pesky Rat, The Three Pea Little WOlves and the big bad pig

EVENTS INTERNATIONAL WEEK – BHM SAFER INTERNET DAY SUMMER FAIR (Summer 1) CHARITY DAY – School Council WORLD BOOK DAY SPORTS DAY (Summer 2) WINTER CONCERT CLASS ASSEMBLY CHARITY DAY – Race for Life CURRICULUM FRAMEWORK

EYFS CYCLE 2 (2021-2022) - OBJECTIVES REMAIN THE SAME FOR NURSERY AND RECEPTION

NURSERY & Autumn1 Autumn2 Spring 1 Spring 2 Summer 1 Summer 2 RECEPTION

Ourselves & Light and Dark Stories and People Who In the Garden Journeys Nursery Rhymes Storytelling Help Us

Trips/Visits/ Baseline Assessment (Divali, Christmas, Bonfire Pantomime Firefighters, Teddy Bear Insect person A riverboat trip, ride on Projects/ Festivals Night, Halloween) Hospital, Animal Carers, the bus, cross Tower Birthdays – ages, timelines Immersive story-telling Dentists, Police, Lollipop Garden/park visits Bridge, visit bridge and Winter Concert for families lady, Nurse opening celebrations/Signi International Week Unicorn theatre, Library Planting herbs, potatoes, Seasons visit Trip to Sainsbury’s flowers H&M Belfast. ficant Families, Family trees, baby People/Useful photos, All about Me bag Starry Night by Vincent Van Book making Florence Nightingale, Mary Caterpillars/butterflies Neil Armstrong project Gogh. Seacole Websites Invite visitors/parents to Natural History Museum Tim Peake Different family cultures come and tell their and nationalities round favourite story London Wetlands Centre Transport for journeys, the world holidays Chinese New Year, HOrniman Museum Pancake Day, Easter Local Gardener

Possible texts Range of Nursery rhymes The Grotlyn, Where the Julia Donaldson, Dr Zeuss, Through my window, The The Bad-tempered ‘The Journey’, The way to wild things are, A tale of 1001 Arabian Nights, Hans Jolly Postman, The Zoo ladybird, The Very Hungry school, Lost and found, Round and round the two feathers, Divali, Anderson Fairy Tales, Vet, Burglar Bill, Naughty Caterpillar, The Tadpole’s The Train Ride, Whatever garden. Oscar and the Moth, Grimms Brothers, We’re Bus, Doctor Dog, Zog and Promise, Superworm. Next, Man on The Moon Little blue and little yellow. Can’t You Sleep Little going on a bear hunt, the Flying Doctors, Non The Very Greedy Bee. A chair for my grandma Bear? Cuddly Dudley, Elmer fiction books, Mog and Oliver’s fruit salad I don’t want curly hair by teh Vet, After the Storm, Oliver’s vegetables. Laura Ellen Anderson Owl babies, The Owl who The Lighthouse Keeper’s Jack and the beanstalk. was afraid of the Dark, Kunch The tiny seed Bertie and Blue, The Night Monkey Day Girls, So Much Monkey, The Magic Sky, Rama and Sita Super Duper You, The Colour Monster, The Family Book CURRICULUM FRAMEWORK

Possible music links Heads, Shoulders, Knees Early Years Song – People In the Garden – Song for and Toes Who Help Us (Sue Children Can you sing the song on Bleazard) Listen to the song and your own? What other Listen to the song and list watch the video. Name 3 body parts can you name? some people who can help things that you can find us. Can you name any outdoors. others?

EVENTS INTERNATIONAL WEEK – BHM SAFER INTERNET DAY SPRING FAIR (Summer 1 CHARITY DAY – School Council WORLD BOOK DAY SPORTS DAY (Summer 2) WINTER CONCERT CLASS ASSEMBLY (RECEPTION) CHARITY DAY – Race for Life

RESOURCE BASE (RAINBOW CLASS)

The children follow individual programmes alongside the curriculum, these allow the children to meet the targets identified on their Education and Health Care Plans. The Curriculum is carefully planned to meet the needs of all the children and links closely with the topics taught in EYFS and Key Stage 1. Children who are integrating into mainstream classes will also follow the curriculum for that year group where appropriate.

CYCLE 1 (2020 - 2021)

Autumn Spring Summer

Area of Learning All About Me Heroines and Heroes Saving Planet Earth

Engaging Starting Who we are and where we come from. Continuing to develop chronology- use of language- past/ Forest School- Looking after our local environment Points Favourite foods- likes and dislikes. present. Recognising that events may be fictional or real. Our bodies- naming different parts of the body. Growing food, healthy eating, food from different cultures, Fictional Heroes and Heroines vs Real life Heroes and where does food come from? Heroines. Tasting different food. People who help us - police, doctors, fire fighters, parents, family members Shop/ restaurant role play Writing recipes, instructions, menus. Measuring – cooking, money- shopping. Trip to shop to buy food CURRICULUM FRAMEWORK

History Study of significant people - Children to identify their own Heroines and Heroes- what makes someone a hero or heroine?

Geography identify seasonal and weather patterns. Use geographical Identify seasonal and weather patterns. Use geographical Locational knowledge using maps, globes, atlases, digital vocabulary e.g. soil, farm, season, weather vocabulary e.g. soil, farm, season, weather maps – South America. Latitude, longitude, tropic of capricorn. Place Knowledge of South America- similarities and differences to a place in the UK. Human and Physical Geography of Rainforests. Develop Geographical skills- use eight points of a compass and begin to use grid references. Understanding of climate.

Science Animals including humans, materials Seasonal changes, plants Animals including humans (Y1) Planting- mustard/ cress. Plants (Y3)

Design and Art: DT: Structures Art: DT: Music Technology/ Drawing-line, shape. Investigating structure- Colour-painting,space Mechanisms – Make a Can distinguish pulse and rhythm. Self Portraits-Vincent Van homes Artists:Kandinsky and moving toy using levers Play instruments and use the voice in different ways as ART/Music Gogh To explore how built Yayoi Kusama and sliders. part of a class piece based on a story. Beautiful Oops-looking at structures can be made Use painting as a medium Move appropriately to music. lines-Mondrian stronger, stiffer and more to develop and share ideas. To explore and use Play a short sound sequence with a partner using short Extend variety of drawing stable. Begin to mix colours. mechanisms (levers, and long sounds. Sing with good posture and breathing. tools. Use drawing as a Know the primary colours. sliders, wheels and axles) in Play a rhythmic line of a song medium to develop and Use colour and space for products. share ideas. Explore using effect. lines and known geometric Use a range of materials shapes to create. Draw creatively to design and people/faces accurately/ make art work. Self portrait

Computing E-safety – Hector’s World E-Safety E-Safety Keeping personal information private. Digital Literacy Digital Literacy: Identify where to go for help and support when they have Use technology purposefully to create, organise, store, Purple Mash – Unit 1.6 Animated storybooks using concerns about content or contact on the internet or manipulate and retrieve digital content. 2CreateAStory. other online technologies. Introduction to data – learning that data can be presented Creating, saving and retrieving digital content (English/Fact in different ways. Representing data digitally e.g. bar file on Africa) Digital Technology: charts and pictograms. (Maths) Computer Science:. Logging in and typing games. Computer Science: Understanding what an algorithm is and creating simple How to use technology safely and respectfully. Understand what algorithms are; how they are programs. implemented as programs on digital devices; and that Espresso block coding - unit 1b Simple Inputs ‘Obey My programs are executed by following precise and Command’ unambiguous instructions. Espresso block coding – unit 1a CURRICULUM FRAMEWORK

PSHE Recipes from different cultures- bring from home. What is a hero/heroine? Looking after plants and animals, looking after each other Link to international week/ Black History Month.

PE

Texts Poetry, Me and you, Naughty Bus, Beegu, Cave Baby, The Traction Man, Send for a Superhero, I want my hat back, The Story of Tutankhamun, Egyptian Cinderella, The day I Jolly Postman, Burglar Bill, etc. Princess and giant, Peter Pan, Pinocchio, Puss in Boots, 3 swapped my Dad for a Goldfish, Reading- The heart and pigs, Me and You, Jack and the Beanstalk, Jim and the the bottle Beanstalk, Hansel and Gretel, Fairytales for Mr Barker, Horrible Histories Goldilocks and just the 1 bear, Where the wild things are, Filming news reports, Diaries, fact files, news reports Princess Smartypants, The Goldilocks Project, The Paper Bag Princess

Events INTERNATIONAL WEEK – BHM SAFER INTERNET DAY SUMMER FAIR (Summer 1) CHARITY DAY – School Council WORLD BOOK DAY SPORTS DAY (Summer 2) CHARITY DAY – Race for Life

CYCLE 2 (2021 - 2022)

Autumn Spring Summer

Area of Learning Romans Chocolate and The Maya Wild Weather

Engaging Starting Local walk- Roman features. Chocolate tasting day Weather observation in the garden- Weather station Points

History Timeline to set the context. Use of different sources of History of chocolate - when did it become popular? Comparison of Great explorers- reason/ drive/ ambition/ historical information- including artefacts. Explore what it training etc. Make a timeline of Shackleton’s expedition. was like for children in Ancient Rome. Look at the achievements of Matthew Henson – black African explorer (first person to stand on top of the world). Historical records – how do we know so much about this journey i.e. photographs, diary, newspaper reports (primary and secondary sources). CURRICULUM FRAMEWORK

Geography Settlement and land use- how was land use influenced by Cacao trees - where do they grow? What do they need? Exploring a world map – cold/hot countries and why? the Romans? Roman Roads – identify on maps- use to plan Climate. Countries where cacao is grown. (equator, North & South poles) - How does a map show routes. Knowledge of Europe- using maps to locate climate zones? world weather types. Drawing conclusions countries. Compare and contrast-Pompeii (and about locations around the world. Using a key and map surrounding area) in Italy with UK area(European study) coordinates. Exploring why and how maps show different features etc.

Science Sound Animals including humans Living things and their habitats Electricity States of matter

Design and DT-cooking Art- textiles Music Art-painting, colour and DT-computer controlled Technology/Art/ Making bread Design pattern/motif and mood Exploring Roman print/batik on fabric Improvise 4 phrase rhythms. Sing a pentatonic song. Picasso-The Blue Lego WeDo using Music foods-where they come M.C Escher Perform a sound picture in a small group Period-investigate use of programming to make a from how they grow etc Orla Kiely Tap a 4 beat rhythm accurately including quavers, colour to convey mood robot move Althea Mcnish crotchets and crotchet rest. Adapt and perform a Cooking and nutrition— To playground song in a small group. Plan, create and evaluate a To understand and use understand and apply the Create visual texture using painting. Incorporate what electrical systems such as principles of a healthy and different marks and tools. has been found in the simple circuits varied diet. Create patterns/ motifs painting into creating incorporating switches, To prepare and cook basic with repeated mark something (colour and bulbs, buzzers and motors. savoury and sweet dishes making. Evaluate beginning mood). using a range of cooking to use artistic language. Students refer to the sketch techniques. Compare different fabrics. book and use it for Use tessellation to create planning. work. Evaluate by beginning to use artistic language.

Computing E-Safety Computer Science Digital Literacy Identifying factors that affect search results, Use sequence, selection and repetition in programs. Select a variety of software to accomplish given goals understanding the impact of cyberbullying, how to create Espresso Block Coding – Unit 4a Introduction to variables Select, use and combine internet services a secure password, ways of reporting concerning content. Design and create a program that accomplishes specific Analyse information Digital Literacy goals. Evaluate information Selecting software to accomplish different goals, select, Espresso Block Coding – Unit 4b Repetition and loops Collect data use and combine internet services. Use repetition and loops in a program Present data Purple Mash – Unit 4.4 Writing for different audiences Purple Mash – Unit 4.3 Spreadsheets Crash Course (History - Creating newspaper reports Romans) Collect, present, analyse and evaluate data. (Summer Fair - Maths - Budgeting a stall)

PSHE Healthy Eating Looking after each other and keeping safe

PE CURRICULUM FRAMEWORK

Texts Romans (Usborne/Beginners), What the Roman did for us Charlie and the Chocolate factory, The Hero Twins, The Famous Explorers), Henry the Explorer, Picture History of Who were the Romans? Horrible Histories- Rotten Chocolate Tree- a Mayan Folk Tale Great Explorers Romans,

Events INTERNATIONAL WEEK – BHM SAFER INTERNET DAY SUMMER FAIR (Summer 1) CHARITY DAY – School Council WORLD BOOK DAY SPORTS DAY (Summer 2) CHARITY DAY – Race for Life

CYCLE 3 (2022 - 2023)

Autumn Spring Summer

Area of Learning London Explorers Natural World

Engaging Starting Walk of Great Fire of London sites Data handling- modes of transport used - how do you get Forest school sessions in garden Points London Landmarks to school? How do you visit family? How do you go to the park? Disney’s “Up”.

History Study of events beyond living memory, and significant Changes within living memory- transport. Study of a Significant person – Marianne North, Charles Darwin events. How buildings have changed, comparing London- significant individual- Transport inventor or Explorer- how now and then. have they contributed to national achievements? How Study of Samuel Pepys and a significant event- Great Fire transport has changed- historical study (old and new) of London – make timeline of events. History of firefighters Differences and similarities in the experiences of the great Kings and Queens who is the Queen? How long has she explorers studied. Key facts about the explorers reigned? Royal buildings- timelines. experience. Guy Fawkes and Bonfire Night/ Gunpowder Plot.

Geography Maps and landmarks in London- linked to the Great Fire of Name and locate continents and oceans/seas, use atlases Understand that the world is spherical. Similarities and London, Royal buildings, Houses of Parliament. Use maps and globes etc. Name and locate countries and capitals of differences – comparing the UK with a contrasting and atlases to identify the UK. the UK. How do we travel across different countries? Local non-European country. Identifying Oceans/ continents on transport and features- e.g. River, train and tube. Use a map. Comparing where different animals live- land and aerial photos/ plans and devise maps. Local transport water Oceans and Continents. Comparing animal habitats. maps. Use compass directions (N, S, E and W), locational and directional language (near / far / left/ right) to describe the location of features and routes on a map. use messy maps to create/ recreate routes

Science Everyday materials Plants Living Things and their properties Animals including humans CURRICULUM FRAMEWORK

Design and Music DT: ART: DT: ART: Technology/Art/ Sing soh/me phrases following teacher's hand signs. Mechanisms – use wheels Drawing, charcoal, chalk, Cooking and Nutrition- Pattern and sculpture Follow symbols to play percussion instruments. and axles to design a mode pastels design a healthy smoothie Fish Scales Music Perform a song in a small group in two ways, eg. loud and of transport to carry a load City-scape and the night Shell patterns soft. over an uneven surface sky – buildings To understand the Use a range of materials Has played 4 beat rhythms using quavers and crotchets without damaging it. (silhouettes) , sky, principles of a healthy and creatively to design and accurately in a group Artist study: Kara Walker varied diet. make art work. To explore and develop the Exploration of other/new To begin to understand Create repeated patterns. use of mechanisms (levers, materials i.e. charcoal, where food comes from Create using imagination sliders, wheels and axles) in chalk, pastels and use the principles of a through painting. Create products. proportion healthy diet to prepare and collages and model with Discuss use of shadows and create their own dishes. clay (shells) light and dark Sketch to make records Darken colours without using black To make as many tones of one colour as possible

Computing E- Safety – Lee & Kim Computer Science Digital Literacy Understand where to go for help – identifying trusted Create and debug simple programs Photo Story/Animation/Stop Motion Studio (iPad) adults. Espresso coding –Natural world topic Use technology respectfully – understand what behaviour Use Beebot to create a coding sequence Purple Mash – Creating leaflets others value both online and off. Year 2 Unit 2a Manipulating digital content Digital Literacy Different sorts of inputs Purple Mash Unit 2.8 Presenting Ideas Recognise common uses of information technology Use logical reasoning to predict the behaviour of simple Organising and manipulating digital content beyond school programs. (Science - presenting information on animals and their Purple Mash Unit 2.3 Spreadsheets Crash Course using Year 2 Unit 2b Buttons and instructions habitats) 2Calculate – Organising digital content (English/History)

PSHE Where we live and relationships. Similarities and Looking after the world and each other differences

PE

Texts Katie in London, The Great Fire of London, diary entries, Into the Forest, Rosie Revere, engineer, Amelia Earhart The Tadpole’s Promise, The Journey Home, The House non-Chronological reports. A walk in London, The Big biography, The Owl and the Pussycat, Sydney, Stella and held up by Trees, Wolves, Ocean meets Sky picture book of London, Guy Fox- The Fire of London the moon

Events INTERNATIONAL WEEK – BHM SAFER INTERNET DAY SUMMER FAIR (Summer 1) CHARITY DAY – School Council WORLD BOOK DAY SPORTS DAY (Summer 2) CHARITY DAY – Race for Life CURRICULUM FRAMEWORK

YEAR 1

Autumn Term Topic Spring Term Topic Summer Term Topic Subjects All About Me Heroines and Heroes Amazing Africa

History Awareness of the past, chronology, vocabulary etc. Changes within Continuing to develop chronology- use of language- past/ present. Develop an awareness of the past, using common words and living memory. – Changes to ourselves and changes in the local Recognising that events may be fictional or real. Fictional Heroes and phrases relating to the passing of time. Celebrate African area. Study of a significant person. Heroines vs Real life Heroes and Heroines. heritage within the class/school community. My African Develop awareness of the past and key vocabulary/ sources, Study of significant people- Children to identify their own Heroines family history. Study of artefacts from the past- e.g. toys- what do they tell us and Heroes- what makes someone a hero or heroine? examples: Significant People- Nelson Mandela about the past? How have toys changed? Albert Mackenzie, Charles Babbage, Isambard Kingdom Brunel (local Key Vocabulary: history, heritage, relative, ancestor, Significant people- Mary Seacole, Florence Nightingale, people), Captain Tom Moore (recent), Malala (young), Emma Great African Kings and Queens: Key Vocabulary: Past, time, change, present, timeline, then, now, Gonzales Queen of Sheba, Queen Aminatu old, new, family tree, artefact, sources Key Vocabulary: Past, time, change, present, timeline, then, now, old, King Musa Keita,King Sonni Ali (Shongai Empire) PS: I can explain how I have changed since I was born new, source, I can spot old and new things in a picture PS: I can explain how some people have helped us to have better I can explain how some people have helped us to have better lives lives I can use words and phrases like: old, new and a long time ago I can use words and phrases like: old, new and a long time ago I can explain what an object from the past might have been used for I can ask and answer questions about old and new objects I can recognise that some objects belonged to the past

Geography Use field work and observational skills to study geography of our Geographical Skills and Fieldwork: using stories, use simple compass Develop place knowledge- continents and countries – school and grounds, key features of the local area and directions (NSEW) and directional language (left, right, near, far) to including comparison of London as a capital city to a non- geographical vocabulary, weather charts (introduce). Use maps and describe the location of features and routes on a map. Devise simple European capital city (Nairobi-Kenya). Locate country on atlases to identify UK. Use compass directions, directional language. maps (messy mapping) use and construct basic symbols in a key) world map/globe- identify continents and oceans (particularly Use aerial photos/ plans and devise maps. Use simple fieldwork Identify seasonal and daily weather patterns- link to Science topics. oceans around Africa). Identify animals that live in Kenya skills- geography of school grounds and surrounding area. Key vocabulary e.g. house, office, shop, castle, forest, weather (sun, begin to explain the concept of endangered species. Ask Key Vocabulary: City, Town, Street, House, Building, Flats, School, cloud, rain, warm, cold etc), directional language (North, South, East, geographical questions - Where is it? How near/far is it? Shop, Office, Market, Season, Weather West, Left, Right, Near, Far), map, symbol, key, directions, seasons Describe and compare human and physical features. Identify PS: I can keep a weather chart and answer some questions about (Autumn, Winter, Spring, Summer) etc. weather patterns in hot and cold areas of the world. Use the weather maps and atlases to identify UK as well as African countries. I can explain where I live and tell someone my address PS: I can explain how the weather changes throughout the year and Key vocabulary- continent, ocean, country, equator, north, I can name the four countries in the UK and locate them on a map name the seasons (Link to Science) south, coast, hill, mountain, sea, river, soil, valley, vegetation, I can name some of the main towns and cities in the UK. weather, city, town, village, farm, factory, house, PS: I can keep a weather chart and answer some questions about the weather I can name the four countries in the UK and locate them on a map I can explain where I live and tell someone my address I can explain some of the main things that are in hot and cold places CURRICULUM FRAMEWORK

I can name the four countries in the UK and locate them on a map I can name some of the main towns and cities in the UK

Science Animals including humans Everyday Materials Seasonal Changes Plants Animals including humans Local/National Issue Pupils should be taught: Pupils should be taught to: Pupils should be taught to: Pupils should be taught to: Pupils should be taught: ♣ identify and name a variety of ♣distinguish between an ♣ observe changes across the ♣ identify and name a variety of ♣ identify and name a common animals including fish, object and the material from four seasons common wild and garden plants, variety of plants and animals amphibians, reptiles, birds and which it is made ♣ observe and describe weather including deciduous and in their habitats, including mammals ♣ describe the simple physical associated with the seasons and evergreen trees microhabitats describe how ♣ identify and name a variety of properties of a variety of how day length varies. ♣ identify and describe the animals obtain their food common animals that are everyday materials basic structure of a variety of from plants and other carnivores, herbivores and ♣ compare and group together Key Vocabulary: Summer, Spring, common flowering plants, animals, using the idea of a omnivores a variety of everyday materials Autumn, Winter, Sun, Day, Moon, including trees simple food chain, and ♣ describe and compare the on the basis of their simple Night, Light, Dark identify and name different structure of a variety of common physical properties. Key Vocabulary: Deciduous, sources of food. animals Evergreen trees, Leaves, Flowers ♣ identify, name, draw and label Key Vocabulary: Wood, Plastic, (blossom), Petals, Fruit, Roots, Key Vocabulary: fish, the basic parts of the human Glass, Paper, Water, Metal, Bulb, Seed, Trunk, Branches, reptiles, mammals, birds, body and say which part of the Rock, Hard, Soft, Bendy, Stem amphibians (+ examples of body is associated with each Rough, Smooth each), herbivore, omnivore, sense. carnivore, leg, arm, elbow, Key Vocabulary: fish, reptiles, head, ear, nose, back, wings, mammals, birds, amphibians (+ beak examples of each), herbivore, omnivore, carnivore, leg, arm, elbow, head, ear, nose, back, wings, beak

Working Scientifically Questions Comparative testing: https://www.ogdentrust.com/resources/working-scientifically-comparative-testing Observing over time: https://www.ogdentrust.com/resources/working-scientifically-observing-over-time Pattern seeking: https://www.ogdentrust.com/resources/working-scientifically-pattern-seeking Identifying and classifying: https://www.ogdentrust.com/resources/working-scientifically-identifying-and-classifying Research: https://www.ogdentrust.com/resources/working-scientifically-research Ideas over time: https://www.ogdentrust.com/resources/working-scientifically-ideas-over-time

Design and Art: DT: Structures Art: DT: Music Technology/ Drawing-line, shape. Investigating structure- Colour-painting,space Mechanisms – Make a moving Can distinguish pulse and rhythm. Self Portraits-Vincent Van Gogh homes Artists:Kandinsky and Yayoi toy using levers and sliders. Play instruments and use the voice in different ways as part of ART/Music Beautiful Oops-looking at To explore how built structures Kusama a class piece based on a story. lines-Mondrian can be made stronger, stiffer Use painting as a medium to To explore and use mechanisms Move appropriately to music. Extend variety of drawing tools. and more stable. develop and share ideas. (levers, sliders, wheels and axles) Play a short sound sequence with a partner using short and Use drawing as a medium to Begin to mix colours. in products. long sounds. Sing with good posture and breathing. Play a develop and share ideas. Explore Know the primary colours. rhythmic line of a song using lines and known geometric Use colour and space for effect. shapes to create. Draw Use a range of materials people/faces accurately/ Self creatively to design and make art portrait work. CURRICULUM FRAMEWORK

Computing/ Relationships: E-safety – Hector’s World Health and Wellbeing: E-Safety Living in the Wider World: E-Safety PSHE • I know about people who care Keeping personal information • I understand what it means to Computer Science: • I can list examples of rules Information Technology private. Begin with Bee-bot unit and Introduction to Data unit-see (SMSC & for me, for example my parents, be healthy and why it is in different situations, for siblings, grandparents, friends, Identify where to go for help important. move to example, class rules, rules computing map. P4C) and support when they have Espresso Block Coding Unit 1b IT - Create content and teachers • I know how to take care of outside and rules at home. concerns about content or Simple Inputs present ideas • I know the role these different contact on the internet or myself on a daily basis. CS – Understand what algorithms • I understand that different IT - Store and retrieve digital people play in children’s lives other online technologies. •I know about basic hygiene are, create simple programs people have different needs content and how they care for them Revisited each unit routines for example regular • I know how we care for • I understand what it means to hand washing people, animals and other be a family and how families are Digital Literacy •I know about healthy and living things in different ways different for example, single Purple Mash-unit 1.9 unhealthy foods including sugar •I know how to look after Technology outside school parents, same sex parents etc. intake the environment for Logging in and typing games. •I know the importance of telling How to use technology safely •I know about physical activity example, recycling someone if I am worried about and respectfully. and how it keeps people healthy • I know about people something in my family DL – Recognize uses of • I know about different types of whose jobs it is to help us in • I know there are situations information technology play, including balancing indoor, the community when someone’s body or outside of school outdoor and screen-based play • I know about different jobs feelings might hurt and who to • I know about people who can and the work people do go for help help me to stay healthy such as • I know how to respond if being my parents, doctors, nurses, touched makes feel dentists, Midday Meal uncomfortable or unsafe Supervisors

PE Multi-skills Dance Gymnastics Multi-skills (LPESSN) Invasion Games Athletics

RE What does it mean to belong to Why do Christians celebrate How do you belong to Hinduism? How do you belong to Islam? How do you belong to How do you live well? What does it Christianity? Christmas? Sikhism? mean to Belong?

Trips/Visits/ Local studies- our school and community. Tate Modern (Art) Drama workshop, Projects/ Museum of Childhood Trip to the Zoo- Visit from Doctor, firefighters, police, parents to talk about their Horniman Museum Useful jobs https://www.bbc.co.uk/teach/class-clips-video/pshe-eyfs-ks1- Websites Trip to City Farm/ Surrey Docks, reptile/ animal visit. Link to go-jetters-continent-of-africa/zfv7d6f Christmas play- donkey/ sheep etc. https://www.bbc.co.uk/bitesize/clips/zmqtfg8

Possible texts Poetry, Me and you, Naughty Bus, Beegu, Cave Baby, The Jolly Traction Man, Send for a Superhero, I want my hat back, Princess and We’re going on a Lion Hunt, The Hunter, African Tales, Anansi Postman, Burglar Bill, The Odd Egg, There’s a Boy Like Me, Super Giant, Peter Pan, Pinocchio, Puss in Boots, 3 pigs, Me and You, Jack the Spider, Africa is not a Country, Bringing the rain to the Duper You, I am Perfectly Designed and the Beanstalk, Jim and the Beanstalk, Hansel and Gretel, Fairytales Kapiti Plain, Mama Panya’s Pancakes, Handa’s Hen, Handa’s Texts in bold-on for Mr Barker, Goldilocks and Just the 1 Bear, Where the wild Things Noisy Night, One Day on our Blue Planet: In the Savannah, Literacy Tree Texts in bold-on Literacy Tree Are, Princess Smartypants, The Goldilocks Project, Billy and the Beast* Amazing Africa CURRICULUM FRAMEWORK

Possible This is Me – The Greatest Showman I Need a Hero – Bonnie Tyler African Rhythms – Relax with Nature (YouTube) music links What is the song about? Why is this important? Can you describe how the song makes you feel? The song is about a What instruments can you name? When do you think this male superhero; can women be superheroes too? type of music was performed?

Events International Week- Black History Month Safer Internet Day Summer Fair International Evening World Book Day Sports’ Day - Race for Life Charity Day – School Council Class assembly Christmas Production

YEAR 2

Autumn Term Topic Spring Term Topic Summer Term Topic Subjects London Explorers The Natural World

History Study of events beyond living memory, and significant events. Changes within living memory- transport. Study of a significant Significant person – Marianne North, Charles Darwin How buildings have changed, comparing London- now and then. individual- Transport inventor or Explorer- how have they PS: I can use words and phrases like: before, after, past, present, Study of Samuel Pepys and a significant event- Great Fire of contributed to national achievements? How transport has then and now London – make timeline of events. History of firefighters changed- historical study (old and new) Kings and Queens who is the Queen? How long has she reigned? Differences and similarities in the experiences of the great Royal buildings- timelines. explorers studied. Key facts about the explorers experience. Guy Fawkes and Bonfire Night/ Gunpowder Plot. Understand the chronology of the historical period the explorers Key Vocabulary: Sources, compare, same, different, change, old, lived. Timelines of famous explorers and their journeys- link to past, before, then, now, sequence, events, timelines, earlier, modes of transport used. later Key Vocabulary: Sources, compare, same, different, change, old, Significant people: Samuel Pepys, Kings and Queens of past, before, then, now, sequence, events, timelines, earlier, later England (The Queen), Guy Fawkes Significant people: Elijah McCoy, Amelia Earhart, Jessica Watson, PS: I can use words and phrases like: before, after, past, present, Christopher Columbus, Ibn Battuta Matthew Henson - polar then and now. explorer I can research the life of a famous person from the past using Compare and contrast the way Edmund Hillary and Tenzing diferent sources of evidence Norgay’s achievements were recognised after simultaneously I can recount the life of someone famous from Britain who lived reaching Everest's summit. in the past. PS: I can use words and phrases like: before, after, past, present, I can explain what they did earlier and what they did later then and now I can research the life of a famous person from the past using diferent sources of evidence I can recount the life of someone famous from Britain who lived in the past. I can explain what they did earlier and what they did later I can answer questions using books and the internet CURRICULUM FRAMEWORK

Geography Maps and landmarks in London- linked to the Great Fire of Name and locate continents and oceans/seas, use atlases and Understand that the world is spherical. Similarities and London, Royal buildings, Houses of Parliament. Use maps and globes etc. Name and locate countries and capitals of the UK. How differences – comparing the UK with a contrasting non-European atlases to identify the UK. Use aerial photos/ plans and devise do we travel across different countries? Local transport and country. Identifying Oceans/ continents on a map. Comparing maps (and messy maps). Use simple fieldwork skills. Maps of features- e.g. River, train and tube. Use aerial photos/ plans and where different animals live- land and water Oceans and London- link to walk- recognise landmarks- devise maps and use devise maps. Local transport maps. Use compass directions (N, S, E Continents. Comparing animal habitats. News reports- natural symbols in a key. and W), locational and directional language (near / far / left/ right) world and environment. Develop fieldwork skills including use of Key Vocabulary: map, globe, capital city, city, town, river, to describe the location of features and routes on a map. use aerial photos, devising maps (and messy maps). Identifying factory, sea, houses, port, bridge, landmarks, symbols, key messy maps to create/ recreate routes weather patterns and hot/ cold places on globe (North and South PS: I can name the capital cities of England, Wales, Scotland and Key Vocabulary: river, route, map, transport, atlas, globe, hill, Poles). Use and follow simple compass directions, directional Ireland mountain, sea, ocean, station, street, road, lane, port, airport, language. I can find where I live on the map of the UK harbour (Human Features/ Physical Features) Key Vocabulary: North/ South Pole, Equator, Climate, Ocean, Sea, I can say what I like and do not like about the place I live in PS: I can describe some of the features of an Island Beach, Cliff, River, Season, Weather, Hot, Cold, Soil, Valley, Hill, I can say what I like and do not like about a different place I can describe the key features of a place from a picture using Farm words like beach, coast, forest, hill, mountain, ocean, valle PS:I can describe a place outside Europe using Geographical words I can name the world oceans and locate them on a map I can explain how an area has been spoilt or improved and give reasons I can explain the facilities that a village, town and city may need and give reasons I can name the world oceans and locate them on a map

Science Everyday materials and their Animals including humans Plants Living things and their Local/National Issue uses habitats Pupils should be taught Pupils should be taught: Pupils should be Pupils should be taught: taught: ♣ identify and compare the ♣ notice that animals, ♣ explore and compare the suitability of a variety of including humans, have ♣ observe and describe differences between things everyday materials, including offspring which grow into how seeds and bulbs that are living, dead, and wood, metal, plastic, glass, adults grow into mature things that have never been brick, rock, paper and ♣ find out about and plants alive cardboard for particular uses describe the basic needs of ♣ find out and ♣ identify that most living ♣ find out how the shapes of animals, including humans, describe how plants things live in habitats to which solid objects made from some for survival (water, food and need water, light and a they are suited and describe materials can be changed by air) suitable temperature to how different habitats provide squashing, bending, twisting ♣ describe the importance grow and stay healthy. for the basic needs of different and stretching. for humans of exercise, kinds of animals and plants, eating the right amounts of Key Vocabulary: and how they depend on each Key Vocabulary: Hard, Soft, different types of food, and Seeds, Bulbs, Water, other Stretchy, Stiff, Shiny, Dull, hygiene. Light, Temperature, ♣ identify and name a variety Rough, Smooth, Bendy, Growth of plants and animals in their Waterproof, Absorbent, Key Vocabulary: habitats, including Opaque, Transparent Survival, Water, Air, Food, microhabitats Brick, Paper, Fabrics, Adult, Baby, Offspring, Kitten, ♣ describe how animals Squashing, Bending, Twisting, Calf, Puppy, Exercise, Hygiene obtain their food from plants Stretching Elastic, Foil and other animals, using the idea of a simple food chain, and identify and name different sources of food. Key Vocabulary: CURRICULUM FRAMEWORK

Living, Dead, Habitat, Energy, Food chain, Predator, Prey, Woodland, Pond, Desert

Working Scientifically Questions Comparative testing: https://www.ogdentrust.com/resources/working-scientifically-comparative-testing Observing over time: https://www.ogdentrust.com/resources/working-scientifically-observing-over-time Pattern seeking: https://www.ogdentrust.com/resources/working-scientifically-pattern-seeking Identifying and classifying:https://www.ogdentrust.com/resources/working-scientifically-identifying-and-classifying Research: https://www.ogdentrust.com/resources/working-scientifically-research Ideas over time: https://www.ogdentrust.com/resources/working-scientifically-ideas-over-time

Design and Music DT: ART: DT: ART: Technology/Ar Sing soh/me phrases following teacher's hand signs. Follow Mechanisms – use wheels and Drawing, charcoal, chalk, Cooking and Nutrition- design Pattern and sculpture symbols to play percussion instruments. axles to design a mode of pastels a healthy smoothie Fish Scales t/Music Perform a song in a small group in two ways, eg. loud and soft. transport to carry a load over City-scape and the night sky – Shell patterns Has played 4 beat rhythms using quavers and crotchets an uneven surface without buildings (silhouettes) , sky, To understand the principles Use a range of materials accurately in a group damaging it. Artist study: Kara Walker of a healthy and varied diet. creatively to design and make Exploration of other/new To begin to understand where art work. To explore and develop the use materials i.e. charcoal, chalk, Create repeated patterns. food comes from and use the of mechanisms (levers, sliders, pastels Create using imagination principles of a healthy diet to wheels and axles) in products. Proportion through painting. Create Discuss use of shadows and prepare and create their own collages and model with clay light and dark dishes. (shells) Sketch to make records Darken colours without using black To make as many tones of one colour as possible CURRICULUM FRAMEWORK

Computing/ Relationships: E- Safety – Lee & Kim E-Safety Health and Wellbeing: E-Safety Living in the Wider World: PSHE • I know how to be a good Understand where to go for Information Technology • I know that I need routines Digital Literacy • I know that I can be part of friend, e.g. kindness, listening, help – identifying trusted Data and Information Information Technology (SMSC & and habits for maintaining different groups and the role I honesty adults. Purple Mash Unit 2.3 good physical and mental Creating Media play in these groups: class, P4C) • I know about different ways Use technology respectfully – Spreadsheets Crash Course (Science - presenting health teams, faith groups etc. that people meet and make understand what behaviour using 2Calculate information on animals and friends others value both online and IT - organise digital content • I understand why sleep and their habitats) • I understand the rights and • I know strategies for positive off. IT –manipulate digital content rest are important for growing Purple Mash Unit 2.8 responsibilities that I have in play with friends, e.g. joining Revisited each unit and keeping healthy Presenting Ideas school and the wider in, including others, etc. • I understand that medicines, IT - organize digital content community • I know about reasons that Computer Science including vaccinations and IT –manipulate digital content • I understand how a cause arguments between Espresso coding immunisations, can help community can help people friends Year 2 Unit 2a people stay healthy and from different groups to feel • I know how to positively Different sorts of inputs resolve arguments between CS - Understand algorithms manage allergies included friends are implemented as • I know the importance of • I can recognise that I • I know what bullying is and programs regularly brushing teeth and belong to different different types of bullying CS - Understand that visiting the dentist communities as well as the • I understand how someone programs follow precise • I Know about food and drink school community may feel if they are being instructions that can affect dental health • I recognise that all members bullied CS – Debug simple programs • I can describe how my needs of my community are equal, • I know how to resist CS - Predict the behaviour of and body change as I grow up pressure to do something that simple programs and ways in which they are the • I can identify and name the feels uncomfortable or unsafe same and different main parts of the body • I recognise the purpose and value of the internet in everyday life

PE Fitness Gymnastics Tudor dancing Running and Attack and defend games Athletics (Sports day events) jumping/multi-skills

RE Why did Jesus tell stories? Forgiveness How do we know Easter is What special story is told at Special foods and fasting Where does the world come Special Books coming? Easter? from? Can stories change people?

Trips/Visits/ Trips to Monument and Museum of London. Data handling- modes of transport used Natural History museum, Seaside/ Forest Projects/ Walk of Great Fire of London sites London Landmarks Useful Websites

Possible texts Katie in London, The Great Fire of London, diary entries, Into the Forest, Rosie Revere, Engineer, Amelia Earhart biography, The Tadpole’s Promise, The Journey Home, The House held up Texts in bold-on non-Chronological reports. A walk in London, The Big Picture The Owl and the Pussycat, Sydney, Stella and the moon by Trees, Wolves, Ocean meets Sky, Bingo and the Burblies Literacy Tree Book of London, Guy Fox- The Fire of London CURRICULUM FRAMEWORK

Possible music Coronation Anthem KS1 Music: History – Christopher Columbus and Ferdinand This is Nature – Save The Earth (HiDino Kids) links What instruments can you hear? How do you feel when you Magellan (BBC Bitesize) Why is it important to preserve nature? What can we do to help listen to the music? How does the music change when the What can you tell me about the explorers from listening to the save the natural world? singers begin? lyrics?

Events International Week – Black History Month Safer Internet Day Summer Fair, International Evening World Book Day Sports’ Day - Race for Life Charity Day – School Council Class assembly Christmas Production

YEAR 3

Autumn Term Topic Spring Term Topic Summer Term Topic Subjects Stone Age to Iron Age The Egyptians Saving Planet Earth

History Changes in Britain from the Stone Age to the Iron Age. Achievements of early civilisations, Using a timeline, developing The rainforest, conservation, recycling and endangered species. Using time line to develop understanding of chronology. Local chronology linked to prior learning. Exploring Change over time. archaeology. Changes in Britain from the Stone Age to the Iron overview of where first civilisations appeared and in depth study Significant People – Chico Mendes, Greta Thunberg Age. of Ancient Egypt. PS: I can describe events from the past using dates when Significant people: Bog Man/ Lindow man, Mary Anning Significant people: Howard Carter, Tutankhamun things happened PS: I can describe events from the past using dates when things PS: I can research in order to find similarities and differences happened between two or more periods of history I can use a timeline within a specific period of history to set out I can explain how the lives of wealthy people were different the order that things may have happened from the lives of poorer people I can use my mathematical knowledge to work out how long I can use research skills to find answers to specific historical ago events happened questions I can use research skills to find answers to specific historical questions CURRICULUM FRAMEWORK

Geography Fieldwork skills- early maps. Where were early settlements and Locating Egypt on a map/ atlas- use of grid references, mapping a Locational knowledge using maps, globes, atlases, digital maps – why? Messy maps of early settlements. Devise keys. Types of trip to Egypt, trip down the Nile, landmarks. Developing South America. Latitude, longitude, tropic of capricorn. Place settlement and land use. Identify physical characteristics and knowledge and vocabulary of Physical geography- features of Knowledge of South America- similarities and differences to a changes to these over time. Compare to where we live today- Egypt, Nile delta place in the UK. Human and Physical Geography of Rainforests. why do we live where we live? How did we get here? Key Vocabulary: river, delta, sea, ocean, continent, country, Develop Geographical skills- use eight points of a compass and Key Vocabulary: rivers, sea, coast, hills, valleys, climate, weather, climate, weather, vegetation, settlement, northern hemisphere, begin to use grid references. Understanding of climate, stones, rocks, soil, vegetation, farming, trade, natural resources- equator, vegetation, water cycle, trade links. Fieldwork skills/ maps/ food and water PS: I can use grid references on a map atlases/ compass points etc. Use fieldwork to collect rainfall/ PS: I can name a number of countries in the Northern I can use an atlas by using the index to find places temperatures and compare to rainforest. Hemisphere I can use some basic Ordnance Survey map symbols Key Vocabulary: Climate zones, biomes, vegetation belts, rivers, I can name and locate the capital cities of neighbouring water cycle, land ue, trade links, natural resources, food, water European countries. PS: I can use the correct geographical words to describe a I can name the areas of origin of the main ethnic groups in the place UK in our school. I can devise a key to describe features on a map I can locate the Tropic of Cancer and the Tropic of Capricorn I can describe the main features of a rainforest I can explain where rainforests are found and locate them on a map.

Science Forces and magnets Light Animals including humans Rocks and Fossils Plants Local/National issue Pupils should be taught to: Pupils should be taught to: Pupils should be taught to: Pupils should be taught to: Pupils should be taught to: § compare how things move § recognise that they need § identify that animals, § compare and group together § identify and describe the on diferent surfaces light in order to see things and including humans, need the diferent kinds of rocks on the functions of diferent parts of that dark is the absence of right types and amount of basis of their appearance and fowering plants: roots, ♣ notice that some forces light nutrition, and that they simple physical properties stem/trunk, leaves and need contact between two cannot make their own food; fowers ♣ ♣ objects, but magnetic forces notice that light is refected they get nutrition from what describe in simple terms how ♣ can act at a distance from surfaces they eat fossils are formed when things explore the requirements that have lived are trapped of plants for life and growth ♣ ♣ observe how magnets recognise that light from ♣ identify that humans and within rock (air, light, water, nutrients attract or repel each other the sun can be dangerous and some other animals have from soil, and room to grow) ♣ and attract some materials that there are ways to protect skeletons and muscles for recognise that soils are made and how they vary from plant and not others their eyes support, protection and from rocks and organic matter to plant ♣ ♣ movement. compare and group recognise that shadows are ♣ investigate the way in together a variety of everyday formed when the light from a Key Vocabulary: which water is transported materials on the basis of light source is blocked by an Key Vocabulary: Fossils, Soils, Sandstone, within plants whether they are attracted to opaque object Movement, muscles, bones, Granite, Marble, Pumice, a magnet, and identify some Crystals, Absorbent ♣ explore the part that ♣ skull, nutrition, skeletons magnetic materials fnd patterns in the way that fowers play in the life cycle the size of shadows change of fowering plants, including ♣ describe magnets as having pollination, seed formation two poles Key Vocabulary: and seed dispersal. Light, shadows, mirror, ♣ predict whether two refective, dark, refection magnets will attract or repel Key Vocabulary: each other, Air, light, water, nutrients, soil, reproduction, Key Vocabulary: CURRICULUM FRAMEWORK

Magnetic, force, contact, transportation, dispersal, attract, repel, friction, poles, pollination, fower push, pull

Working Scientifically Questions Fair testing: https://www.ogdentrust.com/assets/general/working-scientifically-fair-tests-compressed.pdf Observing over time: https://www.ogdentrust.com/resources/working-scientifically-observing-over-time Pattern seeking: https://www.ogdentrust.com/resources/working-scientifically-pattern-seeking Identifying and classifying: https://www.ogdentrust.com/resources/working-scientifically-identifying-and-classifying Research: https://www.ogdentrust.com/resources/working-scientifically-research Ideas over time: https://www.ogdentrust.com/resources/working-scientifically-ideas-over-time

Design and DT-Structures Art-sculpture Music Art-drawing-tone, texture, DT-Mechanisms-motorised Technology/Art Photograph frames Study of Andy Goldsworthy shading scuttlers Plan, create and evaluate a Sing soh/me/lah phrases following teacher's hand signs Study of Frida Kahlo, Henri /Music To apply their understanding sculpture based on Create and perform a descriptive piece of music in a group. Rousseau (Tiger) Using a motorised mechanism- children design of how to strengthen, stiffen artist/sculptor studied. Develop in a class ostinato building piece using instruments and create a beetle or lizard and reinforce more complex Pattern in the environment. Work out and write rhythm notation the rhythm of one line of a Experiment with different Shape, form, model and known song, pencils.(texture, that scuttles to move. structures. construct. Find the melody of known songs. shading,tone) To understand and use Close observation in mechanical systems such as drawings. levers and linkages. Draw both positive and negative shapes. Initial sketches as a preparation for painting. Incorporate previously learned techniques i.e. line, shape (geometric and irregular), colour and space.

Computing/ Relationships (refer to E-Safety Health and Wellbeing (refer E-Safety Living in the Wider World E-Safety PHSE R&PHSE) SMART Crew – Know how to to R&PHSE) Information (refer to R&PHSE) Information Technology • I recognise and respect that use technology responsibly • I know about the choices Technology-Creating Media • I know the reasons for rules Data and Information there are different types of and what behaviour is that people make in daily life Stop motion Animation and laws in wider society Purple Mash – Unit 3.6 families, including single concerning online and how to that could affect their health IT – Present information • I understand the Branching Databases parents, same-sex parents, report these concerns to a • I can identify healthy and IT – Design and create content importance of abiding by the IT – Use a variety of software step-parents, blended trusted adult. unhealthy choices (e.g. in (History presentation on law and what might happen if to accomplish specific goals families, foster and adoptive Revisited each unit relation to food, exercise, Ancient Egyptians) rules and laws are broken IT - Collect and present parents Computer sleep) • I know what human rights information • I understand that being part Science-Programming • I know what can help people are and how they protect (Yes / No databases based on of a family provides support, Espresso Coding make healthy choices and people knowledge of topic) stability and love Year 3 Unit 3a Sequence and what might negatively • I can identify basic • I know about the positive animation influence them examples of human rights aspects of being part of a CS – Write programs that • I know about habits and that including the rights of family, such as spending time accomplish specific goals sometimes they can be children together and caring for each CS – Use sequence in maintained, changed or • I know have rights and also other programs stopped responsibilities • I know about the different CS – Work with various forms • I can identify the positive •I understand that with every ways that people can care for of input and output and negative effects of habits, right there is also a CURRICULUM FRAMEWORK

each other e.g. giving such as regular exercise or responsibility e.g. the right to encouragement or support in eating too much sugar, on a an education and the times of difficulty healthy lifestyle responsibility to learn • I understand how the internet can be used positively for leisure, for school and for work

RE How did Jesus and Buddha What is the significance of How do Jews celebrate their How and why do Hindu’s What can we learn about What do Sikh sayings tell us How are symbols make people stop and think? light? beliefs at home and at the celebrate Holi? special symbols and signs about Sikh beliefs? important in synagogue? used in special religions? religion?

PE Football Fitness Indoor Athletics Gymnastics Tennis Athletics (Sports Day events)

French RB - Moi - All about me RB - Jeux et Chansons SNS - Moi - All about me TB - Moi - All about me SNS - Jeux et Chansons TB - Jeux et Chansons Simple greetings • Responding to a song Simple greetings Simple greetings • Responding to a song • Responding to a song • Making simple statements in French • Making simple statements • Making simple statements in French in French (about name and age) (about name and age) (about name and age) • Understanding simple • Understanding simple • Understanding simple • Asking simple questions • Asking simple questions • Asking simple questions instructions instructions (about name and age) instructions (about name and age) (about name and age) • Numbers 1–10 • Making a game • Numbers 1–10 • Numbers 1–10 • Making a game • Making a game Core Language: Numbers 11–20 Core Language: Core Language: Numbers 11–20 Numbers 11–20 •Bonjour! Salut! • Simple instructions • •Bonjour! Salut! •Bonjour! Salut! • Simple instructions • • Simple instructions • • Ça va? • Ça va? • Ça va? Expressing preference Expressing preference • Ça va bien/mal. Et toi? Expressing preference • Ça va bien/mal. Et toi? • Ça va bien/mal. Et toi? • Au revoir • Singular and plural nouns • • Au revoir • Au revoir • Singular and plural nouns • • Singular and plural nouns • • Monsieur, Madame onze, douze, treize, quatorze, • Monsieur, Madame • Monsieur, Madame onze, douze, treize, quatorze, onze, douze, treize, quatorze, • oui/non quinze, seize, dix-sept, • oui/non • oui/non quinze, seize, dix-sept, quinze, seize, dix-sept, • Je m’appelle dix-huit, dix-neuf, vingt • Je m’appelle • Je m’appelle dix-huit, dix-neuf, vingt dix-huit, dix-neuf, vingt • Comment tu t’appelles? • Comment tu t’appelles? • Comment tu t’appelles? • Combien de ...? • Combien de ...? • Voici … • Combien de ...? • Voici … • Voici … • un, deux, trois, quatre, cinq, • Je préfère • un, deux, trois, quatre, cinq, • un, deux, trois, quatre, cinq, • Je préfère • Je préfère six, sept, huit, neuf, dix • é, er, ez six, sept, huit, neuf, dix six, sept, huit, neuf, dix • é, er, ez • é, er, ez • Quel âge as-tu? • Quel âge as-tu? • Quel âge as-tu? • Silent -s (simple plurals) • Silent -s (simple plurals) • Silent -s (simple plurals) • J’ai sept/huit ans • J’ai sept/huit ans • J’ai sept/huit ans • on, oi • on, oi • on, oi

Listening: Speaking: Reading: Writing: I can understand single I can repeat single words that I I can understand single I can copy words correctly. words.I can understand short, hear. words. I can complete sentences by simple statements. I can make simple statements. I can understand short, simple inserting single, familiar words. I can accurately transcribe I can answer simple questions. statements. I can translate simple words single words. into French. CURRICULUM FRAMEWORK

I can translate single words into English.

Trips/Visits/ Museum of London, local parks (to create art with the autumn The British Museum, Soane Collection London Zoo/ Kew Gardens/ Tate Modern/ Horniman Museum. Projects/ leaves) Planting at Potters Fields Useful Websites

Possible texts The First Drawing, Poetry, Fossil- picture book, Stone Girl, Bone The Story of Tutankhamun, The day I Swapped My Dad for a The Vanishing Rainforest, The Great Kapok Tree, Where the Girl (about Mary Anning) ,Stone Age Boy. Ug: Boy Genius of the Goldfish, The heart and the bottle, Horrible Histories, Cinderella Forest meets the Sea, The Tear Thief, The Invisible Boy Texts in bold-on Stone Age, Stig of the Dump, of the Nile Literacy Tree

Possible music Shamanic Tones – Sounds of our Eldest Ancestors (YouTube) Ancient Egyptian Music – Land of the Pharaohs (YouTube) Circle of Life – The Lion King links What were the instruments made out of? Why was music When was music performed in traditional Ancient Egyptian What is the circle of life? Why is it imperative that we protect important to people of the Stone Age? culture? Why did they mostly use rhythm and chants? life on Earth?

Events International Week- Black History Month, International Evening, Safer Internet Day, World Book Day, Class Assembly Summer Fair, Sports Day- Race for Life, Talent show, charity day-School Council

YEAR 4

Autumn Term Topic Spring Term Topic Summer Term Topic Subjects The Romans The Maya Wild Weather

History The Roman Empire and its impact on Britain today. Local History, Study of a non-European society that contrasts with British Comparison of Great explorers- reason/ drive/ ambition/ Romans in London. Britain’s Settlement by Anglo-Saxons- History- Maya Civilization AD 900. Early trade and fair trade- training etc. Make a timeline of Shackleton’s expedition. withdrawal of the Romans/ fall of the Roman Empire. Timeline compare trade now and then. What evidence do we have to Look at the achievements of Matthew Henson – black African to set the context. Use of different sources of historical know what life was like? Use a timeline to set context. explorer (first person to stand on top of the world). - research information- including artefacts. Explore what it was like for Reference the slave trade that evolved from this and his history of how he escaped racial violence by the KKK to move children in Ancient Rome. Explore own interests e.g: colonisation (Spanish conquest). to Washington DC and then went to sea at 12 years old. battles/confilcts, entertainment, education, slavery, food, Historical records – how do we know so much about this journey buildings, inventions etc. Significant People: Roald Dahl, John Cadbury, Tim Berners-Lee i.e. photographs, diary, newspaper reports (primary and Reference the Roman’s use of slaves. secondary sources). PS: I can explain how historic items and artefacts can be used Significant People:Ernest Shackleton, Matthew Henson Significant People: Boudicca to help build up a picture of the past I can explain how an event from the past has shaped our lives PS: I can plot events of a timeline using centuries today PS: I can research two versions of an event and explain how they differ CURRICULUM FRAMEWORK

I can use my mathematical skills to round up time differences I can plot events of a timeline using centuries I can explain how historic items and artefacts can be used to into centuries and decades I can use my mathematical skills to round up time differences help build up a picture of the past I can explain how historic items and artefacts can be used to into centuries and decades help build up a picture of the past I can explain how an event from the past has shaped our lives today I can explain some of the times when Britain has been invaded I can research what it was like for children in a given period of history and present my findings to an audience

Geography Develop locational knowledge of the UK and Europe- using Develop place knowledge- revise knowledge of South America Exploring a world map – cold/hot countries and why? (equator, maps. Identify which cities / towns have Roman origins/ history. from Year 3. Understanding of physical geography. North & South poles) - How does a map show climate zones? How do we know? Identify equator and other significant Characteristics of places- vocabulary and understanding of world weather types. Drawing conclusions about locations latitude/ longitude. Settlement and land use- how was land use topographical features. Identify equator and other significant around the world. Using a key and map coordinates. Exploring influenced by the Romans? Roman Roads – identify on maps- latitude/ longitude. Links to crops, farming, trade links and why and how maps show different features etc. Understand and use to plan routes. Knowledge of Europe- using maps to locate settlements. describe the key aspects of volcanoes and earthquakes. countries and identify latitude and longitude. Compare and Mapping Shackleton’s journey (England to South Georgia)- contrast-Pompeii (and surrounding area) in Italy with UK physical maps and messy maps. area(European study) Using Fieldwork skills to collect weather data. Describing what it Key Vocabulary: UK, Europe, Italy, map/atlas/globe/digital maps, would be like to live in extreme weather conditions/ places rivers, mountains, coasts, Tropic of Cancer, town, city, village, where earthquakes/hurricanes etc. are more likely etc. distribution of natural resources (food, water, energy, minerals), Key Vocabulary: climate zones, hot/cold/temperate/arid etc. settlements, land use Volcano, earthquake, mountain, rocks, fault, pressure, PS:I can carry out research to discover features of villages, landscape, settlement, minerals, mining, weather, typhoon, towns or cities storm, cyclone, monsoon, tornado, hurricane etc. I can explain the diference between the British Isles, Great PS: I can collect and accurately measure information (rainfall, Britain and the UK temperature etc.) I can name some of the main Islands that surround the UK I can explain why people may be attracted to live in cities and I know the countries that make up the EU why people may choose to live in one place rather than I can fnd at least six cities in the UK on a map using keys, another co-ordinates, index etc I can describe how volcanoes are created and I can locate I can plan a journey to a place in England some of the world’s most famous volcanoes I can describe how earthquakes are created

Science Sound Electricity Animals including humans States of Matter Living things and their Local/National Issue Habitats Pupils should be taught to: Pupils should be taught to: Pupils should be taught to: Pupils should be taught to: Pupils should be taught to: ♣ identify how sounds are ♣ identify common ♣ describe the simple ♣ compare and group made, associating some appliances that run on functions of the basic parts of materials together, according ♣ recognise that living things ofthem with something electricity the digestive system in to whether they are solids, can be grouped in a variety of vibrating humans liquids or gases ways ♣ construct a simple series ♣ recognise that vibrations electrical circuit, identifying ♣ identify the diferent types ♣ observe that some ♣ explore and use from sounds travel through a and naming its basic parts, of teeth in humans and their materials change state when classifcation keys to help medium to the ear including cells, wires, bulbs, simple functions they are heated or cooled, group, identify and name a switches and buzzers and measure or research the variety of living things in their ♣ construct and interpret a temperature at which this local and wider environment variety of food chains, CURRICULUM FRAMEWORK

identifying producers, happens in degrees Celsius ♣ ♣ ♣ Find patterns between the identify whether or not a predators and prey (°C) recognise that pitch of a sound and features lamp will light in a simple environments can change and ♣ of the object that produced it series circuit, based on Key Vocabulary: identify the part played by that this can sometimes pose whether or not the lamp is art evaporation and dangers to living things ♣ Mouth, Tongue, Teeth, fnd patterns between the of a complete loop with a condensation in the water Key Vocabulary: volume of a sound and the Oesophagus, Stomach, battery Small, Intestine, Large cycle and associate the rate of Vertebrates, Fish, strength of the vibrations that evaporation with Amphibians, Reptiles, Birds, ♣ Intestine, Herbivore, produced it recognise that a switch temperature. Mammals, opens and closes a circuit and Carnivore, Canine, Incisor, ♣ Invertebrates, Snails, Slugs, recognise that sounds get associate this with whether or Molar fainter as the distance from Worms, Spiders, Insects, not a lamp lights in a simple Key Vocabulary: Environment, Habitats the sound source increases. series circuit Solid, Liquid, Gas, Evaporation, Condensation, ♣ Key Vocabulary: recognise some common Particles, Temperature, Volume, Vibration, Wave, conductors and insulators, Freezing, Heating Pitch, Tone, Speaker and associate metals with being good conductors

Key Vocabulary: Cells, Wires, Bulbs, Switches, Buzzers, Battery, Circuit, Series, Conductors, Insulators

Working Scientifically Questions Fair testing: https://www.ogdentrust.com/assets/general/working-scientifically-fair-tests-compressed.pdf Observing over time: https://www.ogdentrust.com/resources/working-scientifically-observing-over-time Pattern seeking: https://www.ogdentrust.com/resources/working-scientifically-pattern-seeking Identifying and classifying: https://www.ogdentrust.com/resources/working-scientifically-identifying-and-classifying Research: https://www.ogdentrust.com/resources/working-scientifically-research Ideas over time: https://www.ogdentrust.com/resources/working-scientifically-ideas-over-time

Design and DT-cooking Art- textiles Music and Drumming Art-painting, colour and DT-computer controlled Technology/Art Making bread Design pattern/motif and mood Exploring Roman print/batik on fabric Improvise 4 phrase rhythms. Sing a pentatonic song. Perform a Picasso-The Blue Lego WeDo using /Music foods-where they come from M.C Escher sound picture in a small group Period-investigate use of programming to make a how they grow etc Orla Kiely Tap a 4 beat rhythm accurately including quavers, crotchets and colour to convey mood robot move Althea Mcnish crotchet rest. Adapt and perform a playground song in a small Cooking and nutrition— To group. Plan, create and evaluate a To understand and use understand and apply the Create visual texture using painting. Incorporate what electrical systems such as principles of a healthy and different marks and tools. has been found in the painting simple circuits incorporating varied diet. Create patterns/ motifs with into creating something switches, bulbs, buzzers and To prepare and cook basic repeated mark making. (colour and mood). savoury and sweet dishes Evaluate by beginning to use Students refer to the sketch motors. using a range of cooking artistic language. Compare book and use it for planning. techniques. different fabrics. Use Evaluate by beginning to use tessellation to create work. artistic language. CURRICULUM FRAMEWORK

Computing/ Relationships (refer to E-Safety Health and Wellbeing (refer E-Safety Living in the Wider World E-Safety PHSE R&PHSE) Identifying factors that affect to R&PHSE) Digital Literacy-computer (refer to R&PHSE) Information Technology-Data search results, understanding • I can identify a wide range systems and networks • I know the meaning and and Information • I know about the features of the impact of cyberbullying, of factors that maintain a Journey Inside a Computer benefits of living in a Purple Mash - Unit 4.3 positive healthy friendships how to create a secure balanced, healthy lifestyle, Unit – see Planning and community Spreadsheets such as mutual respect, trust password, ways of reporting physically and mentally Resources • I recognise that I belong to IT – Analyse and evaluate and sharing interests concerning content. • I know what good physical BBC - How does the internet different communities as well information • I know strategies to build Revisited each unit health means and how to work? as the school community IT – Collect and present data positive friendships recognise early signs of Significant person: Tim • I know about the different IT – Select a variety of •I know how to seek support Computer physical illness Berners-Lee groups that make up and software to accomplish given with relationships if I feel Science-Programming • I know that common DL – Understand the contribute to a community goals lonely or excluded Espresso Block Coding – Unit illnesses can be quickly and opportunities computer • I know about the individuals (Summer Fair - Maths - • I know how to communicate 4a Introduction to variables easily treated with the right networks offer for and groups that help the local Budgeting a stall) respectfully with friends when CS – Use selection in care e.g. visiting the doctor communication and community, including through using digital devices programs when necessary collaboration volunteering and work • I understand how knowing CS – Use logical reasoning to • I know how to maintain oral CS – Understand computer • I know how to show someone online differs from detect and correct errors in hygiene and dental health, networks including the compassion towards others in knowing someone face to face programs including how to brush and internet need and the shared and that there are risks in CS – Design and create a floss correctly responsibilities of caring for communicating with someone program • I know the importance of them I don’t know CS – Design programs that regular visits to the dentist • I know that everything • I know what to do or whom accomplish specific goals and the effects of different shared online has a digital to tell if I am worried about (History - Creating newspaper foods, drinks and substances footprint any contact online reports Romans) on dental health

RE How and why do Hindus Why is the Bible special for What religions are Why is Easter important to What makes me the person I What happens when What is special to worship in the home and in Christians? represented in our Christians? am? someone gets married? me and the people the Mandir? neighbourhood? in my community?

PE Fitness Multiskills Benchball Gymnastics OAA Athletics

French RB- On y va! RB - L’argent de poche SNS - On y va! TB - On y va! SNS - L’argent de poche TB - L’argent de poche Making statements (about • Expressing opinions about Making statements (about Making statements (about • Expressing opinions about • Expressing opinions about travel) travel) travel) likes and dislikes likes and dislikes likes and dislikes • Describing the weather • Describing the weather • Describing the weather • Days of the week • Expressing likes and dislikes • Days of the week • Days of the week • Expressing likes and dislikes • Expressing likes and dislikes Core Language: (about food and toys) Core Language: Core Language: (about food and toys) (about food and toys) Je vais à l’école Justification of opinions • Je vais à l’école Je vais à l’école Justification of opinions • Justification of opinions • • à pied Numbers 21–39 • à pied • à pied Numbers 21–39 Numbers 21–39 • en voiture/vélo/bus • Simple prices • en voiture/vélo/bus • en voiture/vélo/bus • Simple prices • Simple prices • Où vas-tu? • C’est + adjective • Où vas-tu? • Où vas-tu? • C’est + adjective • C’est + adjective • Je vais ... • Je vais ... • Je vais ... • avoir: négative je n’ai pas • • avoir: négative je n’ai pas • • avoir: négative je n’ai pas • • en Belgique/France • en Belgique/France • en Belgique/France de after negative de after negative de after negative CURRICULUM FRAMEWORK

• Il fait chaud/froid/beau/ • J’adore • Il fait chaud/froid/beau/ • Il fait chaud/froid/beau/ • J’adore • J’adore mauvais mauvais mauvais • Je déteste • Je déteste • Je déteste • Il fait du soleil / du vent • Il fait du soleil / du vent • Il fait du soleil / du vent • Il pleut • ça • Il pleut • Il pleut • ça • ça • lundi, mardi, mercredi, • vingt et un, vingt-deux, • lundi, mardi, mercredi, • lundi, mardi, mercredi, • vingt et un, vingt-deux, • vingt et un, vingt-deux, jeudi, vendredi, samedi, vingt-trois, vingt-quatre, jeudi, vendredi, samedi, jeudi, vendredi, samedi, vingt-trois, vingt-quatre, vingt-trois, vingt-quatre, dimanche dimanche dimanche vingt-cinq, vingt-six, vingt vingt-cinq, vingt-six, vingt vingt-cinq, vingt-six, vingt sept, vingt-huit, vingt-neuf, sept, vingt-huit, vingt-neuf, sept, vingt-huit, vingt-neuf, trente, etc trente, etc trente, etc • C’est combien? • C’est combien? • C’est combien? • un euro • un euro • un euro • C’est super, magnifique, • C’est super, magnifique, • C’est super, magnifique, fantastique fantastique fantastique • Je n’ai pas de ... • Je n’ai pas de ... • Je n’ai pas de ... • in • in • in • Revision of nasal sounds • Revision of nasal sounds • Revision of nasal sounds

Speaking: Listening: Reading: Writing: I can understand more I can pronounce familiar I can understand more I can copy short sentences complicated words. words accurately. complicated words. correctly. I can understand longer I can speak in full sentences I can understand longer I can spell familiar words from statements. on familiar topics. statements. memory. I can transcribe shorter I can ask questions and I can translate simple I can translate short, simple sentences. answer those using full sentences into English sentences into French. sentences.

Trips/Visits/ Trips to Lulllingstone, Museum of London. British Museum. All Hotel Chocolat, Chocolate factory Maritime Museum (Shackleton exhibition),Natural History Projects/ Hallows Church. Museum - earthquake experience Local walk- Roman features. Useful Websites

Possible texts Boudicca strikes back, Weslandia, Horrible Histories- Rotten Charlie and the Chocolate factory, The Hero Twins, The Shackleton’s Journey ,Race to the Pole - documentary extracts, Texts in bold-on Romans, The Roman Record, Mouse, Bird, Snake, Wolf, Iceni Chocolate Tree- a Mayan Folk Tale, The Mayan Project Trapped by the Ice, Incredible Journeys, Survivors Literacy Tree Village, Escape from Pompeii

Possible music Roman Rhythm/Roman Horns (YouTube) Chocolate Explorers – Charlie and the Chocolate Factory KS1 Music: Thunder Jam – Weather (BBC Bitesize video) links Why did they make and use horns? What was the purpose? Who (remake) How can you use drawing to reflect what you hear? How can played them? What is the overall tone of the song? Why is the song called people write music to reflect their mood? What instruments or ‘Chocolate Explorers’? Could you add some lyrics to the music? sounds might they use to represent a particular feeling?

Events International Week- Black History Month, International Evening, Safer Internet Day, World Book Day, Class Assembly, Summer Fair, Sports Day- Race for Life, Talent show, charity day-School Council Prop-making (PWC) CURRICULUM FRAMEWORK

YEAR 5

Autumn Term Topic Spring Term Topic Summer Term Topic Subjects Vikings/Anglo Saxons Trade and Travel Victorian London

History Roman withdrawal from Britain. Timeline of modern history and events 'The Industrial Revolution'. Anglo Saxon invasions/ settlements/ culture/art. Explore key historical figures who achieved historical milestones. Britain's influence on the world: the height of the British Empire The Viking and Anglo Saxon struggle for the Kingdom of England Examine the Titanic , Windrush and Mayflower - reasons (the largest empire in history) and colonialism, advancements to the time of Edward the Confessor. passengers travelled (immigration - poorer, holidays - richer) made in Science during that time, inventions such as the steam Viking History- following on from anglo-saxons to the Battle of Trade - How has the use of the Thames changed over time- link engine and the railway. Britain's global imperial expansion, Hastings. to the establishment and growth of cities. (Local History) particularly in Asia and Africa, and how Britain obtained its Reasons for immigration and what the UK provided. How Tower of London - how did the river support the Tower? Traitor’s wealth, and the impact of this on today - the 'Commonwealth' civilisations of the past migrated. gate. Houses of Parliament and what this means. Sustainable life - building a community – and how we know Social Class system. Immigration Explore how the ‘Industrial revolution’ was based on cotton about this decade i.e. Sutton Hoo archaeology discoveries. British Transatlantic slave trade production shipped from slave cotton plantations Anglo Saxon laws and justice- compare to now. Reference links to slavery and the Docklands. Slavery Abolition Act 1833 just before Victoria’s reign Historical timeline Significant people: Alfred Salter, Peter Street, sailors from Local History Study/ Study an aspect of history that extends Significant People: Ethlebert of Kent, Alfred the Great, Ethelred Rotherhithe on the Mayflower, Mary Prince - abolitionist. pupils’ chronological knowledge beyond 1066 the Unready, Edward the Confessor Mae Jameson, Miss Mary Ann Charlotte Davis (Titanic survivor Significant people: Elizabeth Garret Anderson (first female PS: I can compare two or more historical periods; explaining born in Southwark), Malala Yousafzai, Marcus Garvey- Civil doctor) William Wilberforce and Thomas Clarkson things which change and things which stayed the same right activist (Campaigned to end slavery) Emmeline Pankhurst (British I can summarise how Britain may have learnt from other PS: I can summarise the main events from a period of history, suffragette) George Stephenson (built the world’s first railway countries and civilizations (historically and more recently) explaining the order of events and what happened and changed the face of Victorian society) Robert Browning I can summarise the main events from a period of history, I can test out a hypothesis in order to answer questions, eg. (supported the emancipation of women, and opposed slavery, explaining the order of events and what happened Would more people have survived the Titanic disaster if the ship championed animal rights, opponent of anti-Semitism) I can describe how crime and punishment has changed over a was designed to hold more lifeboats? PS: I can draw a timeline with different historical periods period of time I can draw a timeline with different historical periods showing showing key historical events or lives of significant people key historical events or lives of significant people I can compare two or more historical periods; explaining things I can explain how Parliament affects decision making in England which changes and things which stayed the same I can describe how crime and punishment has changed over a I can test out a hypothesis in order to answer questions period of time I can describe how crime and punishment has changed over a period of time I can summarise how Britain may have learnt from other countries and civilizations (historically and more recently) I can summarise the main events from a period of history, explaining the order of events and what happened

Geography Locational knowledge: Identify significant countries, routes of Locational knowledge – locating the countries identified on Locational knowledge- locating counties and cities of the United travel. Environmental conditions. Identify equator and other maps. Identify their key features and why people wanted to Kingdom, human and physical characteristics. Identify the significant latitude/ longitude. Place knowledge- understanding travel there. Comparing localities in relation to their human and world’s countries (commonwealth countries) of Viking communities. Change of land use over time in UK. physical features. Identifying Tropics of Cancer/ Capricorn and time zones. Arctic and Antarctic Circle. Recap names of countries CURRICULUM FRAMEWORK

Settlement and land use. Geographical skills: Fieldwork skills/ and cities in UK and geographical regions. Identify the human Place knowledge- Understand similarities and differences maps/ atlases/ compass points etc. and physical characteristics and topological features- hills, through study of human and physical geography of London- build Using maps to track and plot the Viking invasion - what mountains, coasts and rivers- following the route of the river on knowledge from Spring Term. settlements and the geographical reasons why. Messy maps of Thames. More in depth study of London. Human and Physical Geography: build on knowledge of human Viking settlements and journeys. Place knowledge: comparing and contrasting locations using geography- settlement, land use, economic activity, distribution Key Vocabulary: climate zones, economic activity, latitude, maps to support this. Making connections to prior learning of natural resources (energy, minerals, water) longitude, vegetation, rivers, sea, route, human features, about rivers and identifying similarities and differences. Develop geographical skills: use fieldwork to record features of physical features, resources, Human and Physical Geography: Settlements/ Trade/ Farming the local area (linked to Victorian times). Use maps and atlases to PS: I can plan a journey to another place in the world, taking and links to rivers. Pollution and the environment. identify key countries that are studied. account of distance and time Develop geographical skills: Using maps, aerial photos to Key Vocabulary: City, town, settlement, trade, land use, I can explain why many cities are located on or close to rivers describe what a locality might be like, creating own messy maps resources, energy, minerals, water (build on Spring term I can explain why people are attracted to live by rivers to show route and journeys. Ask geographical questions. Sensory knowledge) investigation/ physical and natural features AND an emotional PS: I can explain why many cities are located on or close to rivers response. Fieldwork skills/ maps/ atlases/ compass points etc. I can explain how a location fits into its wider geographical Use of 6 figure grid references. location with reference to human and economical features. Key Vocabulary: climate zones, latitude, longitude, tropics, equator, conditions, land use, natural resources, human features, physical features, rivers, source, water cycle, lakes, streams, coast, sea, ocean, tributary, mouth, trade, port, harbour, land use, settlements, economic activity PS: I can name and locate many of the world’s most famous mountainous regions in an atlas. I can explain how a location fits into its wider geographical location with reference to human and economical features. I can explain why many cities are located on or close to rivers I can explain why people are attracted to live by rivers I can explain the course of a river I can name and locate many of the world’s most famous rivers in an atlas

Science Living things and their Animals including Humans Earth and Space Forces Properties and changes of Local/National Issue habitats Pupils should be taught to: Pupils should be taught to: Pupils should be taught to: materials Pupils should be taught to: ♣ describe the changes as ♣ describe the movement of ♣ explain that unsupported Pupils should be taught to: ♣ describe the differences in humans develop to old age – the Earth, and other planets, objects fall towards the Earth ♣ compare and group the life cycles of a mammal, link to SRE relative to the Sun in the solar because of the force of gravity together everyday materials an amphibian, an insect and a Key Vocabulary: system acting between the Earth and on the basis of their bird Foetus, Embryo, Womb, ♣ describe the movement of the falling object properties, including their ♣ describe the life process of Gestation, Baby, Toddler, the Moon relative to the Earth ♣ identify the effects of air hardness, solubility, reproduction in some plants Teenager, Elderly, Growth, ♣ describe the Sun, Earth and resistance, water resistance transparency, conductivity and animals. Development, Puberty Moon as approximately and friction, that act between (electrical and thermal), and Key Vocabulary: spherical bodies moving surfaces response to magnets Mammal, Reproduction, ♣ use the idea of the Earth’s ♣ recognise that some ♣ know that some materials Insect, Amphibian, Bird, rotation to explain day and mechanisms, including levers, will dissolve in liquid to form a Offspring night and the apparent pulleys and gears, allow a solution, and describe how to movement of the sun across smaller force to have a greater recover a substance from a the sky. effect solution Key Vocabulary: Key Vocabulary: ♣ use knowledge of solids, Air resistance, Water liquids and gases to decide CURRICULUM FRAMEWORK

Earth, Sun, Moon, Axis, resistance, Friction, Gravity, how mixtures might be Rotation, Day, Night, Phases of Newton, Gears, Pulleys separated, including through the Moon, star, constellation filtering, sieving and evaporating ♣ give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic Key Vocabulary: Hardness, Solubility, Transparency, Conductivity, Magnetic, Filter, Evaporation, Dissolving, Mixing

Working Scientifically Questions Fair testing: https://www.ogdentrust.com/assets/general/working-scientifically-fair-tests-compressed.pdf Observing over time: https://www.ogdentrust.com/resources/working-scientifically-observing-over-time Pattern seeking: https://www.ogdentrust.com/resources/working-scientifically-pattern-seeking Identifying and classifying: https://www.ogdentrust.com/resources/working-scientifically-identifying-and-classifying Research: https://www.ogdentrust.com/resources/working-scientifically-research Ideas over time: https://www.ogdentrust.com/resources/working-scientifically-ideas-over-time

Design and Art-Drawing with perspective DT-Structures-Lantern project ART: Colour project DT: Pneumatic/hydraulic MUSIC: DRUMMING, SPLASH Technology/Art Study of an architect-Zaha with Helen Artist study: Jean-Michel rockets/boats Hold a steady rhythmic part in a 3 or 4 part class piece Hadid Basquiat Sing a two part song in a small group. /Music Artist: LS Lowry To apply their understanding Create a piece inspired by To understand and use Play a tuned instrument as part of class performance of a known Drawing with perspective - of how to strengthen, stiffen Basquiat’s work. mechanical systems such as song. Using a 1 or 2 point and reinforce more complex pneumatic systems, pulleys, perspective line. Children are to create a sketch structures to develop and gears, cams, levers and Drawing 3D shapes book, record, revisit and analyse their own products. linkages. Exploring pencil choices, line review their ideas. and shadow to create a Refer to artists, architects and foreground and background. Observational sketches from designers in history to explain real life choices. Using different mediums to Use a range of materials (e.g. create different textures pencil, charcoal, paint, Creating shadows using pastels) to create work. different techniques - Incorporate a mixture of hues, identifying a light source tints, tones and shades. Vanishing line and perspective to draw buildings Use colour to convey mood.

PE Fitness Gymnastics Dance Basketball Rounders Athletics CURRICULUM FRAMEWORK

Computing/R& Relationships (refer to E-Safety Health and Wellbeing (refer E-Safety E-Safety Living In The Wider World PSHE (SMSC, R&PSHE) Understanding common to R&PSHE) Information Technology– Digital Literacy – Computer (refer to R&PSHE) • I know what makes a healthy internet scams, use search • I know how sleep Creating Media Systems and Networks • I know how resources are P4C) friendship and how I can make technologies effectively, how contributes to a healthy Purple Mash- Unit 5.5 Game Understanding Networks allocated and the effect this people feel included to report concerns about lifestyle Creator IT - Understand how computer has on individuals, • I know some strategies to content and appreciate how • I know some healthy sleep IT – Design & create systems networks can provide multiple communities and the help someone feel included search results can be ranked. strategies and how to IT – Analyse and evaluate data services, such as the world environment • I know about peer influence Revisited each unit maintain them IT - Select use and combine wide web • I know the importance of and how it can make people Computer Science - • I understand the benefits of software on a range of digital protecting the environment feel or behave Programming being outdoors and in the sun devices . and how everyday actions can • I know the impact of the Espresso Block Coding Unit 5a for physical and mental health IT – Combine a variety of either support or damage it need for peer approval in Speed, direction and • I know how to manage risk software to accomplish given • I know how to show different situations, including coordinates in relation to sun exposure, goals compassion for the online CS – Use repetition in including skin damage and (Science Create database of environment, animals and • I know some strategies to programs heat stroke Space information) other living things manage peer influence and CS - Use logical reasoning to • I know how medicines can • I know about the way that the need for peer approval explain how algorithms work, contribute to health and how money is spent and how it e.g. exit strategies, assertive and detect and correct errors allergies can be managed affects the environment communication CS - Solve problems by • I know that some diseases • I can express my own • I know that it is common for decomposing them into can be prevented by opinions about my friendships to experience smaller parts vaccinations and responsibility towards the challenges immunisations environment • I know that bacteria and viruses can affect health

RE - How do What inner forces affect how How is Christmas celebrated London City Mission Why is Muhammed and the Should all creatures be What do religions believe beliefs influence we think and behave? around the world? How do Christians try to Qu’ran important to treated equally? about God? actions? follow Jesus’s example? Muslims? CURRICULUM FRAMEWORK

French RB- Bon appetit- (Enjoy your RB- Responding to a song SNS- Bon appetit- (Enjoy your TB - Bon appetit- (Enjoy your SNS- Responding to a song SNS- Responding to a song meal!) in French meal!) meal!) in French in French •Food and drink •Expressing and qualifying •Food and drink •Food and drink •Expressing and qualifying •Expressing and qualifying • Understanding instructions • Understanding instructions • Understanding instructions opinions (about musical opinions (about musical opinions (about musical • Giving instructions • Giving instructions • Giving instructions Talking about what has been preferences) Talking about what has been Talking about what has been preferences) preferences) eaten and drunk • Expressing future eaten and drunk eaten and drunk • Expressing future • Expressing future •Expressing likes, dislikes and intentions (about playing •Expressing likes, dislikes and •Expressing likes, dislikes and intentions (about playing intentions (about playing preferences (about food and a musical instrument) preferences (about food and preferences (about food and a musical instrument) a musical instrument) drink) jouer + du, de la (with a drink) drink) jouer + du, de la (with a jouer + du, de la (with a •Following and writing musical instrument) •Following and writing •Following and writing musical instrument) musical instrument) instructions (as in a recipe) instructions (as in a recipe) instructions (as in a recipe) • Immediate future: aller + • Immediate future: aller + • Immediate future: aller + Core Language: Core Language: Core Language: •J’ai mangé infinitive (Je vais jouer, •J’ai mangé •J’ai mangé infinitive (Je vais jouer, infinitive (Je vais jouer, • J’ai bu Je vais chanter) • J’ai bu • J’ai bu Je vais chanter) Je vais chanter) • Tu as mangé (une banane)? • un saxophone • Tu as mangé (une banane)? • Tu as mangé (une banane)? • un saxophone • un saxophone •et • un piano •et •et • un piano • un piano • mais • un violon • mais • mais • un violon • un violon •un sandwich • une guitare •un sandwich •un sandwich • une guitare • une guitare •un gâteau •un gâteau •un gâteau • une clarinette • une clarinette • une clarinette •une banane •une banane •une banane • une crêpe • une trompette • une crêpe • une crêpe • une trompette • une trompette •du fromage • la batterie •du fromage •du fromage • la batterie • la batterie • de la salade • Je vais jouer du ... / de la ... • de la salade • de la salade • Je vais jouer du ... / de la ... • Je vais jouer du ... / de la ... •de l’eau (f) • Je vais chanter •de l’eau (f) •de l’eau (f) • Je vais chanter • Je vais chanter •des chips (m pl) • C’est génial! •des chips (m pl •des chips (m pl • C’est génial! • C’est génial! • C’est nul/affreux/ennuyeux! • C’est nul/affreux/ennuyeux! • C’est nul/affreux/ennuyeux!

Listening: Speaking: Reading: Writing: I can follow instructions. I can answer questions with more I can look up the meaning of I can write simple sentences. I can write down the main points accurate pronunciation. simple unknown words in a I can give my opinion on from short passages and dictionary. I can ask longer questions and ask familiar topics. conversations. for help. I can write down the main points I can translate sentences with For Greater Depth: I can transcribe For Greater Depth: I can give more from short texts which include sentences with opinions. detailed answers to questions peoples’ opinions. opinions into French. using opinions. I can translate sentences with opinions into English.

Trips/Visits/ Maritime Museum, Museum of London (Sutton Hoo Exhibition), Science Museum, Immigration Museum Victoria and Albert Museum, Victorian Experience at the City Projects/ Beowulf at Unicorn, Director visit, St John's Churchyard Tower of London, beaches and bridges- foreshore, Museum of Mission, Docklands Museum, BBC Primary History resources. Is it right to invade other London, Local walks, Thames Clipper/ Boat trip. London Eye. Useful countries? Viking influences. Websites

Possible texts The Cursed Sword, How to train your dragon, Beowolf, Hobbit, Kaspar, the Prince of Cats, Little People, Big Dreams - Stephen Oliver Twist, Street Child, Cogheart, The Adventures of the New Norse tails, Odd and the Frost Giants, Viking Boy Hawking, Hidden Figures Survival in Space, Pie in the Sky, No Cut Gang, CURRICULUM FRAMEWORK

Texts in bold-on Anglo-Saxon Boy, Riddle of the Runes Ballet Shoes in Syria, Welcome to Nowhere, The Colour of Home, Literacy Tree River Boy, The River poem, London Eye Mystery, Tuesday, Varmints, Sherlock Holmes, Journey to the River Sea.

Possible music They’re Coming – Viking Battle Drums Music (YouTube) People Get Ready – Eva Cassidy Will You Buy? - Oliver links Why does this music relate to an invasion or battle? What could What is the message of the song? Why is this song significant to Listen to the lyrics and use them to compare Victorian life with the drums represent? African Americans? life today.

Events International Week - Black History Month Safer Internet Day Summer Fair International Evening World Book Day Sports Day - Race for Life Charity Day - School Council Class Assembly Splash Project Lantern Parade Talent Show

YEAR 6

Subjects Autumn Term Topic Spring Term Topic Summer term Topic WW2 Evolution and Ancient Greece Inheritance

History Local history study and a study that extends pupils’ Charles Darwin - his biography and how he changed thinking The study of Ancient Greece, The legacy of Greek Culture on chronological knowledge beyond 1066. for many by his theory of Evolution. later periods in British history, including the present day. Local area during WW2. Explore how this shaped/changes the Use primary and secondary sources to explore historical figures. lives of ALL British people during this time – rations, evacuees, i.e. diary extract, newspaper articles, photographs etc Artefacts (Greek pots) as hooks. How do we know about this etc. Different sources of evidence: posters, radio and news Abolitionists used the writing of Darwin’s On the Origin of ancient civilisation? Focus on the sporting events of the ancient reports, poetry. War time recipes. Diaries, reports, biographies. Species as the suggestion that all human beings, of whatever Greek Olympics. Explore how civilisation was structured – Air raid shelters. Propaganda and speeches. race or colour, share a common ancestry supported the introduce the class system (wealthy who watched the games The role of the Empire, how this was reported and the argument against slavery. However, some used Darwin’s work and athletes who competed). Compare to modern games. immigration that followed. on natural selection to justify European imperialism (Darwin Introduce democracy and freedom to help compare. Explore the Winston Churchill - racist views, Adolf Hitler and Nazi ideology objected to this). concepts of democracy and freedom in relation to the rights of slaves during Ancient Greek times. Explore the participation of Significant Person: Marie Christine Chilver (Agent Fifi), Margary The Commonwealth black people in sport. Greek Philosophy. How laws and rules Booth, Josephine Baker, Anne Frank Significant Person: Marianne North, Charles Darwin were established in Ancient Greece - similarities and differences PS: I can summarise how Britain has had a major influence on to today. How The Greeks have influenced life today. Greek PS: I can explain how our locality has changed over time the world education - preparing (boys) for their future - modern education I can identify and explain propaganda I can place features of historical events and people from the - same links (for all) I can describe a key event from Britain’s past using a range of past societies and periods in a chronological framework SIGNIFICANT PERSON: HYPATIA OF ALEXANDRIA, HYDNA OF SCIONE, GREEK evidence from different sources PHILOSOPHERS I can summarise how Britain has had a major influence on the Reflection of modern times - black empowerment and social world justice - Stormzy - funding scholarships for black UK students to study at Cambridge. CURRICULUM FRAMEWORK

I can place features of historical events and people from the PS: I can identify and explain differences, similarities and past societies and periods in a chronological framework changes between different periods of history I can describe the features of historical events and way of life from periods I have studied; presenting to an audience

Geography Locational knowledge: locate key countries involved in the Locational knowledge: locate the countries identified using Develop locational knowledge with a focus on Europe- recap conflict. Use maps to focus on Europe (including Russia) Identify maps and identify environmental conditions. Use latitude, prior learning characteristics. longitude, equator, time zones, GMT, to understand journeys Place knowledge- understanding of another place in Europe Place knowledge: Key aspects of human and physical geography made. (previously studied Italy / Pompeii) identify similarities and at the time of WW2. How did the Geography serve the war by Place knowledge: develop an understanding of the geographical differences with UK. the Allies and Axis forces? Immigration. Land use patterns. similarities and differences- that led to the journeys being Geographical skills: Map out the route ran to marathon - hills Geographical skills: Fieldwork and mapping skills to identify made, and how these would have impacted on the journey. etc - what symbols would show steep hills on maps? Messy features in the local area with connections to WW2. Plot routes Explore the reasons for movement and relocation (link to maps. taken by different armies- what do the maps tell us? settlement, resources, climate, trade links). Ask historical Key Vocabulary: climate zones, rivers, mountains, settlements, Key Vocabulary: physical features- mountains, hills, valleys, questions. natural resources, land use, economic activity, trade links, coast, sea, ocean, rivers, vegetation, Human features: city, town, Map the journey Darwin made on The Voyage of the Beagle. PS: I can describe how some places are similar and dissimilar in village, trade links Discuss the climates of the stops he made and compare. relation to their human and physical features PS: I can answer questions by using a map Key Vocabulary: climate zones, desert, arctic, antarctic, biomes, I can answer questions by using a map I can use Ordnance Survey symbols and 6 figure grid references vegetation belts, rivers, mountains, oceans, seas, land use, I can use maps, aerial photos and e-resources to describe what a natural resources, trade links locality might be like PS: I can answer questions by using a map I can name the largest desert in the world and locate desert regions in an atlas I can identify and name the Tropics of Cancer and Capricorn and the Arctic and Antarctic Circles I can explain how time zones work and calculate time differences around the world.

Science Electricity Light Evolution and Inheritance Living things and their Animals including Humans Local/National Issue Pupils should be taught to: Pupils should be taught to: Pupils should be taught to: habitats Pupils should be taught to: ♣ associate the brightness of a ♣ recognise that light appears ♣ recognise that living things Pupils should be taught to: ♣ identify and name the main lamp or the volume of a buzzer to travel in straight lines have changed over time and ♣ describe how living things parts of the human circulatory with the number and voltage of ♣ use the idea that light travels that fossils provide information are classified into broad system, and describe the cells used in the circuit in straight lines to explain that about living things that groups according to common functions of the heart, blood ♣ compare and give reasons for inhabited the Earth millions of vessels and blood objects are seen because they observable characteristics and variations in how components years ago ♣ recognise the impact of diet, give out or reflect light into the based on similarities and function, including the eye ♣ recognise that living things exercise, drugs and lifestyle on differences, including brightness of bulbs, the ♣ explain that we see things produce offspring of the same the way their bodies function microorganisms, plants and loudness of buzzers and the because light travels from light kind, but normally offspring ♣ describe the ways in which on/off position of switches sources to our eyes or from vary and are not identical to animals nutrients and water are ♣ use recognised symbols when light sources to objects and their parents ♣ give reasons for classifying transported within animals, representing a simple circuit in a then to our eyes ♣ identify how animals and plants and animals based on including humans diagram. ♣ use the idea that light travels plants are adapted to suit their specific characteristics. Key vocabulary: Key Vocabulary: in straight lines to explain why environment in different ways Key Voabulary: Circulatory, Heart, Blood Cells, Wires, Bulbs, Switches, shadows have the same shape and that adaptation may lead to Classification, Vertebrates, Vessels, Veins, Arteries, Buzzers, Battery, Circuit, as the objects that cast them. evolution. Invertebrates, Oxygenated, Deoxygenated, Series, Conductors, Insulators, Key Vocabulary: Key Vocabulary: Micro-organisms, Valve, Exercise, Respiration Amps, Volts, Cell Refraction, Reflection, Light, Amphibians, Reptiles, Spectrum, Rainbow, Colour Mammals, Insects CURRICULUM FRAMEWORK

Scientist: William Fossils, Adaptation, Evolution, Kamkwamba (wind turbines) Characteristics, Reproduction, Genetics

Working Scientifically Questions Fair testing: https://www.ogdentrust.com/assets/general/working-scientifically-fair-tests-compressed.pdf Observing over time: https://www.ogdentrust.com/resources/working-scientifically-observing-over-time Pattern seeking: https://www.ogdentrust.com/resources/working-scientifically-pattern-seeking Identifying and classifying: https://www.ogdentrust.com/resources/working-scientifically-identifying-and-classifying Research: https://www.ogdentrust.com/resources/working-scientifically-research Ideas over time: https://www.ogdentrust.com/resources/working-scientifically-ideas-over-time

Design and Music and Drumming ART: Wire Sculpture-Alberto Giacometti-cover wire sculpture DT: Cooking-Design a dish using seasonal and local produce? Technology/Art/ Articulate musical elements and their function. with papier mache/plaster of paris To understand, apply and reflect upon the principles of a Compose a song. (Look at bronze figures by Augusta Savage) healthy and varied diet. Music Play a known song of up to 5 notes on the xylophone. Plan, create and evaluate a sculpture. To understand seasonality and know where and how a variety of Recognise the association of music with particular occasions, Incorporate form, pattern, and texture. ingredients are grown, reared, caught and processed. places and historic periods. Use a wide variety of tools and refine skills. Use imagination and To prepare and cook a range of savoury and sweet dishes using Tap 2 bar compound time (6/8) rhythm phrases including rests. experience to influence work. Evaluate and edit using artistic a range of cooking techniques. language.

PE Football or Basketball Gymnastics Dance Fitness Cricket Swimming/Athletics

Computing/ Relationships (refer to E-Safety E-Safety Health and Wellbeing (refer E-Safety Living In The Wider World R&PSHE (SMSC, R&PSHE) Digital Citizenship Information Technology– to R&PSHE) Computer Science - Creating (refer to R&PSHE) • I know what it means to be Revisited each unit Creating Media • I know that mental health is media • I know what prejudice P4C) attracted to someone and Computer Science - Purple Mash – Unit 6.4 just as important as physical Espresso Coding HTML Unit 1 means different kinds of loving Programming Blogging health and that both need - Introduction to HTML (web • I know to differentiate relationships SEN/LA – Espresso Block CS - Solve more complex looking after page development) between prejudice and • I know that people who love Coding Year 6 – Starter Unit problems by decomposing • I recognise that anyone can CS - Solve more complex discrimination each other can be of any IT - Undertake creative them into smaller parts be affected by mental problems by decomposing • I can recognise acts of gender, ethnicity or faith projects with challenging CS - Use computational ill-health and that difficulties them into smaller parts discrimination • I know about the qualities of goals abstractions can be resolved with help and CS - Use computational • I know strategies to safely healthy relationships that help IT - Work with applications IT - Use multiple applications support abstractions respond to and challenge individuals flourish across a range of devices • I know how negative IT - Use multiple applications discrimination • I know what marriage and IT - Use multiple applications experiences such as being • I know how to recognise civil partnership mean e.g. a bullied or feeling lonely can stereotypes in different legal declaration of affect mental wellbeing contexts and the influence commitment made by two • I know some positive they have on adults strategies for managing attitudes and understanding feelings of different groups • I know that there are • I know how stereotypes are situations when someone perpetuated and how to may experience mixed or challenge this conflicting feelings • I understand the benefits of safe internet use e.g. learning, CURRICULUM FRAMEWORK

connecting and communicating • I know how and why images online might be manipulated, altered, or faked

RE - How important Similarities and Differences What do people believe about London City Mission Celebrations What qualities are important How do Christians express are the similarities Life after Death? What are the sources for the to present day religious faith through arts? and differences first Easter Sunday leaders? between and within religions?

French RB- Bon appetit- (Enjoy your RB- Responding to a song SNS- Bon appetit- (Enjoy your TB - Bon appetit- (Enjoy your SNS- Responding to a song SNS- Responding to a song meal!) in French meal!) meal!) in French in French •Food and drink •Expressing and qualifying •Food and drink •Food and drink •Expressing and qualifying •Expressing and qualifying • Understanding instructions • Understanding instructions • Understanding instructions opinions (about musical opinions (about musical opinions (about musical • Giving instructions • Giving instructions • Giving instructions Talking about what has been preferences) Talking about what has been Talking about what has been preferences) preferences) eaten and drunk • Expressing future eaten and drunk eaten and drunk • Expressing future • Expressing future •Expressing likes, dislikes and intentions (about playing •Expressing likes, dislikes and •Expressing likes, dislikes and intentions (about playing intentions (about playing preferences (about food and a musical instrument) preferences (about food and preferences (about food and a musical instrument) a musical instrument) drink) jouer + du, de la (with a drink) drink) jouer + du, de la (with a jouer + du, de la (with a •Following and writing musical instrument) •Following and writing •Following and writing musical instrument) musical instrument) instructions (as in a recipe) instructions (as in a recipe) instructions (as in a recipe) • Immediate future: aller + • Immediate future: aller + • Immediate future: aller + Core Language: Core Language: Core Language: •J’ai mangé infinitive (Je vais jouer, •J’ai mangé •J’ai mangé infinitive (Je vais jouer, infinitive (Je vais jouer, • J’ai bu Je vais chanter) • J’ai bu • J’ai bu Je vais chanter) Je vais chanter) • Tu as mangé (une banane)? • un saxophone • Tu as mangé (une banane)? • Tu as mangé (une banane)? • un saxophone • un saxophone •et • un piano •et •et • un piano • un piano • mais • un violon • mais • mais • un violon • un violon •un sandwich • une guitare •un sandwich •un sandwich • une guitare • une guitare •un gâteau •un gâteau •un gâteau • une clarinette • une clarinette • une clarinette •une banane •une banane •une banane • une crêpe • une trompette • une crêpe • une crêpe • une trompette • une trompette •du fromage • la batterie •du fromage •du fromage • la batterie • la batterie • de la salade • Je vais jouer du ... / de la ... • de la salade • de la salade • Je vais jouer du ... / de la ... • Je vais jouer du ... / de la ... •de l’eau (f) • Je vais chanter •de l’eau (f) •de l’eau (f) • Je vais chanter • Je vais chanter •des chips (m pl) • C’est génial! •des chips (m pl •des chips (m pl • C’est génial! • C’est génial! • C’est nul/affreux/ennuyeux! • C’est nul/affreux/ennuyeux! • C’est nul/affreux/ennuyeux! CURRICULUM FRAMEWORK

Listening Speaking Reading Writing I can understand sentences I can present simple descriptions I can understand the main points I can write a paragraph with spoken at normal speed. of people, places and things with of songs, poems and stories in support describing people, places I can pick out the main points of support, using simple opinions French. and things. longer dialogues and passages, and connectives. I can use a dictionary to correctly I have memorized the main forms including some authentic My pronunciation when speaking look up words I do not of the verbs to have, to be, and to materials. or reading aloud is reasonably understand. go in the present tense. For Greater Depth: I can accurate. I can accurately translate I can translate a short paragraph accurately transcribe sentences For Greater Depth: I can use paragraphs on familiar topics into into the target language. with connectives and opinions. opinions with connectives to give English. longer answers to questions

Trips/Visits/ History walks, War Memorial, Imperial War Museum, HMS Natural History Museum, Immigration Museum. The British Museum, Houses of Parliament Projects/ Useful Belfast, Churchill War Rooms. Make your own history.co.uk Websites www.IWM.org.uk

Possible texts Rose Blanche, Goodnight Mister Tom, Otto, The Lion, The Witch The Lost Thing, The Arrival, What Darwin Saw:The Journey That Battle of Marathon, Pandora’s Box, The Night of the Gargoyles, and The Wardrobe Wall- about the Berlin Wall, Boy in the Changed the World, Charles Darwin’s Around-the-World The Twelve Labours of Herakles, Jason and the Argonauts. Striped Pyjamas, Anne Frank, Friend or Foe, Letters from the Adventure, The Promise, Can We Save the Tiger, The Hidden Greek Myths, Aesop's Fables, Mythologica, Who let the Gods Texts in bold-on Lighthouse,The Lion and the Unicorn, Medal for Leroy Forest Out Literacy Tree

Possible music We’ll Meet Again – Vera Lynn The Earth Song – Michael Jackson Bang the Drum – Nelly Furtado and Bryan Adams links What is the significance of the lyrics? Why do you think the song How does the song express the importance of the environment? How do the lyrics reflect the mindset of Ancient Greeks? What became so popular? was their attitude like regarding competition?

Events International Week - Black History MonthInternational Evening Safer Internet Day Summer FairSchool Journey Charity Day - School Council World Book Day Sports Day/Race for Life Talent Show Class Assembly Y6 Production