At the Newark Hill Academy, our bespoke curriculum has been designed for our pupils by our teaching team to meet the needs of our learners. We have created a thematic approach using the resources in the local area to make our curriculum meaningful. We deliver rich experiences and knowledge to equip them for the next stage of their learning career and beyond. There is a clear rationale behind our curriculum, and careful thought and planning has gone into each of our areas of learning to allow for concept progression and links.

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

EYFS

Theme Sharing and showing Winter Wonders Can We Fix It? Spring Has Sprung Let’s Grow Don’t Bug Me! kindness to others Subject Communication, Communication, listening Communication, listening Communication, listening Communication, listening Communication, listening listening and and understanding and understanding and understanding and understanding and understanding understanding Personal, Social and Personal, Social and Personal, Social and Personal, Social and Personal, Social and Personal, Social and Emotional Development. Emotional Development. Emotional Development. Emotional Development. Emotional Development. Emotional Physical Development Physical Development Physical Development Physical Development Physical Development Development. Knowledge of the World Knowledge of the World Knowledge of the World Knowledge of the World Knowledge of the World Physical Development Expressive art and Expressive art and Expressive art and Expressive art and Expressive art and Knowledge of the design design design design design World Expressive Arts and Design

Overview Pupils will be learning to: Pupils will be learning to: Pupils will be learning to: Pupils will be learning to: Pupils will be learning to: Pupils will be learning to: enjoy using language Build up vocabulary Maintain attention, sit Maintain attention, sit Maintain attention, sit Maintain attention, sit listen attentively listen to stories with and concentrate and concentrate and concentrate and concentrate respect cultures attention and recall Two channelled attention Two channelled attention Confident to try new Say when they do or do treat people with Understand why, how, – can do and speak – can do and speak activities not need help respect what questions Follow a story without Explain own knowledge Work as part of a group Work as part of a group select activities respect and learn about props or prompts and ask appropriate or class and understand or class and understand use resources different cultures Respond to instructions questions rules rules independently treat people with respect of two parts Listen to views of others Answer how and why Answer how and why build relationships Adapt behaviour to Introduce own story or Travel with confidence; questions questions dress/undress different events, narrative to play over, under, around Use past, present and Develop own narratives understand and follow situations, routines Explain own Hold pencil in correct future forms correctly and explanations by rules Understand boundaries understanding grip when talking connecting events awareness of own and and follow rules Confident to speak in Negotiate and solve Pencils handled well for Dress independently others needs Initiate conversations front of others problems writing respect and learn about find out about living Explain own knowledge Negotiate and solve respect and learn about Know the importance of different cultures things Zip up own coat problems different cultures a heathy diet Compare their properties of materials Fine and gross motor respect and learn about Zip up own coat respect and learn about environment to another know about own and skills different cultures Construct with purpose different cultures Use media and materials other's cultures Move with rhythm Zip up own coat in mind Make observations of in original ways awareness of space Form recognisable Initiates new plants and animals and use small and large letters combinations of explain why some things equipment Understands need to eat movement and gesture happen move with confidence healthy foods in order to express and Safely use a range of and imagination Use different media to respond to feelings, tools combine and make effect ideas and experiences Create simple representations of people, objects and events

Characteristics In Early Years the Unique In Early Years the Unique Child In Early Years the Unique Child In Early Years the Unique Child In Early Years the Unique Child In Early Years the Unique Child Child strives to relate to strives to relate to people, living strives to relate to people, living strives to relate to people, living strives to relate to people, living strives to relate to people, living of learning people, living things and things and objects through the things and objects through the things and objects through the things and objects through the things and objects through the objects through the Characteristics of Effective Characteristics of Effective Characteristics of Effective Characteristics of Effective Characteristics of Effective Characteristics of Effective Learning, which move through Learning, which move through Learning, which move through Learning, which move through Learning, which move through all areas of learning all areas of learning all areas of learning all areas of learning all areas of learning

Learning, which move through all areas of learning Playing and exploring – Playing and exploring – Playing and exploring – Playing and exploring – Playing and exploring – engagement; engagement; engagement; engagement; engagement; Playing and exploring – Finding out and Finding out and Finding out and Finding out and Finding out and engagement; exploring exploring exploring exploring exploring Finding out and Playing with what they Playing with what they Playing with what they Playing with what they Playing with what they exploring know know know know know Playing with what they Being willing to ‘have a Being willing to ‘have a Being willing to ‘have a Being willing to ‘have a Being willing to ‘have a know go’ go’ go’ go’ go’ Being willing to ‘have a go’ Active learning – motivation Active learning – motivation Active learning – motivation Active learning – motivation Active learning – motivation Being involved and Being involved and Being involved and Being involved and Being involved and Active learning – motivation concentrating concentrating concentrating concentrating concentrating Being involved and Keep trying Keep trying Keep trying Keep trying Keep trying concentrating Enjoying achieving what Enjoying achieving what Enjoying achieving what Enjoying achieving what Enjoying achieving what Keep trying they have set out to do they have set out to do they have set out to do they have set out to do they have set out to do Enjoying achieving what they have set out Creating and thinking critically - Creating and thinking critically - Creating and thinking critically - Creating and thinking critically - Creating and thinking critically - to do thinking thinking thinking thinking thinking Having their own ideas Having their own ideas Having their own ideas Having their own ideas Having their own ideas Creating and thinking critically Making links Making links Making links Making links Making links - thinking Choosing ways to do Choosing ways to do Choosing ways to do Choosing ways to do Choosing ways to do Having their own ideas things things things things things Making links Choosing ways to do things Book The Little Red Hen Kumak’s fish Three Little Pigs Goldilocks and the Three Jack and the Beanstalk Sam’s sandwich Oliver’s vegetables Stick Man Spinderella bears The smartest giant in Jam sandwich suggestions Super Tato The Snowman A squash and a squeeze On the way home town The Very Hungry The Grufallo Zog Caterpillar

Understanding Talk about the lives of the Talk about the lives of the Know some similarities and Know some similarities and Know some similarities and describe their immediate people around them and people around them and their differences between things in differences between things in differences between things in environment/ of the world their roles in society/ Know roles in society/ Know some the past and now, drawing on the past and now, drawing on the past and now, drawing on Explore the natural world some similarities and similarities and differences their experiences and what their experiences and what their experiences and what around them/ changes in the differences between things between things in the past has been read in class/ has been read in class/ has been read in class/ natural world around them, in the past and now, drawing and now, drawing on their Understand the past through Understand the past through Understand the past through including the seasons and on their experiences and experiences and what has settings, character and events settings, character and events settings, character and events changing states of matter/ what has been read in class/ been read in class/ encountered in books read in encountered in books read in encountered in books read in Know some similarities and Understand the past through Understand the past through class and storytelling/ class and storytelling/ class and storytelling/ differences between different settings, character and settings, character and events describe their immediate describe their immediate describe their immediate religious and cultural events encountered in encountered in books read in environment/ environment/ environment/ communities in this country books read in class and class and storytelling/ Explore the natural world Explore the natural world Explore the natural world storytelling/ describe their describe their immediate around them/ changes in the around them/ changes in the around them/ changes in the What we will learn: immediate environment/ environment/ natural world around them, natural world around them, natural world around them, Explore the natural world Explore the natural world including the seasons and including the seasons and including the seasons and Knowledge: around them/ changes in the around them/ changes in the changing states of matter changing states of matter/ changing states of matter/ Identify features of the natural world around them, natural world around them, Know some similarities and Know some similarities and different seasons – including the seasons and including the seasons and differences between different differences between different Summer walk changing states of matter changing states of matter/ What we will learn: religious and cultural religious and cultural Keeping safe in the sun Explain some similarities and communities in this country. communities in this country Make close observations What we will learn: differences between life in Knowledge: of animals and plants this country and life in other Identify features of the What we will learn: What we will learn: Harvest potato crop Knowledge: countries. different seasons Father’s day celebrations Look at different weather Knowledge: Knowledge: Bug hunt Identify features of the Look at differences and Identify features of the Identify features of the Life cycle of a butterfly different seasons – What we will learn: similarities between different seasons – different seasons – Autumn walk. myself and peers Spring walk. Summer walk

Look at different Knowledge: Chinese New Year Make close observations Keeping safe in the sun weather Identify features of the celebrations of animals Make close observations Enquiry: Changes to trees/plants different seasons – Explore different Look for change and of animals and plants Can you identify the in our environment Winter walk. materials explain this Talk about events in past season? Discuss members of Look at different weather Share events from own and present Can you discuss the our families – what did Changes to trees/plants life with others St George’s day story weather? we do at the weekend. in our environment – Enquiry: Mother’s day Celebrate St George’s Have you noticed any Explore and celebrate Christmas trees Can you identify the celebrations day changes to our Harvest Festival Nativity story and season? Easter story Eid celebrations environment? Weather? Use senses to explore performance Can you discuss the Easter celebrations Looking after plants How do we keep safe in Christmas celebrations weather? Planting Similarities and the sun? Enquiry: Arctic – compare and Have you noticed any Making porridge differences Harvesting the potatoes Can you identify the contrast; country, changes to our – what happened? season? animals, way of life environment? Weather? Enquiry: Enquiry: Bug hunts, what bugs Can you discuss the Bonfire night Changes to plants/trees? Can you identify the Can you identify the can you find? weather? Diwali Re-tell Chinese New season? season? Use magnifying glasses Have you noticed any Year story Can you discuss the Can you discuss the to make close changes to our Enquiry: Verbalise similarities and weather? weather? observations environment? Can you identify the differences between Have you noticed any Have you noticed any What environment do the Weather? Changes to season? ourselves and others changes to our changes to our bugs like to live in? plants/trees? Can you discuss the environment? Weather? environment? Weather? where have you found Can you tell me about weather? Working scientifically: Ten eggs in an Care for plants – what is the most? your family? Have you noticed any A daily calendar incubator, what will happening to our potato Can you explain the Can you tell the class changes to our completed to identify the happen? plants lifecycle of a butterfly? what you did at the environment? Weather? season, date and Care for animals Observations of animals weekend? Changes to plants/trees? weather Re-tell the Easter story – New Ark Working scientifically: Can you explain why Can you re-tell the story Notice changes to the What does a plant need Share celebrations from A daily calendar we celebrate Harvest of Diwali? environment caused by to survive? home; Eid, holidays. completed to identify the Festival? Talk about features of a season Notice change in Who are the Royal season, date and How does the object Christmas tree Talks about significant ingredients, consistency family? weather feel? Smell? Look? Re-tell Nativity story events in their life and form – cooking Compare castles and Notice changes to the Can you explain why we Recognises and porridge other buildings environment caused by Working scientifically: celebrate Christmas? describes special times St George challenge day season A daily calendar Can you discuss how/if for themselves or family Working scientifically: – Can you help George Help to look after the completed to identify your family celebrate members A daily calendar to defeat the dragon? plants the season, date and Christmas Can talk about their own completed to identify the Identify different species weather Talk about change and customs and the season, date and Working scientifically: of insects Notice changes to the why things happen customs of others. weather A daily calendar Treat the insects with environment caused by Talk about similarities Notice changes to the completed to identify the care season Working scientifically: and differences around environment caused by season, date and Use magnifying glass Meet the Little Red Hen A daily calendar environment season weather independently and safely – Talks about things completed to identify the Sorting materials – Using Observe the change in Notice changes to the Observe changes to the they have observed season, date and metal detectors. eggs to chick environment caused by caterpillar Talks about significant weather Life cycle of a hen season Life cycle of a butterfly events in their life Notice changes to the Help to look after the Help to look after the Recognises and environment caused by chicks plants describes special times season Talk about events in past Differences and for themselves or family Talks about significant – Easter celebration similarities in plants members events in their life Planting potatoes and Make observations on Can talk about their Recognises and sunflowers and then animals at New Ark farm own customs and the describes special times looking after them. Notice similarities and customs of others. for themselves or family Comment on changes to differences between Pumpkin carving members porridge during cooking. landmarks and castles activity – use senses Can talk about their own and explore customs and the customs of others. Can talk about things that have been

observed; plants, living things, natural and found objects. North Pole challenge Day – can you help the frozen bears? Investigate with ice

Expressive Sing a range of well-known Sing a range of well-known Sing a range of well-known Sing a range of well-known Sing a range of well-known Sing a range of well-known nursey rhymes and nursey rhymes and songs/try nursey rhymes and songs/try nursey rhymes and songs/try nursey rhymes and songs/try nursey rhymes and songs/try Arts and songs/try to move in time to move in time with music/ to move in time with music/ to move in time with music/ to move in time with music/ to move in time with music/ Design with music/ Invent, adapt and recount Invent, adapt and recount Invent, adapt and recount Invent, adapt and recount Invent, adapt and recount Invent, adapt and recount narratives and stories with narratives and stories with narratives and stories with narratives and stories with narratives and stories with narratives and stories with peers and teacher/ peers and teacher/ peers and teacher/ peers and teacher/ peers and teacher/ peers and teacher/ Make use of props and Make use of props and Make use of props and Make use of props and Make use of props and Make use of props and materials when role-playing/ materials when role-playing/ materials when role-playing/ materials when role-playing/ materials when role-playing/ materials when role-playing/ Use and explore a variety of Use and explore a variety of Use and explore a variety of Use and explore a variety of Use and explore a variety of Use and explore a variety of materials, tools and materials, tools and materials, tools and materials, tools and materials, tools and materials, tools and techniques, experimenting techniques, experimenting techniques, experimenting techniques, experimenting techniques, experimenting techniques, experimenting with colour, design, texture, with colour, design, texture, with colour, design, texture, with colour, design, texture, with colour, design, texture, with colour, design, texture, form and function/ form and function/ form and function/ form and function/ form and function/ form and function/ Engage in imaginative role- Engage in imaginative role- Engage in imaginative role- Engage in imaginative role- Engage in imaginative role- Engage in imaginative role- play based on own play based on own play based on own play based on own play based on own play based on own experiences. experiences. experiences. experiences. experiences. experiences. What we will learn: What we will learn: What we will learn: What we will learn: What we will learn: What we will learn: Sing a variety of songs Sing a variety of songs Sing a variety of songs Sing a variety of songs Sing a variety of songs Sing a variety of songs with actions with actions with actions with actions with actions with actions Listen to and identify a Explore different Explore different Explore different Explore different Move body to beat of range of instruments instruments instruments instruments instruments music Use a variety of Use a variety of Use a variety of Use a variety of Use a variety of Use body or materials to create materials to create materials to create materials to create materials to create instruments to tap out different pieces of different pieces of different pieces of different pieces of different pieces of rhythms artwork artwork artwork artwork artwork Listen to different Explore snow, ice, Explore different Engage in open ended Engage in open ended Engage in open ended sounds playdough materials and their role-play and story telling role-play and story telling role-play and story telling Use different Use Duplo, wooden properties Construct own designs Construct own designs Construct own designs instruments blocks, Polydron, cubes, Construct own designs with a variety of with a variety of with a variety of Mix paints play dough to construct with a variety of materials materials materials Use Duplo, wooden materials Safely use a range of Safely use a range of blocks, Polydron What we will do: What we will do: tools tools construction Sing and dance/perform What we will do: Sing and dance/perform; Use small world and the Wriggly Nativity, ten Sing and dance/perform; When Goldilocks went to What we will do: role-play areas to re-tell Little Soldiers, ten in a ten Little Soldiers, ten in the house of the bears, Sing and dance/perform; What we will do: stories/experiences bed. a bed, ten green bottles ten in a bed, ten green Farmer Pete, Baby Sing and dance/perform; Charanga – Autumn 2, Charanga – Spring 1, bottles Shark- create Farmer Pete, Incy Wincy What we will do: Listen to and appraise Listen to and appraise Charanga – Spring 2, alternatives. Spider - create Sing and the following songs of the following songs of Listen to and appraise Charanga – Summer 1, alternatives. dance/perform actions different genres; Roll different genres; We are the following songs of Listen to and appraise Charanga – Summer 2, to; Dingle Dangle Alabama, Boogie family, Thula baba, ABC, different genres; Lovely the following songs of Listen to and appraise Scarecrow, five Little Wonderland, Don’t go My mum is amazing, day, Beyond the sea, different genres; Big the following songs of ducks, five Little breaking my heart, Conga, Horn concerto Mars from the planets, Bear funk, I feel good, different genres; William Monkeys. Ganesh is fresh, Frosty no. 4. Frogs legs and dragon’s Don’t you worry ‘bout a Tell overture, Dance of Charanga – Autumn 1, the snowman, Spider- Experiment with teeth, Singing in the rain. thing, My promise, the Sugar Plum Fairy, Listen to and appraise man. instruments Experiment with Superstition, Pick up the Flight of the Bumble the following songs of Use instruments in stage Create artwork based on instruments pieces. Bee, Jupiter the bringer different genres; area our core stories Create artwork based on Experiment with of jollity, Fantasia on a Celebration, Happy, Self-portraits our core stories instruments theme, Flying theme.

Sing, Sing a rainbow, Create Arctic, Winter and Chinese New Year art Chick and Easter artwork Create artwork based on Experiment with Happy Birthday, Our Christmas art using a Dragon dance Goldilocks small world our core stories instruments House. range of materials; paint, Three Little Pigs small Home corner, building Jack and the Beanstalk, Create artwork based on Use instruments on our clay, glitter, paper, world site, car garage, pet castle and fairy’s small our core stories stage area ribbon, confetti. Home corner, vets, shop role-play areas, world. Art using natural objects Mixing paint to make Construction area school and Three Pigs along with others that St George challenge day Art attack Little Red Hen images, available for pupils to building site role-play are based on the interest – pupils will have the Insects drawn on IPADs self-portraits, fruit and build using their own areas, along with others of the pupils. opportunity to make Doodle app vegetable paintings ideas. that are based on the swords and shields, Den building and prints Arctic and Frozen small interest of the pupils. using wood, nails, saws, Home corner, café, Construction areas – world for children to hammers hairdressers, school build own ideas. create own stories. Den building role-play areas along Little Red Hen small Home corner, Santa’s Home corner, the Giants with others that are world. workshop, Kumak in the castle, school, fairy based on the interest of Home Corner, school, North Pole role-play garden role-play areas the pupils. café and hairdressers areas, along with others along with others that role-play, along with that will be based on the are based on the interest others that are based interests of the pupils. of the pupils. on the interests of the Make Arctic artwork with pupils. various materials Rangoli patterns and Bonfire painting using clay Diwa lamps paint flicking, powder Bonfire art using paint and chalk various methods; paint flicking, powder paint, chalk and glitter. Residential/ Reverend Michael – Nativity performance All about me week Grow your own potatoes Visit New Ark farm and Harvest your own Trips Harvest Festival Reading cafes Chinese New Year trip playground potatoes The Little Red Hen celebrations Living eggs Reading café Art week Phonics workshop Safer internet week Rabbits to visit Maths celebration of Move up day Reading cafe Reading café learning Vision test Celebration of learning Showcase of learning

Physical Negotiate space and Negotiate space and Negotiate space and Negotiate space and Negotiate space and Negotiate space and obstacles safely, with obstacles safely, with obstacles safely, with obstacles safely, with obstacles safely, with obstacles safely, with Development consideration for consideration for themselves consideration for themselves consideration for themselves consideration for themselves consideration for themselves themselves and others/ and others/ and others/ and others/ and others/ and others/ Demonstrate strength, Demonstrate strength, Demonstrate strength, Demonstrate strength, Demonstrate strength, Demonstrate strength, balance and coordination/ balance and coordination/ balance and coordination/ balance and coordination/ balance and coordination/ balance and coordination/ Move energetically, such as Move energetically, such as Move energetically, such as Move energetically, such as Move energetically, such as Move energetically, such as running, jumping, dancing, running, jumping, dancing, running, jumping, dancing, running, jumping, dancing, running, jumping, dancing, running, jumping, dancing, hopping, skipping and hopping, skipping and hopping, skipping and hopping, skipping and hopping, skipping and hopping, skipping and climbing/ climbing/ climbing/ climbing/ climbing/ climbing/ Use a range of small tools/ Use a range of small tools, Use a range of small tools, Use a range of small tools, Use a range of small tools, Use a range of small tools, Hold a pencil effectively in including scissors, paint including scissors, paint including scissors, paint including scissors, paint including scissors, paint preparation for fluent writing brushes and cutlery/ brushes and cutlery/ brushes and cutlery/ brushes and cutlery/ brushes and cutlery/ Hold a pencil effectively in Hold a pencil effectively in Hold a pencil effectively in Hold a pencil effectively in Hold a pencil effectively in What we will learn: preparation for fluent writing preparation for fluent writing preparation for fluent writing preparation for fluent writing preparation for fluent writing To confidently move in – use tripod grip in almost all – use tripod grip in almost all – use tripod grip in almost all – use tripod grip in almost all – use tripod grip in almost all our environment; bikes, cases/ begin to show cases/ begin to show cases/ begin to show cases/ begin to show cases/ begin to show scooters, climbing accuracy and care when accuracy and care when accuracy and care when accuracy and care when accuracy and care when frame, balancing drawing. drawing. drawing. drawing. drawing. beams Balance confidently What we will learn: What we will learn: What we will learn: What we will learn: What we will learn: Use scissors with good To confidently move in To confidently move in To confidently move in To confidently move in To confidently move in control our environment; bikes, our environment; bikes, our environment; bikes, our environment; bikes, our environment; bikes, Hold a pencil between scooters, climbing frame, scooters, climbing frame, scooters, climbing frame, scooters, climbing frame, scooters, climbing frame, thumb and two fingers balancing beams balancing beams balancing beams balancing beams balancing beams

Verbalise when hot, Balance confidently Balance confidently Balance confidently Balance confidently Balance confidently cold, thirsty, hungry, To hop confidently Move with control and Move with control and Move with control and Move with control and unwell, tired. Travel around, under, co-ordination co-ordination co-ordination co-ordination Can put on own coat over, through Use small and large Use small and large Skipping with a rope Skipping with a rope use small and large equipment equipment Use small and large Use small and large What we will do: equipment Use tools independently Use tools independently equipment equipment Use the bike track Awareness of space and safely and safely Use tools independently Use tools independently safely Move with confidence Healthy eating Look at effect exercise and safely and safely Use bikes and scooters and imagination has on their body Look at effect exercise Look at effect exercise confidently Verbalise when hot, cold, What we will do: has on their body has on their body Use the various areas thirsty, hungry, unwell, Use the bike track safely What we will do: of the climbing frame tired. Use bikes and scooters Use the bike track safely What we will do: What we will do: safely; climbing wall, Use tools independently confidently Use bikes and scooters Use the bike track safely Use the bike track safely slope, slide and and safely. Using a large ball to confidently Use bikes and scooters Use bikes and scooters fireman’s pole throw, catch, push, roll Using a large ball to confidently confidently Scissor practice – What we will do: and kick throw, catch, push, roll Use balance bikes Use balance bikes cutting shapes along Use the bike track safely Use various equipment and kick Use stilts – like the giant! Climb trees dotted lines to increase Use bikes and scooters and obstacles, creating Use various equipment Using a large ball to Ball games scissor skills confidently circuits for the children to and obstacles, creating throw, catch, push, roll Skipping with a rope Hand writing practise, Use the various areas of complete circuits for the children to and kick Use various equipment ensuring good pencil the climbing frame Opportunities to use complete Use various equipment and obstacles, creating grip and correct letter safely; climbing wall, scissors, hammers and Letter formation practise and obstacles, creating circuits for the children to formation slope, slide and needles to perfect hand writing circuits for the children to complete Encourage children to fireman’s pole Letter formation practise and daily writing in complete Letter formation practise become independent Use various equipment to perfect hand writing phonics Letter formation practise to perfect hand writing and confident to and obstacles, creating Healthy eating food Feel heartbeat before to perfect hand writing and daily writing in express their needs circuits for the children to sorting activity and after exercise to and daily writing in phonics Practise putting on own complete notice effect phonics Describe change to body coat and then Encourage children to Describe change to body after being active attempting to do up zip become independent after being active How to be safe in the Clothes sorting activity and confident to express How to be safe in the sun – by season their needs sun Opportunities to use scissors, hammers and needles

Personal, Confident to try new Confident to try new activities Confident to try new activities Confident to try new activities Confident to try new activities Confident to try new activities and show and show independence/ and show independence, and show independence, and show independence, activities and show Social and independence/ Explain reason for rules, resilience and perseverance resilience and perseverance resilience and perseverance independence, resilience and Emotional Explain reason for rules, know right from wrong and try in the face of a challenge/ in the face of a challenge/ in the face of a challenge/ perseverance in the face of a Development know right from wrong and to behave accordingly/ Explain reason for rules, Explain reason for rules, Explain reason for rules, challenge/ try to behave accordingly/ Manage own basic hygiene/ know right from wrong and try know right from wrong and try know right from wrong and try Explain reason for rules, Manage own basic hygiene/ Work and play cooperatively to behave accordingly/ to behave accordingly/ to behave accordingly/ know right from wrong and try Work and play cooperatively and take turns with others/ Manage own basic hygiene/ Manage own basic hygiene/ Manage own basic hygiene, to behave accordingly/ and take turns with others/ Form positive attachments to Work and play cooperatively Work and play cooperatively and personal needs, including Manage own basic hygiene/ Form positive attachments adults and friendships with and take turns with others/ and take turns with others/ dressing, going to the toilet/ Work and play cooperatively to adults and friendships peers/ Show sensitivity to Form positive attachments to Form positive attachments to Work and play cooperatively and take turns with others/ with peers. their own and to others’ adults and friendships with adults and friendships with and take turns with others/ Form positive attachments to needs/ Give focused attention peers/ Show sensitivity to peers/ Show sensitivity to Form positive attachments to adults and friendships with What we learn: to what the teacher says, their own and to others’ their own and to others’ adults and friendships with peers/ Show sensitivity to To play with others – responding appropriately needs/ Give focused attention needs/ Give focused attention peers/ Show sensitivity to their own and to others’ sharing and taking even when engaged in to what the teacher says, to what the teacher says, their own and to others’ needs/ Give focused attention turns activity. responding appropriately responding appropriately needs/ Give focused attention to what the teacher says, Listening to the views even when engaged in even when engaged in to what the teacher says, responding appropriately and opinions of others What we learn: activity/ show an ability to activity/ show an ability to responding appropriately even when engaged in Play turn taking games To play with others – follow instructions involving follow instructions involving even when engaged in activity/ show an ability to – follow simple rules sharing and taking turns several ideas or actions. several ideas or actions. activity/ show an ability to follow instructions involving and instructions several ideas or actions.

Class rules Listening to the views What we learn: follow instructions involving Pupils to choose own and opinions of others To play with others – What we learn: several ideas or actions. resources Confidently talk to others sharing and taking turns To play with others – What we learn: Trusted adult – pupils Play turn taking games – Listening to the views sharing and taking turns To play with others – know who they can talk follow simple rules and and opinions of others Listening to the views What we learn: sharing and taking turns to and can choose their instructions Confidently talk to others and opinions of others To play with others – Listening to the views trusted adult. Pupils to choose own Pupils to choose own Confidently talk to others sharing and taking turns and opinions of others resources resources Pupils to choose own Listening to the views Confidently talk to others What we will do: Confidence in the Looking at similarities resources and activities. and opinions of others Pupils to choose own Circle/carpet time, learning environment and differences in Compromise discussions Confidently talk to others resources and activities promoting turn taking, Anti-bullying week themselves and others Pupils to choose own Change to routine listening to others and Highlighting what they What we will do: resources and activities. Positive relationship having a turn to speak What we will do: are good at Circle/carpet time, Compromise discussions building Make class rules Circle/carpet time, promoting turn taking, together and ensure promoting turn taking, What we will do: listening to others and What we will do: What we will do: that pupils are listening to others and Circle/carpet time, having a turn to speak Circle/carpet time, Circle/carpet time, reminded of our rules having a turn to speak promoting turn taking, Model the skill of promoting turn taking, promoting turn taking, regularly Model the skill of listening to others and conversation, my turn- listening to others and listening to others and Play simple board conversation, my turn- having a turn to speak your turn having a turn to speak having a turn to speak games; Ladybird your turn Model the skill of Hands up to talk on Carpet whole class Model positive counting, bingo, Hands up to talk on conversation, my turn- carpet conversations discussing relationships Scaredy Cat carpet your turn Carpet whole class how to solve problems Class discussions on Resources available for Opportunities for Hands up to talk on conversations discussing Opportunities for pupils how to be a good friend, children to select speaking – small group carpet what to do if we become to speak freely in small The 4 C’s (Caring, Share with the pupils work, talking tables at Opportunities for upset by a peer and how groups and in front of courteous, co-operative, what to do if worried or snack time, small world speaking – small group to compromise class collaboration) upset – pupils to Resources available for work, talking tables at A variety of activities A change to routine to choose a trusted adult children to select snack time, small world available each day for show pupils that this may from school whom they Free choice times for Carpet whole class pupils to choose from happen can talk to children to freely move conversations discussing around the environment what we are good at and Learn about the what we are not so good importance of always at with our peers being kind to others and Using a mirror to look at who to tell if you are and describe our upset features, compare to peers, then paint a self- portrait

Love Our Planet What we will learn Previous Learning Previous Learning Previous Learning Previous Learning Previous Learning - Sustainability Identify features of the Identify features of the Identify features of the Talk about similarities Identify features of the Identify features of the different seasons – different seasons – different seasons – and differences around different seasons – different seasons – Autumn walk. Autumn walk. Winter walk. environment Spring walk. Summer walk Look at different Look at different weather Look at different weather Identify features of the Notice changes to the Keeping safe in the sun weather Changes to trees/plants Changes to trees/plants different seasons environment caused by Make close observations Changes to trees/plants in our environment in our environment – Look at different weather season of animals and plants in our environment Christmas trees Observe the change in A daily calendar What we will learn Arctic – compare and What we will learn eggs to chick completed to identify the Identify features of the contrast, animals, way of Identify features of the Life cycle of a hen season, date and different seasons – life different seasons – Help to look after the weather Winter walk. Spring walk. chicks Notice changes to the Look at different weather What we will learn Notice changes to the Planting potatoes and environment caused by Changes to trees/plants Talk about similarities environment caused by sunflowers and then season in our environment – and differences around season looking after them Identify differences and Christmas trees environment Observe the change in Make close observations similarities in plants Identify features of the eggs to chick of animals different seasons Life cycle of a hen Look for change and What we will learn Look at different weather explain this

Help to look after the A daily calendar chicks What we will learn completed to identify the Planting potatoes and Identify features of the season, date and sunflowers and then different seasons – weather looking after them Summer walk Notice changes to the Make close observations Keeping safe in the sun environment caused by of animals Make close observations season Look for change and of animals and plants Help to look after plants explain this A daily calendar and harvest a potato completed to identify the crop season, date and Identify different species weather of insects Notice changes to the Treat the insects with environment caused by care season Use magnifying glass Identify differences and independently and safely similarities in plants Observe changes to the caterpillar - Life cycle of a butterfly Careers and Character Counts Anti-Bullying Week All About Me Week STEM Science Week National Careers Week Re Draw the Balance Week Children in Need Continuous provision of Continuous provision of Inspiring Peterborough Continuous provision of Employability People who help us – Continuous provision of different occupations to different occupations to Week different occupations to Reverend Michael different occupations to explore explore Continuous provision of explore Continuous provision of explore different occupations to different occupations to explore explore

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

On Holiday with Barnaby Theme What’s going on? Dinosaurs Can you Dig it? Animals around the World Art Attack Bear

Subject Geography/History Science/ Geography Science Science Art/History Geography Pupils will be learning more about Making own dinosaurs Planting and growing Habitats Famous artists Where do we go on themselves and others; Compare the world – then What plants need to Types of animal – Different types of art holiday? Ourselves and our and now grow carnivore, omnivore, Using different Map work families What did they eat? Healthy The seasons herbivore materials to create Sand sculptures Looking at the world eating What animals need sculptures Holidays around them Carnivore, herbivore, A significant person in Seaside How the local area has omnivore. history – artists. changed Locating and naming Overview Compare materials. How the school has countries and continents changed Compare weather Maps Trees A significant person in Where did they live? Maps history – The Queen I like myself People Who help us

I’m Special I’m Me Katie and the dinosaurs The Tiny Seed The tiger who came to Katie and the Stormy Billy’s Bucket Who am I? Dear Dinosaur Sam Plants a Sunflower tea Night Barnaby Bear Book The Gigantic Turnip The very annoying The Billy Goats Gruff The Lighthouse Suggestions The Princess and the elephant Keepers Lunch Pea

Seasonal Changes/ Seasonal Changes/ Plants/ Seasonal Changes Animals including humans Comparing materials Animals including humans Animals including humans/ Animals including humans/ Comparing materials Comparing materials Previous Learning Previous Learning Previous Learning Daily calendar (including Previous Learning Three little pig’s houses Animals that live in Previous Learning Previous Learning season and weather) Animals that live in the Material sorting the Arctic Summer, Autumn, Winter Animals that live in the Songs about seasons. Arctic according to their Discussions about are the seasons and we Arctic Discussions about Discussions about pets properties – metal, pets know the song about it. Discussions about pets seasons and weather to Dinosaurs- learning plastic, wood Dinosaurs and We know the weather date this academic year. about herbivores, Material sorting by their animals- learning changes from our daily carnivores and textures. about herbivores, information board in Early What we will learn omnivores carnivores and Science Years. What we will learn omnivores The pupils identified the Knowledge: What we will learn The different types main parts of the body Pupils will learn what Knowledge: What we will learn of animals around (arms, legs, head) omnivores, herbivores and Pupils will be able to Knowledge: the world carnivores are, through the identify and label some Knowledge: Pupils will learn to Animals and their topic of dinosaurs. common wild and Pupils will learn the identify and name a habitats What we will learn This knowledge will be garden plants, through different types of variety of everyday extended into common learning walks and common animals and materials such as What we will learn Knowledge: animals. presentations. describe and compare wood, plastic and Pupils will identify and Pupils will explore the They will be able to them, including fish, metal, in the indoor and Knowledge: label the parts of the body school grounds and identify describe the basic amphibians, reptiles' outdoor environments. Pupils will further the deciduous and structure of plants and birds and mammals. develop their

Pupils will identify and evergreen trees and trees and label the parts They will find out about Pupils will extend their understanding of the understand what their five explain their answers. of the plant. their habitats, where understanding by different types of sense are and which parts Pupils will identify and sort Pupils will learn what a they originate and what exploring and common animals and of their body they use for different materials plant needs to grow and they eat. describing the physical describe and compare each sense. They will use according to their physical use this knowledge to Pupils will be able to properties of a variety them, including fish, all their senses to create a properties and discuss the grow their own plant. identify and name a of everyday materials - amphibians, reptiles' new sweet for Willy differences and similarities Pupils will continue to variety of common such as how they feel, birds and mammals. Wonka. with their peers. develop their animals inc fish, what they are used to They will find out about Identify and name different understanding of amphibians, reptiles make and whether they their habitats, where materials and select the Enquiry: Deciduous and birds and mammals can be recycled. they originate and what most suitable for their What is a herbivore, Evergreen trees and from around the world. Pupils will then move they eat. model to recreate the carnivore or omnivore? note changes across the Pupils will transfer and on to grouping and Pupils will identify and features of their local walk. Can you identify which seasons. develop their previous comparing a variety of name a variety of animal/dinosaur is a learning of herbivores, materials based on their common animals incl. Enquiry: herbivore/carnivore/omnivo Enquiry: carnivores and physical properties. fish, amphibians, Can you identify the re? What flowers can you omnivores and identify reptiles, birds and human body parts? What is an see growing? and name a variety of Enquiry: mammals from around What are the five senses? Evergreen/Deciduous tree? Can you identify the common animals for What materials are the the world. How do we use each of Which trees in the garden different common each diet type. objects made from? Pupils will transfer and our sense? are deciduous and which flowers/plants? Pupils will learn about Is the material develop their previous Can you use each of your are evergreen? What are the parts of a animals (including their transparent or opaque? learning of herbivores, five senses to create a Which material is plant called? structures) and their Is the material soft or carnivores and unique sweet for Willy bumpy/soft/rough? What do plants need to habitats and identify hard? Is the material omnivores and identify Wonka? grow? similarities and flexible or hard? Is it and name a variety of Which is the best material Working Scientifically: What is a differences between waterproof or common animals for to use? Pupils will identify and deciduous/Evergreen them. absorbent? each diet type for What are the properties of classify the animals tree? Pupils will learn what How are the materials creatures from the Sea the materials? according to their diet. animals (including pets) different or the same? life centre. Pupils will identify and Working Scientifically: need to survive and be Which is the best Pupils will continue to Working Scientifically: classify the trees according Pupils will identify and healthy. material for the Billy develop their to their properties. classify the different Goats bridge? understanding of Pupils will use their Labelling diagrams, writing plants within the school Enquiry: animals and their observations to answer descriptions and discussing ground. What are the different Working Scientifically: habitats and identify questions about how and the differences with their Pupils will make types of animal? Pupils will, through similarities and when we use each sense peers. observations of the trees What does the animal teaching and asking differences between Pupils will identify the Pupils will identify and then and flowers within their eat? Is it a herbivore, questions, learn the them, including those different materials and use sort materials by using their surroundings and be omnivore, carnivore? different material types. living in the Arctic and the most suitable for their senses. encouraged to ask What is similar or Through experiments those in Africa. model. Pupils will be able to questions. different to where the to determine the Pupils will gather data discuss the types of trees Pupils will attempt to animals live? strength of different Enquiry: through learning walks to they found on their walk in grow their own plants What is similar/different materials in Design and Can I identify the build on their knowledge the outdoor area and will Pupils will take part in with the structure of a Technology, and simple different type of and understanding of their be encouraged to ask taking care of, and cat and an elephant? tests, children will animal? five senses. questions to further their observing the growth of What do animals need identify and classify the What does the animal The pupils will sing ‘Head, understanding and curiosity plants in the classroom to survive and be materials properties eat? Is it a herbivore, Shoulders, Knees and about the types in the Pupils will use healthy? and what is similar and omnivore, carnivore? Toes’ frequently, to help different seasons magnifying glasses to different between What is similar or them identify those body observe them closely Working Scientifically: them. different to where the parts. Pupils will compare and Pupils will gather Throughout pupils will animals live? contrast different information from a be encouraged to ask plants/flowers and trees. range of sources questions about Working Scientifically: including media, materials, gather and Pupils will continue to teaching, discussions record data about their gather information from and a school trip strength and properties a range of sources (Hammerton zoo) to to further their including media, identify and classify knowledge and teaching, discussions animals through their understanding and a school trip type, diet and habitats. (Hunstanton SeaLife

They will be centre) to identify and encouraged to ask classify animals simple questions about through their type, diet animals throughout to and habitats. support their learning They will be and understanding. encouraged to ask Through experiences in simple questions about the classroom and on different animals field trips they will throughout to support observe ad use ideas to their learning and answer questions. understanding. They will gather and Through experiences in record data over the the classroom and on weeks and observe field trips they will during their school trip observe and use ideas to answer questions. to answer questions.

Local History Dinosaurs Significant individuals in World changes History of art Past and present history Previous Learning: Prior Learning: Prior Learning: Previous Learning Previous Learning: The pupils celebrated the The pupils know what history is, Prior Learning: The pupils understand that the The pupils have some The pupils now understand Queen’s birthday last year. They and what we mean when we use The pupils understand what the world is made up of 7 knowledge of the artist Van what history means and they received a letter from her address the term ‘past’. term ‘past’ means, and will continents, but also know that it Gough since we studied and have explored how everyday (Buckingham Palace, London). know what is meant when hasn’t always been like that on drew his sunflowers in objects have changed over They know about her prince What we will learn people refer to ‘history’. earth. Reception. time. grandsons, and are aware that The pupils will learn the The pupils are able to talk about she makes decisions about the names of and recite facts the climate in the past, and What we will learn What we will learn What we will learn country we live in. about different dinosaurs. what it was like on earth when Pupils will observe how Pupils will explore the Pupils will identify the Using globes, atlases and dinosaurs roamed. They can the earth has changed artist, Van Gough, and differences and maps, pupils will be taught make comparisons to what over the years, in have the opportunity to similarities between a What we will learn about where dinosaurs earth is like now. relation to climate and describe his artwork. British seaside from the Pupils will be reminded of lived. continents. past to the present day. Pupils will explore the who the Queen is, and Pupils will explore the What we will learn Pupils will discuss how Pupils will identify and artist, Constable, and History what links she has with different diets and eating Pupils will explore the long the dinosaurs lived recall differences and have the opportunity to Peterborough (visits, habits of the giant reptiles. life of Edith Cavell and compared to the life- similarities in British describe his artwork. family relations, etc). Through comparison of begin to understand why span of an average lifestyle from the past Pupils will explore the earth today and in the past, she was so important. human now. Pupils will understand and present. changes that have taken children will begin to Pupils will research the Pupils will understand the impact the artists Pupils will compare place in our school. They understand why dinosaurs life of Florence the physical changes had on the art world artefacts/items from the will have a visit from a are no longer around. Nightingale and begin to on earth since and also on modern- past and present and pupil who attended • Pupils will research what understand why she was dinosaurs became day art. make comparisons to Newark Hill in the 1960s. the climate was like in the so important. discuss similarities and extinct. Pupils will understand past and how different it is Pupils will explore the differences between what it means when to now. similarities and then and now. people talk about the past differences between and history. these two significant Pupils will compare and people from the past. contrast the similarities with past and modern day living.

What is happening around us? The United Kingdom, the Seven Human and physical features What is the same and what is Using maps, compasses and The Seaside- human and The United Kingdom, the Seven Continents and the four seasons of our environment different? Continue exploring directional language to reach physical features Continents and the four The Four Seasons the four seasons and a destination Comparing environments seasons Previous Learning similarities and differences The children will develop and Previous Learning between the UK and another Previous Learning Previous Learning Previous Learning consolidate their learning and The children know the four 4 country The children have previously The children have explored The children spoke about the understanding of the 7 continents seasons and associate different used compasses to support different climates when season when we completed the and the 5 oceans and locating the weathers with each. They are their understanding of direction learning about dinosaurs, calendar every single day last UK within this from Autumn 1. beginning to understand which Previous Learning and navigation. comparing climates from then year, and also the weather. months the seasons fall. The children have an They have explored aerial to the present day. They can What we will learn awareness of the four countries maps of the school and the discuss and describe features Pupils will use a globe to What we will learn within the United Kingdom and surrounding areas. within the local are, including What we will learn identify the 7 continents The pupils will a basic understanding of the within school and use Label a map of the United and the 5 oceans. understand what seven continents. They can talk What we will learn directional and locational Kingdom, stating where beaches, cliffs, coasts, about the different weather we Pupils will continue to language to describe their the four countries are that Identify the four seasons forests, hills, mountains, see over the four seasons in learn how to use aerial locations within this area. make up the UK and link them to the seas, oceans and rivers the UK. maps to locate the associated months, which are. different features of the What we will learn Learn the names of each the pupils will recite in What we will learn school. Pupils will use atlases continent in the world Pupils will use order. Pupils will compare the and maps to identify, through the 7 continents geographical vocabulary UK to Australia, Directions using name and compare song on You Tube. Pupils to identify and label the identifying similarities compasses will be different environments will be able to name them features of an and differences in the practically taught to from largest to smallest. environment within a Pupils will know where weather/seasons and describe locations of They will point out each photograph the seaside is in physical geographical and routes to features continent on a flat map. location to Pupils will identify and features. on a map. Peterborough. During the celebration of label geographical Pupils will continue to learning the pupils will features, making Pupils will further their Pupils will learn develop their work with their parents to comparisons between understanding and geographical terms for Geography understanding of the create a globe, identifying two different locations. usage of directional features of the four seasons and the and placing each continent language to create environment (physical associated months in the correct place. instructions and human) and within each season. identify them.

Pupils will research Plotting routes on an Pupils will identify weather Compare seaside Australia using the aerial map to a specific patterns in the UK and locations across the internet, books and point using compass gain an understanding of world, including the travel brochures. They the four seasons through directions and impacts weather and will identify facts about locational and our daily calendar the physical and human Australia’s features and directional language features they have. weather patterns, and Pupils will identify the then present their Using their learning Pupils will identify the location of the school and findings in small groups pupils will direct other different features, sort other features in our local with comparisons made pupils to a certain them into human and area by going on a walk of to the UK. location/feature within physical and label the local area. Also them. They will also Through exploring the the school grounds through continuous explain why they have features of the current using compasses and provision making replicas labelled it. season (spring) within aerial maps. of the features of the local the local area- pupils Through using the area with recyclable will observe seasonal internet (webcams/ materials. changes. Google maps) pupils Using an aerial photo, will explore a location Through various media locate the features of the and identify the type of pupils will continue to local area – label the environment it is. They learn songs to support photo will then locate it on a their learning of the map and label months of the year and accordingly. seasons they are in.

Pupils will further their Pupils will use understanding of the brochures, the internet, seven continents and books and their own compare this to pre- experiences of different historic times before we locations/ environments existed. to compare different seaside destinations. Pupils will link their Pupils will work in small learning from the groups and present dinosaur era to present their findings back to day and discuss the the rest of the class. changes.

Pupils will label maps

from the past and

present and make

comparisons.

Mark Making Printing, Textiles and Painting, Printing and Painting and Exploring Collage Painting, Colour and Sculpture Drawing Technology Famous Artists Previous Learning: Previous Learning Previous Learning: The pupils have previously Previous Learning Previous Learning Previous Learning The children have used In Early Years, pupils have used felt tips to draw and Pupils have used a Pupils have printed Children have recreated a variety of materials to learnt to hold and control colour with. variety of materials using pre-made stencils Van Gogh’s sunflower create collages with various paint brushes. They have also used before to create an and they have used picture using different colours, They have mixed and chalks, on small and large image and they have iPads to create basic watercolours in Art shapes and textures. blended colours and scales. made basic images images. Week. experienced block printing. using fingerprints. What we will learn What we will learn What we will learn What we will learn Pupils will use What we will learn: Pupils will learn to control What we will learn Pupils will use Pupils will explore Van materials collected from Pupils will experiment with use of line to create simple Pupils will learn to materials and create Gogh’s ‘The Starry the beach (on a field different brush sizes and forms from observations thread a needle and use a stencil to use to Night’ image and trip) to collage and colours to create their and known objects/ given this to sew using a print an animal discuss the artist and recreate a seaside images – The Dot by Peter images as staring points running stitch to secure footprint with paints. what the painting using gathered H. Reynolds. Drawing shows some detail a fabric material to Pupils will paint shows. They will materials Pupils will generate ideas inside of line including hessian. animal footprints explore how and when Pupils will recall their of what their dot will be. shading and tone. Pupils will select the using the iPad, the painting was made. experience and Art Pupils will identify what Pupils will use a range of most suitable and using different sized Pupils will recreate ‘The recreate the image they might change in their drawing media such as, effective materials from brushes and lines, Starry Night’ using from memory and current work or develop in thick felt tip pens and pencil a selection, to create a exploring different paints and their fingers. the future – linked to our crayons. flower. experiences of They will then compare photographs. book ‘The Dot’ by Peter H. Pupils will learn to control Pupils will record and creating art. their art to Van Gogh’s Materials will be sorted Reynolds. They will then colour within the line on a translate an image from Pupils will use and suggest ways to and arranged to use this learning to create smaller/ larger scale. an observational charcoal to recreate improve each other’s represent the colours a new piece. Pupils will use chalks to drawing. different animal work, next time. and image of the Pupils will manipulate make marks and use Pupils will use a variety prints and explore Pupils will explore John seaside, through a malleable materials in a different levels of pressure of tools including thickness and tone Constable’s ‘The Hay variety of materials, variety of different ways – to create different effects. pastels, and felt tips to to create realistic Wain’ and recreate a making their own Pupils will use their explore different images. section of this using colours and textures. playdough sweet imagination to form simple thickness, shades, lines paints on canvas. Pupils will be (Sculpture). images from a given and effects. Final Piece Pupils will explore encouraged to evaluate Pupils will use tools in starting point or description. Pupils will print images, Each pupil will create four different brush their work and make appropriate and safe ways Pupils will explore how to using corks to create a images of different animal techniques to recreate changes for their final to create their sculpture. create a 3D sculpture of a painted image of a skins/prints, each image using the images and colour piece to represent the They will explore shading dinosaur using clay. flower with different a different art technique. tones. seaside. and tones using coloured As a class, pupils will patterns. Pupils will compare the pencil crayons to draw fruit develop and share ideas of similarities and

as part of an observational a dinosaur model they Final Piece differences between Pupils will explore in drawing. would like to create. (Based Observational drawing of a Constable’s and Van which way the items on the term’s topic) flower using various techniques: Gogh’s work. can be secured to the Final Piece- Main project Pupils will then build a sketching, felt tips and paint collage, using different Pupils will start with a dot and construction/sculpture using corks. Final Piece create their own independent art using a variety of objects Combined with Design The pupils will have created glues and layouts. using watercolours and pencil e.g. recycled, natural and Technology pupils will design their own versions of Van Gogh’s ‘The Starry Night’ Final Piece crayons. manmade materials for the and make a felt flower and sew final piece. it on to hessian as a gift for The pupils will have recreated Pupils will select the most someone special. a large (whole class suitable materials and glue collaboration) picture of the to create the life size seaside using only natural structure, evaluate their materials found at the beach. construction and amend their choices to improve their final piece.

Final Piece Year group final piece is a 3D sculpture of a dinosaur made from recycled materials, papier-mâché and paint.

Design and Make Design and Make Design and Make Cooking and Nutrition Design, Make, Evaluate and Design, Make, Evaluate and Technical Knowledge Technical Knowledge Previous Learning: Previous Learning: Previous Learning Previous Learning None The pupils have used a range of No previous sewing Pupils have discussed healthy Previous Learning Previous Learning materials when junk modelling and experiences foods when exploring healthy None None they have used clay to make Diwa snacks What we will learn: lamps. What we will learn: What we will learn: What we will learn What we will learn: Pupils will design a sweet Pupils will design an Pupils will make a After reading the for Willy Wonka following What we will learn: appealing gift (a flower) Pupils will learn what be bridge with levers to Lighthouse Keeper’s the criteria of using all Pupils will design a new for someone special healthy and healthy reveal the troll under lunch pupils will build their five senses to make species of dinosaur using a based on their design eating are through the bridge. their own pulley system the most appealing design criterion from facts criteria. teaching, media and As a class the pupils to transport food from product. gathered about dinosaurs. Pupils will design their looking at the will research and the lighthouse Pupils will design a sweet Pupils will use their ideas gift using an iPad and ingredients of food evaluate existing As a class the pupils and select ingredients to and design their dinosaur then make mock-ups items. bridges and decide will research and bring their design and using a template. using textiles to help Choosing from a range which elements will evaluate existing pulley special feature to life Pupils will use clay to bring bring their ideas to life. of food items and using enable them to create systems and decide DT Pupils will follow a recipe their idea to life, using tolls Pupils will be taught their knowledge of a functioning bridge which elements will to make a sweet and use to cut and shape their how to sew a button on healthy food, pupils will against the design enable them to create a additional ingredients to model. Pupils will select from a design a menu and criteria functioning pulley personalise and add a As a class the pupils will range of tools to cut make a healthy tea for Pupils will follow system against the special feature to meet the collate ideas and design a the Tiger (The Tiger instructions to create design criteria with and sew with to criteria. life-size model of a who came Tea). their own functional Pupils will follow create their piece of Pupils will generate ideas dinosaur. Afterwards the pupils bridge. instructions to build a of how their sweet will look Pupils will use their design work. will evaluate their Pupils will choose from lighthouse, basket and and they will use iPads to to select and use a range Pupils will choose the choices and identify any a range of equipment, pulley system. design their final product. of materials (recycled most appealing and changes they would the tools needed to Pupils will choose from materials, fabric, leaves practical materials to make next time. make a bridge a range of equipment, Final piece etc) most suitable for their create their flower. Whilst exploring what Pupils will choose the most appropriate A new, unique sweet for Willy dinosaurs features and be healthy food is, pupils materials that will meet tools needed to make Wonka to sell. This will be an able to justify their choice. Final piece will identify where food the criteria and be the the lighthouse and A gift for someone special image created on the iPad, Pupils will use a range of comes from. most suitable to build a basket through making an example using (a felt flower stitched on to a tools for cutting and functioning bridge. Pupils will choose ingredients and descriptive modelling and finishing to hessian background by Final piece materials that will meet writing. create their dinosaur sewing a button on) the criteria and be the

An alternative healthy Pupils will explore and most suitable to create Pupils will recreate a Final piece lunch for the Tiger that use levers to lift the a functional and landmark from their walk A life-size model of a new species came to tea. bridge to reveal the operational pulley around the local area. of dinosaur. troll. system. Pupils will use a design Pupils will evaluate Pupils will explore and template to create their their product and use a pulley system to landmark explaining their discuss ways they transfer an item from choice of features and could improve it should one place to another. materials that they will use. they repeat the lesson Pupils will evaluate Pupils will use their design their final product and and build the feature using Final piece discuss ways they a range of materials that A functioning lever bridge. could improve it should best represent the feature they repeat the lesson and as a class recreate the path, they took on the Final piece local walk. A functioning pulley system transferring items from the Final piece lighthouse to the child A recreation of the landmarks found on the pupil’s local What we will learn: walk. In the school’s annual Design Technology competition, pupils will be challenged to design and make a complex structure that can hold a given weight, using only the materials provided

As a class the pupils will research and evaluate different structure types that hold weight Pupils will design a simple structure based on a design criterion and show their design through drawings and presenting these on flipgrid. Pupils will choose from a range of equipment, the most appropriate tools needed to build their design Pupils will choose materials that will meet the criteria and be the most suitable to create a study and strong structure. Pupils will test their products before the competition and evaluate their design,

making amendments exploring how to make it stronger and more stable.

Final piece A structure that supports a given weight

Walk around local area Nativity Hammerton Safari Park St Mary’s Church visit Hunstanton Visit from people who help Pantomime us e.g. school nurse. Residential/ History of school – visitor, Trips what was it like in 1960’s? M&M Treasure Island Harvest Festival

Football Gymnastics Dance Multi-Skills Athletics Striking and Fielding- Team Games Previous learning: Previous learning: Previous learning: Previous learning: Previous learning: The pupils have had access to The pupils have had the The pupils used ‘5 a day’ every The pupils took part in a multi- The pupils have developed Previous learning: balls in the EY garden and in the opportunity in early years to use morning when they were in skills event last year and have some good co-ordination skills The pupils have been learning playground. Some of the children stilts to help them practise early years to help develop and continued to build on these in their previous PE lessons to work together fairly in sports have taken part in Football club balancing. understand the beat and skills through their PE lessons which will support them in over the last few months. They after school. rhythm. The pupils now have this academic year. completing athletic challenges will use the skills they have Every child has been taught how What we will learn: the opportunity to dance to the with more confidence. developed to participate in a to show respect and play fair in rhythm in their ‘Charanga’ What we will learn: variety of team games which team games, across the whole of Pupils will practise music lessons. What we will learn: will exercise their new physical the curriculum. balancing with control Pupils will master basic skills. Pupils will be shown how to What we will learn: movements including Pupils will understand What we will learn: link movements running, jumping, how they can use their What we will learn: Pupils will have the Pupils learn to repeat throwing and catching body to maximise their Pupils will develop the opportunity to use some simple sequences Pupils will practise performance Pupils will throw and ability to strike and stop equipment, and be shown of movements balancing with control Pupils will develop the catch with some the ball how to do so safely Pupils respond to Pupils develop agility ability to move at accuracy in isolation Pupils will run, jog and commands (freeze) Pupils develop different pace Pupils will develop PE • Pupils will develop sprint with speed, control knowledge of gymnastic Pupils exercise accurate coordination Pupils will develop the agility and co-ordination balances and the names changes of direction, Pupils will be taught to ability to jump from Pupils will develop co- Pupils will be taught to for them level and speed whilst participate in team standing ordination participate in team games, moving around games, displaying Perform a variety of Pupils will develop displaying respect and fair Pupils will create their respect and fair play throws with basic ability to strike the ball play own movements Pupils will throw and control Pupils will be taught to Pupils will know the Pupils develop co- catch with some Pupils will master participate in team importance of keeping the ordination accuracy running games, playing fair ball close and under Pupils will develop Pupils will master whilst working well with control in football. ability to strike the ball jumping others Pupils will be Pupils will develop Pupils will understand encouraged to reflect on balance how to work together the effect exercise has Pupils will develop as a team on their bodies agility Pupils will develop co- ordination Pupils will participate in team games

Hey you! Rhythm in the way we walk In the groove Round and round Your imagination Reflect, rewind and replay and banana rap Listen and Appraise: Listen and Appraise: Listen and Appraise: Listen and Appraise: Listen and Appraise: Hey you! By Joanna Listen and Appraise: How Blue can you get Round and Round by Your imagination A song before Mangona Rhythm in the Way We by BB King Joanna Mangona Supercalifragilisticexpial sunrise Me, Myself and I by De La walk by Joanna Mangona Let the bright Serphaim Livin’ la vida loca by idocious from Mary The Firebird by Soul The Planets Mars by by Handel Ricki Martin Poppins Stravinsky The Fresh Prince of Bel Gustav Holst Livin’ la vida loca by The Imperial March by Pure Imagination from The Bird by Sergei Air by DJ Jazzy Jeff and Tubular Bells by Mike Ricki Martin John Williams Willy Wonka and the Prokofiev the Fresh Prince Oldfield Jai Ho by J.R Rahman It Had to Be Better Chocolate Factory Grand March from Rapper’s Delight by The Banana Rap by Jane Lord of the Dance by Tonight by Michael Daydream believer Aida by Giuseppi Sugarhill Gang Sebba Ronan Hardiman Buble Rainbow Connection Verdi U Can’t Touch This by Happy by Pharrell Williams Digging on James Why Don’t You by from The Muppet Movie Bolero by Maurice MC Hammer When I’m 64 by The Brown by Tower of Gramaphonedzie A Whole New World Ravel It’s Like That by Run Beatles Power Oye Como Va by from Aladdin The Lamb bu John DMC Santana Tavener What the pupils will learn: What the pupils will learn: What the pupils will learn: What the pupils will learn: By listening to a range of songs Build on knowledge and What the pupils will learn: Build on knowledge and What the pupils will learn: By listening to a range of songs from various genres of music, the understanding about the Build on knowledge and understanding about the Listen to classical from various genres of music, the pupils will: interrelated dimensions of understanding about the interrelated dimensions of music pupils will: music through: interrelated dimensions of music through: Continue to embed the Listening with music through: foundations of Music Learn the difference concentration, then Vocal warm-ups Vocal warm-ups interrelated dimensions between pulse, rhythm appraising different Flexible games Vocal warm-ups Flexible games of music using voices and pitch styles of music (Reggae Learn to sing 6 songs in Flexible games Learning to sing and instruments Learn to sing, play, and Hip-Hop) 6 different styles - Learning to sing through singing, Singing improvise and compose, Learning the difference singing, chanting, through singing, chanting, speaking. Playing instruments by using their voices to between pulse, rhythm speaking. chanting and speaking. Playing instruments with songs - combining sing songs, chant and and pitch Use instruments with the Playing instruments with the songs sounds as a speak rhymes. Flexible games song - play instruments with the songs Improvisation group/class Listen to and appraise Learning to sing the musically. Improvisation Composing - create Improvisation different genres of music – song, using their voices sounds using Composing - create this term’s focus is hip to sing, chant and instruments and voices. sounds using hop. speak rhymes. instruments and voices. Identify instruments in the Identifying the Performing songs by listening with instruments used concentration to songs. Use instruments to combine sounds using different dimensions.

Using technology and the Using technology and the Using technology and the Using technology and the Coding: Blue-Bots Coding: Blue-Bots internet safely internet safely internet safely internet safely What we will learn: What we will learn: What we will learn: What we will learn: What we will learn: What we will learn: PowerPoint Coding the World Pupils will learn to create digital Pupils will begin to develop Computing Exploring Technology Technology for Purpose Safe searching Technology for Pupils will be able to say what we The pupils will understand that The pupils will use a search sharing content in the program their own algorithms to code use technology for, at home and information technology can be engine to search for facts about Pupils will create digital content PowerPoint to present their their Bluebot to different parts in school. They will have the used for multiple purposes, at animals. They will continue to independently. They will record learning about famous artists. of the map. opportunity to use iPads, laptops home and at school - to make learn skills for safe searching videos on Flipgrid to answer a Inserting text boxes to type and Beebots to build on previous videos, to communicate, to record and reporting concerns. question or share their information and changing the Debugging skills of exploring technology understanding. Considering background colour.

through play, whilst discovering information, to find information, Microsoft word how to behave when Pupils to use coding cards to the different features – on/off etc. The pupils will learn the presenting themselves online. Safe searching for build an algorithm and with button, volume etc. purpose of Microsoft Word. images support recognise a bug in the Safe Sites Developing key features such Excel The pupils will use a search programming. With support Flipgrid Pupils will explore Student as font size and how to open a Pupils will learn to open an engine to search for images pupils will begin to debug. Pupils will be able to respond to a Launchpad recognising school word document. Pupils will Excel document and create a about Van Gogh and video on Flipgrid. They will watch approved websites and managing create fact files using word to spreadsheet to record scientific Constable to import into their Logical Thinking a video which poses a question, passwords. Pupils will be able to record information. data from growing a plant. PowerPoint. They will continue Pupils will develop their logical discuss the answer with the class identify features which suggests a to learn skills for safe thinking by predicting the and then respond. This skill will website is safe for them to access Keyboard skills Presenting data searching and reporting destination of the Bluebot, from be transferable and developed e.g. the safe site padlock. Pupils will use the space bar, a Using the Excel program pupils concerns. an algorithm and testing their across the curriculum. full stop button and backspace will use their gathered scientific theories. Email when writing sentences on a data and present it in a simple What is an algorithm Laptop basics Pupils will explore the Email App laptop/iPad. These skills will chart. Pupils will begin to Pupils will understand what the Pupils will be able to log into and set up their Email. They will continue to be developed recognise a wider variety of term algorithm means. Pupils airhead and Education city with learn how to open an email from throughout the curriculum. ways technology can be used will learn that programs little support using the their teacher and open a link. purposefully. execute by following precise iPads/laptops. Pupils will also learn to recognise Inserting in Word and unambiguous instructions. the importance of never opening Pupils will have an They will work within the Staying safe online an email from someone they don’t understanding of how to insert context of following instructions Through discussions, pupils will know and reporting anything they an imagine onto a word for creating an image. know what to do should they are unsure of. document from a shared folder come across something Bluebot Coding Art inappropriate or have concerns Virtual Reality Pupils will continue to build on regarding something they have Pupils will learn how to their understanding of seen online independently put on the VR algorithms. They will input headsets and use them to explore given algorithms in to the Trusted Adult different objects and environments. Bluebot devices, to create Pupils to identify their trusted Pupils will begin recognising the images using the Bluebot adult in school to report to if they differences between reality and devices. are concerned or worried about virtual reality. anything. Pupils to be made aware of OSC and Online Safety Coordinator.

Christianity-Sense of belonging How and why do people The birth of a baby- Why is it The bible- Why is the bible Church- What makes a Where do they pray? AT1- Who is Jesus? celebrate Birthdays? important to recognise the important? church a special place for What happens at a Muslim AT2- How was Jesus a good AT1- How do Christians birth of a baby? AT1- What is the bible? Christian people? Wedding? leader? celebrate birthdays? AT1- What happens when a AT2- Why is the bible AT1- What is a Church? AT1- What is a mosque? AT2- Why do people celebrate baby is born? important? AT2- Why is a Church AT2- How do Muslims Previous learning birthdays? What is the meaning of important? celebrate a wedding? Pupils have learnt through the What is Christmas and Advent? Easter? nativity, that Christians celebrate AT2- What do Christians do Previous learning Previous learning Previous learning RE Christmas because that is when Previous learning when a baby is born? Pupils have some Pupils have previously taken Pupils have previously taken Jesus Christ was born. Pupils are aware that Christians understanding that the bible is part in discussions where they part in discussions where they celebrate Christmas because that Previous learning used by Christians and is a shared their experiences of shared their experiences of What we will learn: is when Jesus Christ was born. Pupils associate Easter with holy book for these people. different religions. Some different religions. Some Pupils will learn who Jesus new life – lambs, chicks, etc. children talked about having children talked about having is and how was he a good What we will learn: They are also aware that Jesus What we will learn: been to a mosque and some been to a mosque and some leader. Pupils will learn about died at Easter, on the cross. Pupils will be asked, others a church. others a church. Hanukkah and who what is the bible? They What we will learn: celebrates this festival What we will learn: What we will learn:

Pupils will discuss who is through media, Pupils will be asked, will then listen to peers Pupils will be asked Pupils will understand special to them, and then presentations and what is the meaning of and their views. what is a Church and Islam and what it this will be linked to how discussions of their Easter? and given the why is it important? means to be a Muslim Jesus is special to personal experiences. opportunity to discuss Pupils will be able to They will then discuss through visits from Christians. their ideas. talk about moral stories this amongst their peers guests, discussing their Pupils will learn about what from the Bible after and give recounts of personal experiences Pupils will write adjectives Hanukkah is, why it is Pupils will begin to talk listening to some. their personal and presentations. to describe what Jesus celebrated and who it is about and find meanings experiences. Pupils will be asked was like highlighting what celebrated by. behind Easter and Through discussions what a Mosque is. They made him a good leader. Christian beliefs through pupils will be able to Pupils will visit a church will be encouraged to Pupils will be encouraged books, media and say what a bible is, who to find out who goes share their ideas and Pupils will learn facts to answer the questions: personal experiences. is it used by and why it there, what is looks like, experiences with their about Jesus - who he was, How and why do Christians is important. and what events take peers. where he lived, what he celebrate birthdays? They Pupils will express their place when you are Pupils will watch looked like, why he was will then be asked at the own ideas and Pupils will begin to talk there. Pupils will learn videos, look at images special, and what others end of the journey and experiences creatively, about other faiths and why a place of worship and listen to thought about him. encouraged to answer and respecting and listening communities and what is significant in experiences of others discuss with peers, using to the views of others they do in comparison Christianity. to understand what a Pupils will be given their new knowledge. too to the Christian Mosque is and how it is examples of the things community. They will do After their visit, the important to Muslims. Jesus did whilst he was Pupils will learn about why Pupils will learn why this by discussing their pupils will be able to Pupils will know where alive and have the people celebrate birthdays Easter is celebrated by personal experiences say what a church is, Muslims worship, and opportunity to decide what through discussions about Christians and how they and observing and who it is used by. how it is sort of person he was. their own experiences and celebrate. They will be presentations to explore similar/different to the those of others. able to make links other cultures and Through previous that of a church and between Easter and religions. learning and their other place of worship. Pupils will learn about how spring – new learning about From previous and new Christians celebrate beginnings, new life. Pupils will explore Churches and learning pupils will birthdays, and it will be features of the Christian Christianity, pupils will show an understanding linked to the birth of baby Pupils will then explore holy book – the Bible, compare a church to of how people Jesus – gathering people What Christians do by looking at copies of other places of worship, celebrate different together, the giving of gifts, when a baby is born, the Bible and listening that they, or their aspects within their etc. celebrating new to extracts from it. They families may practise religion. beginnings. will understand how the at. Through listening to bible is used, and when, visitors' personal and why. experiences and Pupils will have the looking at their wedding opportunity to share photos, clothes and their own experiences keepsakes Pupils will of holy books and make understand how comparisons between Muslims celebrate a them. wedding.

Myself and My Relationships: Myself and My Relationships: Healthy and Safer Lifestyles Citizenship Myself and My Citizenship: Citizenship Citizenship Healthy and Safer Myself and My Relationships Diversity and Communities Relationships: Working Together Lifestyles Managing Change Rights, Rules and Healthy Lifestyles Responsibilities What the pupils will learn: What the pupils will learn: What the pupils will learn: Personal Safety What the pupils will learn: Pupils will take part in Pupils will explore other What the pupils will learn: Pupils will understand What the pupils will learn: creating a list of rules ways to be healthy PHSCE Pupils will explore the that there are Pupils will learn to which will make the different emotions people Pupils will understand similarities and Pupils will gain an comment on what they classroom and school a can feel why it is important to be differences between insight into managing are good at, and what safer place Pupils will reflect on what healthy them and others their own feelings and they have observed Pupils will describe what a makes them Pupils will investigate Pupils will have a behaviours in others do successfully what a good friend means happy/sad/cross triggers of negative good sense of appropriate ways Pupils will discuss what to them behaviours, and what themselves, and have they are good at, and

Pupils will compare and Pupils will learn how their feelings may be an awareness of their Pupils will reflect on what they would like to contrast family set ups and feelings and actions affect associated with each own cultures and what helps them feel develop – growth traditions others Pupils will develop an beliefs better when they are mindset Pupils will reflect on the Pupils will discuss ways in understanding of risks in hurt Pupils will understand special people in their life, which the school help the home, and at school Pupils are reminded of the important of and discuss why they are children to manage their Pupils will know how to the significance of using listening to others important own feelings keep themselves and their trusted adult Pupils will explore the Pupils will gain an insight Pupils will be able to speak others safe Pupils will discuss the positive roles and in the role of a trusted about the role of the trusted term ‘secrets’ dynamics in different adult, and have the adult with confidence Pupils will be able to teams opportunity to decide who Pupils will understand the say who in their life can Pupils will begin to take their own one is difference between the help to keep them safe part in discussions Pupils will understand that words rude, mean and where they have the the value of listening to bulling opportunity to share others, and also sharing Pupils will know what to do their views, but also their own views if they feel they are being take turns and listen to bullied, or have witnessed others. somebody else being bullied

Pupils will be able to

discuss what they are good at, and what they would like to develop – growth mindset Pupils can suggest ways in which to be healthy

Previous Learning Previous Learning Previous Learning Previous Learning Previous Learning Previous Learning Pupils have identified the four Pupils have explored different The children have learnt about The pupils have identified a Pupils have explored the The pupils have identified the seasons and changes in weather. materials and discussed their what a plant needs to grow and variety of animals. different materials, their different types of animals and appearance and how they feel. grown their own potatoes. features and also discussed if what they need to survive and What we will learn Pupils have attended assemblies What we will learn they think they can be some of the threats they face. Through exploring and and had talks about what recycling What we will learn Pupils through research recycled. Pupils have also learnt about comparing the four is and the benefits of this. Through exploring and and investigation will the different geographical seasons pupils will discuss comparing the four identify the different What we will learn features. the changes in the What we will learn seasons pupils will types of animals, what Pupils will continue their weather in Autumn over Through exploring and discuss the changes in they need to survive learning of materials What we will learn time. Global warming will comparing the four the weather in spring and explore the and select the most Pupils will have a class be introduced and the seasons pupils will discuss over time. Global different habitats of appropriate material to debate on plastic. One Love Our Planet causes and impact of the changes in the weather warming and its causes animals. They will look build a bridge. Pupils group for the use of global warming on the in winter over time. Global and impacts will be at their location, and will explore the plastic and one group - Sustainability seasons. warming and its causes discussed. their features to shelter advantages and against. Pupils will Pupils will walk around the local area and impacts will be Pupils will identify the parts of a the animals. disadvantages of each research and identifying the local features. Along discussed. plant, including seeds and what Pupils will also explore and design and create investigate through the way children will pick up litter to Pupils will explore and they need to grow. The function of dangers that animals their own bridge for the media and interviews. protect and care for the compare the properties of a plants will be explored and the are facing such as three billy goats to After a trip to the environment and discuss this upon variety of materials (for importance of planting. The deforestation and global cross. During this time SeaLife centre and the example, wood, metal, warming and the impact pupils will explore beach, pupils will their return. The impacts of pollution classes will plant their own tree plastic, fabric, glass) of this is having upon plastic and how this has create a collage from will be explored using media. materials. Children will be and sustainability of the those habitats and the been used in the past what they found on the investigating recycling and environment will be discussed. roles, they will play in and the impact this has beach. Pollution will be the benefits of this. Pupils this. had on our explored and pupils will will sort materials into those Presentation from environment. This will present back their that can be and those that Teacher on the role the be reinforced through findings from their day

can’t. Alternatives will also WWF plays to protect media (videos and from both the SeaLife be discussed animals using media Newsround) centre and observation and sponsorship on the beach. materials. Pupils will also use their experience to identify animals that live in the ocean and what they need to survive and how we can protect them for future generations. Posters will be made to inform other pupils across the school.

Character Counts Week Anti-Bullying Week All About Me Week STEM Science Week National Careers Week Re Draw the Balance Continuous provision of Children in Need Continuous provision of Continuous provision of Inspiring Peterborough Continuous provision Careers and different occupations to Continuous provision of different occupations to different occupations to Week of different occupations explore different occupations to explore explore Continuous provision of to explore Employability explore different occupations to explore

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

Year 2

Topic Discovering London All Creatures Great and Small Exciting Explorers

Science Subject Focus Geography / Paddington Bear History / Great Fire of London Science/ Geography

Find out about London Great fire of London Just so stories (Tinga tales) Neil Armstrong Tube timetables/ maps Samuel Pepys Plants Christopher Columbus Advertising Christopher Wren Animal Habitats River Thames/cities Charles II Landmarks Overview Railways and stations

Great Fire of London The Last Wolf One Giant Leap Book Paddington Animal Riddles Whatever Next Jill Murphy

Suggestions Vlad and the great fire of The Owl Tree London The Owl Who Was Afraid of the Dark

Uses of everyday materials Living things and their habitats Plants Animals including humans Previous Learning Previous Learning Pupils will be able to identify and label some common wild Pupils can identify and sort different materials according to Previous Learning and garden plants, through learning walks and their physical properties and discuss the differences and Pupils can name variety of common animals presentations. similarities. Pupils can identify and name a variety of common animals Pupils will be able to describe the basic structure of plants Pupils can name materials and their properties. that are carnivores, herbivores and omnivores and trees and label the parts of the plant. Pupils can sort different materials based on their physical Pupils can describe and compare a variety of animals Pupils will learn what a plant needs to grow and use this properties. Pupils can label the parts of human body knowledge to grow their own plant. Pupils can compare and group the variety of materials Pupils will continue to develop their understanding of What we will learn Deciduous and Evergreen trees and note changes across What we will learn the seasons. Knowledge Knowledge: Pupils will explore and compare the differences between What we will learn Pupils will identify and compare the suitability of variety things that are living, dead, and things that have never everyday materials, including wood, metal, plastic, glass, been alive. Knowledge brick, rock, paper and cardboard for particular uses. Pupils will identify that most living things live in habitats to Pupils will observe and describe how seeds and bulbs grow Pupils will describe which materials are waterproof, which they are suited and describe how different habitats into mature plant absorbent non-absorbent, bendy not bendy, opaque, provide for the basic needs of different kinds of animals and Pupils will find out and describe how plants need water, light transparent, rough, smooth, shiny, dull stretchy, stiff, hard plants, and how they depend on each other. and a suitable temperature to grow and stay healthy. and soft. Pupils will identify and name a variety of plants and animals Pupils will find out how the shapes of solid objects made in their habitats, including micro-habitats Enquiry: from some materials that can be changed by squashing, Pupils will describe how animals obtain their food from What are the different parts of a plant? bending, twisting and stretching. plants and other animals, using the idea of a simple food What do all plants need? Pupils will visit Nene Valley Railway as part of their trip to chain What is the best condition for a plant to grow successfully? explore the variety of materials used for different aspects of Pupils will identify and name different sources of food, the railway station beyond a train. linking to the life cycles of the animals from the story ‘The Science Last Wolf’ by Mini Grey. Working scientifically Enquiry: Pupils notice that animals, including humans, have Asking simple questions about plant life cycle and What are the different uses for the different materials? offspring which grow into adults. recognising that they can be answered in different ways Which materials are absorbent? Pupils find out about and describe the basic needs of Observing closely how a plant grows in different Which materials are bendy, opaque, rough, transparent etc? animals, including humans, for survival (water, food and air) conditions and using simple equipment to test their Which materials are most suitable for different objects? Pupils describe the importance for humans of exercise, questions. How can a material change its shape through bending, eating the right amounts of different types of food, and Performing simple tests to find out the best conditions squashing, twisting and stretching? hygiene. for plant growth. Identifying and classifying different types of plants. Working Scientifically: Enquiry: Explore and carry out experiments of the requirements Ask simple questions about different materials and How do we know if an animal is living or dead? of plants for life and growth and how they vary from recognise that they can be answered in different ways How can we group the different living things? plant to plant Observing closely using simple equipment to carry out How does a food chain work? Investigate the way in which water is transported within experiments about suitability of different materials. Why is it important for humans to exercise and eat the right plants . Performing simple tests to test out ideas, such as creating a amounts of different foods? Explore the part that flowers play in the life cycle of boat to allow Paddington to travel across the River Nene flowering plants, including pollination, seed formation and to think about the most suitable material to use to mend Working Scientifically and seed dispersal. using their observations and ideas a broken bucket to help put out The Great Fire of London. Asking simple questions about human/animal life cycles to suggest answers to questions to investigation Describe the suitability different materials linked to their and diets. Children recognising that they can be questions. properties. answered in different ways Gathering and recording data to help in answering Using their observations and ideas to suggest answers to Observing closely using simple equipment about the questions about suitable conditions for plant growth. questions conditions of plants for life and growth. Record findings using simple scientific language and Explore different animals/ human life cycle and what drawings. they eat. Preform simple tests to explore the best conditions to grow plants effectively. Identifying and classifying different species into carnivore, herbivore and

Make systematic and careful observations (such as finding and recording which microhabitats house different minibeasts) and take accurate measurements using standard units, using a range of equipment. Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables. For example they will be recording information in and tally and then using pictogram to record their findings. Report on findings from enquiries, including oral and written explanations Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

Great Fire of London Famous Explorers

Previous Learning Previous Learning In Geography, pupils have learnt Children have learnt about the world, 7 continents, and oceans. about London today. They know They have read stories about going into space/going to the moon. some similarities and differences with Peterborough. They have learnt about different What we will learn types of travel to, and around London and key landmarks. Pupils will find out about the lives of Neil Armstrong and Christopher Columbus and understand their contribution to What we will learn the world today.

Pupils will identify when they made their discoveries and Pupils learn when the what life was like before. fire of London happened, the time sequence of Pupils will use different historical resources to understand events and how it ended. how we know it really happened. Pupils learn about Pupils will compare Neil Armstrong and Christopher significant individuals Columbus and understand what is the same and what is History such as King Charles II, different between them. Samuel Pepys and Sir Pupils will create questions which they would like to ask Christopher Wren. both Christopher Columbus and Neil Armstrong. Pupils will learn about

why King Charles II,

Samuel Pepys and Sir Christopher Wren are important to the understanding of the Great Fire of London. Pupils will learn about what life was like for ordinary people in the 17th Century. Pupils will then compare their jobs to today's jobs. Pupils will compare and contrast firefighting from the 17th century to now.

The United Kingdom and their Continents, Countries and oceans capital cities. Compare weather patterns and the four seasons Using maps, compasses and Explore the similarities and differences between journeys to directional language to reach explore New Worlds a destination Previous Learning Previous Learning Children have learnt in Year 1 Children have learnt about the 7 continents, and weather patterns about Peterborough as a town relating to the poles and equator. Children know that the world is a where they live. sphere.

What we will learn Through the eyes of What we will learn Paddington Bear, pupils We will learn about the explorers Christopher Columbus will use maps and and Neil Armstrong. We will compare their journeys, how atlases to find London. they knew where they were going, and the impact of their discoveries on what we know today. Pupils will name and locate the capital cities of Use world maps, atlases and globes to track Christopher the countries of UK. Columbus’s journey to the new world. Identifying What is a capital city? continents, countries and oceans. Use simple compass Use basic geographical vocabulary to refer to key physical directions (north, south, features, including beach, cliff, coast, forest, mountain, sea, East, West) and ocean, river, soil, valley, vegetation, season and weather. directional language to We will research how Christopher Columbus knew where direct Paddington to our he was going without a map. We will include our knowledge classroom. of compass skills and directional language Geography Through research, pupils We will learn about what is the same / different in the will explore key planning undertaken for these two epic voyages? Identify landmarks in London seasonal weather patterns and location of hot / cold areas houses of parliament, St of the world that he had to plan for (e.g. Equator, Paul’s, Paddington north/south poles) station, London eye and present their findings on a map. Pupils will use the internet and books to identify key similarities and differences between London and Peru through studying the daily diary of a child in Peru. Identify and compare seasonal and daily weather patterns in the United Kingdom and Peru and present this in a table.

To understand basic subject specific vocabulary relating to human geography e.g. City, town, village, port, shop, factory,

To understand basic subject specific vocabulary relating to physical geography e.g. River, sea, ocean, weather, forest, We will use simple field work and observational skills to study the geography of the school and its grounds and create a map for Paddington bear to visit the school. Mark Making Painting and Colour Sculpture

Previous Learning Previous Learning Previous Learning Pupils learnt to control pressure when using drawing Pupils experimented with different brush sizes and Pupils collected collage materials from nature to form a implements to create lighter and darker tones and control marks made with a range of materials when landscape marks, such as sketching. painting their dot based on the story of The Dot by Peter Pupils created a clay model of a sweet when learning Pupils recognized that drawing shows some detail inside H. Reynolds. about what is going on around them. of line. Pupils identified painting equipment and paint brushes Pupils used clay carving tools in appropriate and safe Pupils used of thick felt tip pens and chalks to make when using water colour paints. ways (sculpture). marks in various shapes. Pupils recorded and explored ideas from first-hand Pupils designed and structured a 3D dinosaur sculpture Pupils shaded with coloured pencils. observations of animal footprints and identified how to from clay. Pupils explored using their imagination to create marks improve their work to develop it when improving their Pupils will learn and patterns on their papier mâché dinosaurs. dot. Pupils will explore various materials considering the tools of What we will learn What we will learn the time and reason for creating collage art. Pupils explore various methods of mark making, swirls, lines Pupils will develop their brush control and will use powder They will explore different mediums to create space and different patterns to create marks to show the Great Fire paint to add colour to their woodland scene. sculptures. of London. Pupils will understand how to measure paint and mix the Pupils will begin with sketching shapes, designing their alien Pupils will develop applying their pressure when creating paint needed. and decide on the key features they will need. lighter or darker tones and marks to show the fire. Pupils will understand colour mixing of the powder paint to They will choose man-made and natural objects to Art Pupils to use pencils, hard and soft crayons, felt-tips, create variations of secondary colours to add a range of experiment with patterns. charcoal and chalk to explore the previous methods. colour to their pictures. Pupils will use various textures to create patterns to create Pupils will develop their colour mixing and blending skills Pupils learn to paint neatly and carefully, without leaving a 3D effect. when painting a landscape of London landmarks. gaps or messy edges. Through this they will learn to use different techniques to They will develop their drawing of lines in thickness, Pupils will Study the work of Mini Grey and use elements of measure and shape their sculptures. direction and shaping. it to influence their own work. Have opportunities to work Pupils will develop their pattern drawing skills for details on from imagination, such as inventing or creating fictitious Final Piece the buildings. things and places. Clay alien for outer space life with a variety of textures created with They will learn how to space out their drawings in order to Study famous works of Mini Grey learning how and when a range of tools that will inflict patterns. show a good understanding of building a picture as a they were made. They describe the content, feelings & complete piece. emotions conveyed by the work to a more competent level. Pupils will understand how to reflect on their work and to Pupils will compare Mini Grey’s woodland illustrations with decide how they could improve it. Axel Scheffler’s illustrations from Stickman. They will share Pupils will experiment with their paint thickness and dabbing their understanding of the similarities and differences to explore different painting textures. They will also have the between the artists’ work. Pupils will then link their choice of varying their painting surfaces for different effects techniques and use of colour to their own designs. such as using textured wallpaper to create different patterns.

Final Piece Final Piece Woodland scene re-created from The Last Wolf Draw a Great Fire of London landscape using swirls and lines

Design, Make, Evaluate Design, Make, Evaluate Design, Make, Evaluate, Technical Knowledge Cooking and Nutrition Previous Learning Previous Learning Previous Learning Pupils have learnt basic sewing skills such as threading a needle The pupils have learnt how to use a variation of materials and The pupils have designed and created a sweet wrapper. They used and using a basic stitch to sew a button on creating a gift for equipment to build a bridge with a lever and they have created a a range of materials when junk modelling. They also used clay to someone special. pully system. make diva lamps for Diwali. What we will learn What we will learn What we will learn Pupils will explore and evaluate a range of existing Pupils will design an appropriate and functional car based Pupils will design purposeful, functional houses for a re- puppets, selecting the best features. on design criteria enactment of the Great-Fire of London based on a design Pupils will design a functional, appealing puppet for Pupils will explore and evaluate a range of existing products criteria ensuring it fits the specification of houses at the time. themselves based on a given design criteria. (toys, models and real-life cars) with peers, to share ideas Pupils will generate, develop, model and communicate their Pupils will use IT apps to generate and generate their ideas, that would work and would not work ideas through talking, drawing, templates, mock-ups and, following a criteria Pupils will research the physical features of a car and where appropriate, information and communication Pupils will generate and communicate their ideas and end evaluate which are the best ones to make the best car. technology such as Paint Pro. product using Flipgrids. Pupils will explore using wheels and axles through research Pupils will follow their instructions to create their 3d models Pupils will select from and use a range of tools for cutting, and design and use them to make their product functional of their houses. shaping, sewing and finishing to make their puppet. Pupils will generate, develop, model and communicate their Pupils will select from a range of junk modelling materials Pupils will select from and use a wide range of materials ideas through talking and presenting their future car in and use a range of tools and equipment to perform practical and components and textiles such as felt, needles, wool whole class presentations. tasks (for example, cutting, shaping, joining and finishing) and buttons most suitable for their puppets Pupils will select from and use a range of tools and Select from and use a wide range of materials (recycled Pupils will evaluate their ideas and products against design equipment to cut, shape and join parts of their car materials) and components, including construction materials criteria to show an understanding of the selection of Pupils will select from and use a wide range of materials to build house for The Great Fire of London materials. They will assess whether it met the criteria and and components, including construction materials according Pupils will explore and evaluate a range of existing products discuss what they would change if they made a puppet to their characteristics for the car to work effectively. that are appropriate to build a house for The Great Fire of again. Pupils will evaluate their ideas, features of the car and London. This will include exploring the properties of products against their original design criteria and discuss materials that were used to build houses during the time of Final piece ways they would amend if they made the car again DT the Great Fire of London and compare them to materials A hand puppet, linked to the core text used today (the pupil’s homes) and discuss their suitability for purpose. Final piece Pupils will evaluate their ideas and final products against A functional model car. their design criteria and peers' feedback. What we will learn Final piece A house for The Great Fire of London for re-enactment. In the school’s annual Design Technology competition, pupils will be challenged to design and make a simple structure that can hold What we will learn a given weight, using only the materials provided. Pupils will research the principles of a healthy and varied diet (discussing nutritional value) and compare and evaluate As a class the pupils will research and evaluate different this against Paddington’s diet. structure types that hold weight Pupils will research healthy alternative sandwich fillings and Pupils will design a simple structure based on a design understand where these ingredients come from. criteria and show their design through drawings and Pupils will design a healthy sandwich for Paddington and presenting these on flipgrid. write instructions for making it Pupils will choose from a range of equipment, the most Pupils will generate favourite sandwich fillings by conducting appropriate tools needed to build their design a survey and creating tallies. Pupils will choose materials that will meet the criteria and be They will select from and use a wide range of materials and the most suitable to create a study and strong structure. ingredients to make sandwiches to feed Paddington, Pupils will test their products before the competition and according to their characteristics. evaluate their design, making amendments exploring how to Pupils will evaluate their final products against a design make it stronger and more stable. criteria and discuss the health benefits of their sandwich versus Paddington’s Marmalade sandwich. Final piece A structure that supports a given weight Final product A healthy alternative sandwich for Paddington

M & M performance – Treasure Island Ramsey Raptor Centre Visitor with space planetarium Nene Valley Railway Pets at home Residential/ Trips Pantomime Church visit Character counts – team building - Martin Warring - outdoor learning Invictus Games Gym Health Dance Athletics/Striking and Fielding

Previous learning: Previous learning: Previous Learning: Previous learning Athletics The pupils have used the The pupils have demonstrated The pupils can describe the Pupils can repeat some simple fundamentals of movement to some changes of direction, level effect exercise has on the body. sequences of movement and Previous learning: achieve success in competitive and speed and copy basic respond in correct manner to Pupils have developed their knowledge of how they can use their games. They developed by movements with some control. What we will learn: commands (Inside, Outside, body to maximise performance. They have developed abilities to showing fair play and respect for Have experienced developing Freeze etc). They can run at different speeds, jump from standing and perform a variety of others. They have had movements such as jog, sprint, Describe the effect demonstrate changes of throws with basic control. opportunities to pass ball and hop, weight on hands, balance exercise has on the direction, level and speed keep control over it through and coordination. body What we will learn: working together as a team. Explain the importance What we will learn: of exercise and a Develop knowledge of how they can use their body to healthy lifestyle. Repeat and perform maximise performance Show an awareness of simple sequences of Develop ability to hurdle, sprint, jump and throw What we will learn: What we will learn: how the body movements relating to a effectively changes/functions stimulus Use fundamentals of Demonstrate some during exercise Respond in the correct Striking and fielding movement to achieve changes of direction, Develop ability to manner to commands success in competitive speed and level exercise at different (Inside, Outside, Freeze Previous learning: environment, individually during performances intensities. etc) Pupils can throw and catch with some accuracy in isolation and and as a team Copies basic Develop knowledge of Demonstrate changes of varied environments. They have begun to develop agility and With guidance participate movements with the names & functions direction, level and coordination. They would have experienced toll/move the ball displaying respect, fair control of muscles speed with accuracy as well as striking a ball. PE play and working well Becoming more Link two or more actions with others in team competent in the to perform a sequence What we will learn: games fundamentals of showing control and co- Demonstrate some movement (jog, ordination Throw and catch displaying competency, in isolation and in changes of direction, sprint, hop, weight on game situations speed and level during hands, balance and Develop agility competitive environments coordination) Develop coordination Develop their ability to Move at a variety of Develop ability to roll/move the ball with increasing accuracy solve problems levels Develop ability to catch/stop the ball with increasing Develop ability to accuracy hold a balance Develop ability to strike the ball with some consistency Perform and repeat Develop ability to analyse performance sequences of movements Develop the ability to travel with a range of movements Link two actions to perform a sequence showing control and co-ordination Can use equipment safely

Charanga: Hands, feet, heart Charanga: Ho Ho Ho Charanga: I wanna play in a Charanga: Zoo time Charanga: Friendship song Charanga: Reflect, rewind and band replay Music Previous Learning Previous Learning Previous Learning Previous Learning Listening with Previous Learning Vocal warm-ups Listen to classical music Previous Learning concentration, then Vocal warm-ups Flexible games

Learn the difference appraising different Flexible games Learning to sing through Continue to embed the Use their voices between pulse, rhythm styles of music Learn to sing 6 songs in singing, chanting, foundations of expressively and and pitch (Reggae and Hip- 6 different styles - speaking. interrelated dimensions creatively Learn to sing, play, Hop) singing, chanting, Playing instruments with of music using voices Play tuned and untuned improvise and compose, Learning the speaking. the songs and instruments instruments by using their voices to difference between Use instruments with the Improvisation Singing Composing - create sing songs, chant and pulse, rhythm and song - play instruments Composing - create Playing instruments with sounds using speak rhymes. pitch musically. sounds using songs - combining instruments and voices. Listen to and appraise Flexible games instruments and voices. sounds as a group/class different genres of music Learning to sing the Listen and appraise Improvisation Listen and appraise – this term’s focus is hip song, using their I Wanna Play In A Band Listen and appraise Composing - create Peer Gynt Suite: Anitras hop. voices to sing, chant by Joanna Mangona Zootime by Joanna sounds using Dance by Edvard Grieg Identify instruments in and speak rhymes. We Will Rock You by Mangona instruments and voices. – Romantic the songs by listening Identifying the Queen Kingston Town by UB40 Performing Brandenburg Concerto with concentration to instruments used Smoke On The Water by Shine by ASWAD No 1 by Johann songs. Use instruments to Deep Purple I.G.Y. by Donald Fagen Listen and appraise Sebastian Bach – combine sounds Rockin’ All Over The Feel Like Jumping by Friendship Song by Baroque Listen and appraise using different World by Status Quo Marcia Griffiths Joanna Mangona and From The Diary Of A Fly Hands, feet and heart by dimensions. Johnny B.Goode by I Can See Clearly Now Pete Readman by Béla Bartók – 20th Joanna Mangona Chuck Berry by Jimmy Cliff Count On Me by Bruno Century The click song by Miriam Listen and appraise I Saw Her Standing Mars Fantasia On Makeba Ho Ho Ho by Joanna There by The Beatles Build on knowledge and We Go Together (from Greensleeves by Ralph Mbube / The Lion Sleeps Mangona understanding about the Grease soundtrack) Vaughn Williams – 20th Tonight sung by The Blame it on the Boogie Build on knowledge and interrelated dimensions of You Give A Little Love century Soweto Gospel Choir by The Jackson 5 understanding about the music through: from Bugsy Malone Dance of The Sugar Bring Him Back Home by Bring Him Back Home interrelated dimensions of Pupils will continue with That's What Friends Are Plum Fairy by Pytor Hugh Masekela (Nelson Mandela) by music through: warm-up Games For by Gladys Knight, Tchaikovsky – Romantic You Can Call Me Al by Hugh Masekela Pupils will listen and Pupils will continue with Stevie Wonder, Dionne The Robots (Die Paul Simon Suspicious Minds by appraise different songs- flexible games Warwick with Elton John Roboter) by Kraftwerk – Hlokoloza by Arthur Elvis Presley Rock. Pupils will learn to Sing You've Got A Friend In Contemporary Mofokate Sir Duke by Stevie Pupils will join in with the Song and play Me by Randy Newman Wonder warm up games Instruments with the Build on knowledge and Build on knowledge and Fly Me to the Moon by Pupils will learn to sing Song Build on knowledge and understanding about the understanding about the Frank Sinatra the song Pupils will improvise with understanding about the interrelated dimensions of interrelated dimensions of Pupils will play a variety the Song interrelated dimensions of music through: music through: Build on knowledge and of instruments with Pupils will compose with music through: Pupils will join in with Pupils will find the pulse understanding about the music. the Song Pupils will continue with warm-up games with Pupils will listen and clap interrelated dimensions of vocal warm up games Zoo time to the rhythm music through: Pupils will learn the song Pupils will contribute with Pupils will focus on Pupils will continue to Pupils will play composition activity listening and singing join in with flexible instruments with the using First Composer Pupils will play games song Pupils will understand instruments with songs Pupils will learn to sing Pupils will improvise with rhythm with grid work Pupils will understand the song the song Pupils will learn about how to improvise with Pupils will play Pupils will compose with the language of music songs instruments with songs- the song Rewind and Replay Pupils will compose with with or without notation (Revision) - revisit songs songs using instruments from the year.

Using technology and the Using technology and the Coding: Blue-Bots Coding: Blue-Bots Coding: Scratch Coding: Scratch internet safely internet safely Previous learning Previous learning Previous learning Previous learning Previous learning Previous learning Computing Pupils will have learnt the to Pupils will have begun Pupils will have learnt what an Pupils will have begun Pupils will have learnt the Pupils will have identified trusted begin predicting the behaviour developing algorithms. algorithm is and how they are developing more complex common uses of technology adults within school and home of simple programs. implemented. algorithms.

within the home and school. and encouraged to seek help What we will learn: What we will learn: What we will learn: What we will learn: They would also have when they experience experienced creating digital something worrying online. What is an algorithm? Create a simple Block Coding Design Explorer Maze Explore algorithms without algorithm Pupils will transition from coding Game content. What we will learn: technology. Why do we need to Create own map based on the cards to block coding on the Pupils will use their current be precise? Pupils will analyse topic and build own algorithm to laptop. Begin with initial coding, learning of block coding to What we will learn: OneNote - Basic Skills algorithms to understand that program the Blubot. Pupils will create a scene and a sprite. design their own game. Explore Pupils will be introduced to computers cannot think for use logical reasoning to predict Program sprite to move left to other games to inspire own Laptop Basics – using OneNote as a tool for themselves and need to have the actions of the Bluebot. right. design. Security learning. Navigate and discuss precise and unambiguous Use technology safely and keep advantages of using OneNote. instructions. Which is the best Develop Block Coding Create Explorer Maze personal information private ·Set Pupils will also develop typing route? Create a sprite and write a Game up personal launchpads and skills. Follow an algorithm Pupils will continue to develop Simple algorithm to program the Pupils will use the program’s art passwords. Learn to logon and Follow simple algorithms to their logical reasoning by sprite to move in any direction. feature to create a background off safely and protecting program the Bluebot. exploring how to make Develop a sequence of and maze. Predicting the sprites passwords. OneNote Collaboration algorithms more effective. commands. movement.

Space De-bugging Consider which route is quicker, Technology for Develop collaborative rules. Program Bluebot and identify which route uses the least Making Shapes Program Sprite recording Pupils will learn to open errors in the algorithm. Test amount of commands etc. Making links to mathematical Pupils will create an algorithm to Pupils will learn various ways program, navigate sections and ways to resolve and develop learning of shape, pupils will get the spite through the maze. technology can be used to develop typing skills. logical reasoning. Complex algorithms create more complex algorithms Use logical reasoning to predict record experiences. During the Include obstacles into the to create a shape. the movements of the sprite and school trip pupils will take photos Sway – Great Fire of Logical Reasoning pathways and develop logical testing. and learn how to upload, store London Develop logical reasoning to reasoning and computational Multiple Algorithms and manipulate. They will also Pupils will build on previous predict actions of a code. Test thinking to predict and create an Create multiple action Test, Debug, Evaluate use Flipgrid to record PowerPoint skills to create a theories and identify bugs in the increasingly more complex algorithms. Increasing the Pupils will challenge a partner to experiences. Pupils will learn Sway about the Great Fire of programming. algorithm. complexity of algorithms, pupils play their game. Do they have about what is safe to share in an London. Pupils will make link to will use block coding to change the same algorithm? Do they image and what to avoid, in Non-chronological reports. They De-bugging 2.0 colour and use sound. Pupils have a more efficient algorithm? order to keep personal will learn to Import photos from Develop more complex will also learn to use code to Pupils will evaluate their game information safe. a shared file. Open files and algorithms and adapting to suit repeat actions. using logical reasoning to

develop typing skills. the given needs of the project. consider improvements. PowerPoint – Images Identify errors and use logical Import images and create a Sway - Safe Search reasoning to improve. presentation of trip experience. Pupils will learn to import online Look at manipulation of images: images and media using the resize/flip/rotate. Considering built-in online search. Pupils will always, which images are consider online safety practises, appropriate to use and using knowing how to report anything technology respectfully. that causes them concern.

. PowerPoint - Safe Which one? Search Pupils will consider and Import online images using compare the benefits of each internet search. Discuss and program to inform future demonstrate safety rules for independent choices. searching online.

Trusted Adult Pupils to identify their trusted adult in school to report to if they are concerned or worried about anything. Pupils to be made aware of OSC and Online Safety Coordinator.

Christianity- What are the Islam- What is important for Sikhism- How does the Christianity- How should we ultimate questions? Muslims Khalsa influence the lives of look after our world? Christianity- Why is Judaism- What is important AT1-What are the key AT1- What is Islam? Sikhs? AT1- How do Christians show Christmas important to for Jewish people? elements of Christianity? What are the 5 pillars of AT1- What is Sikhism? respect to people and the AT1- What is Judaism? Christians? AT2-What are the key Islam? What is a Khalsa? world they live in? AT2- How does a Jewish AT1- What do Christians do during Christmas? elements of Christianity? AT2- How do Muslims AT2- How are Sikhs AT2- Why do Christians show person live in the modern AT2- Why do Christians practise their religion? influenced by the Khalsa in respect to others and the world? Previous Learning the modern world? world? celebrate Christmas? Pupils are aware that members Previous Learning

of the religion are called Pupils are aware Muslims Previous Learning Previous Learning Previous Learning Previous Learning Christians. Christians generally believe in Islam, Allah is their Pupils are aware that Sikhs Pupils are aware Christians Pupils are aware that Jews Pupils are aware that Christians believe Jesus to be God the God and Muhammad is the last believe in reincarnation and show respect to each other and believe in only and one God and celebrate Christmas because Son, the second person of the karma concepts found in that is when Jesus Christ was prophet. They are also aware of the world around them. They they have a special agreement Trinity. It is a monotheistic Buddhism, Hinduism and born. They are familiar with the how Muslims pray at the know how to look after the called a covenant. religion, meaning it has only one Mosque and celebrate Eid-Ul- Jainism. world. Nativity. God. It is the largest religion in Fitr and Eid-Ul-Adha.

the world and is based on the What we will learn What we will learn What we will learn

life and teachings of Jesus of Pupils will discuss the Pupils will discuss A Sikh Pupils will discuss the What we will learn What we will learn Nazareth. word 'Islam' in Arabic is a follower of Sikhi, a Bible gives three main Pupils will learn about Pupils will discuss how monotheistic, monist, Hanukkah; why and how means submission to reasons why we should Jews promise to obey What we will learn the will of God. pantheist religion that care for the environment. God’s law and thank him. the festival is celebrated. Pupils will learn the five Muslims believe that originated in the 15th God Himself says that Pupils will understand They will learn about how basic beliefs: Belief in Islam was revealed over century from the Punjab His creation is very Jews pray and where that Christmas is literally God the Father, Jesus 1,400 years ago in region in the Indian good. The material world they pray. “the mass for Christ”, the Christ as the Son of subcontinent. The term day on which Christians Makkah, Arabia through matters to God; He Pupils will discuss the God, and the Holy Spirit. a man called "Sikh" means disciple, sustains it all the time. celebrate the birth of basic beliefs: The three The death, descent into student, or. Some Jesus. They will learn Muhammad. Without Him it would fall main beliefs at the centre hell, resurrection and Muhammad is so historians suggest that apart into chaos. "He is that Christmas is marked of Judaism are ascension of Christ. respected that it is usual the name "Sikh" is before all things, and in RE Monotheism, Identity, on the 25 December (7 Pupils will understand for Muslims to say derived from the ancient Him all things hold and covenant (love of January for Orthodox the holiness of the 'peace be upon him' term "Saka". together" (Colossians God). The most Christians). Christmas is Church and the Pupils will learn Sikhism a Christian holy day that whenever they mention 1.16–17). So, if we important teaching of communion of saints. his name. was founded by Guru neglect, abuse and spoil marks the birth of Jesus, Judaism is that there is Christ's second coming, Pupils will learn The Nanak around 500 years the environment, we are the son of God. one God, who wants the Day of Judgement Five Pillars of Islam are ago in a place called the damaging something Pupils will learn about people to do what is just and salvation of the an important part of Punjab. This is an area that is precious to God. and compassionate. how Christians celebrate faithful. Muslim life. They are which spans part of India Pupils will learn how the Pupils will learn that Christmas and make Pupils will learn about five things that a Muslim and Pakistan in South Bible gives you three Judaism is the world's links with the Advent the three facts about Asia today. Calendar, the Advent must do so they can live main reasons to care for oldest Abrahamic Christianity: Followers of a good and responsible Pupils will learn Sikhs the environment. They Wreath, Christingle and religion. There are about the Christian religion life. They include: believe in one God who will learn that the very visiting the place of 15 million followers who base their beliefs on the The declaration of faith guides and protects existence of the universe are called Jews. It is one worship-Church. life, teachings and death (Shahada) them. They believe is the result of God’s of the oldest monotheistic Pupils will further learn of Jesus Christ. everyone is equal before that Christmas is Praying five times a day creative activity. religions, teaching the Christians believe in one (Salat) God. Sikhs believe that Pupils will learn all celebrated in a variety of belief in one God. ... The God that created your actions are ways. Some Christians Giving money to charity religions respect the laws and teachings of heaven, earth and the (Zakah) important, and you world around them and start Christmas Day with Judaism come from the universe. The belief in Fasting during the should lead a good life. offer guidance on Torah, the first five books a midnight service, one God originated with month of Ramadan They believe the way to environmental issues. of the Hebrew Bible and called Midnight Mass. the Jewish religion. (Sawm) do this is: Christians believe that oral traditions. Christians often Christians believe Jesus Always keep God in your celebrate Christmas by A pilgrimage to Makkah the Earth belongs to God Pupils will learn about is the "Messiah" or heart and mind giving and receiving at least once in a lifetime and that humans are Jewish place of worship saviour of the world. Live honestly and work presents and cards. This (Hajj) stewards in charge of its which is a Synagogue hard care. and know its physical reminds them of the gift Treat everyone equally of Jesus, beginning his features. Be generous to those earthly life. less fortunate than you Serve others

Pupils will learn the Sikh community of men and women is known as the Khalsa which means the 'Community of the Pure'. Pupils will understand to become a Sikh and join the Khalsa, people need to follow the Five Ks.

Myself and My relationships: Managing Change Healthy and Safer Lifestyles- Myself and my relationships- Economic Wellbeing- Financial capability Citizenship- Working Together Drug Education Family and Friends Citizenship- Diversity and Communities

Myself and My Relationships: Managing Change What we will learn: What we will learn: Economic Wellbeing What we will learn: Pupils will think about What we will learn: what happens when Pupils will describe what Pupils will be thinking about financial capability and Pupils will demonstrate an understanding of how they things enter the a friend is and does discussing the following questions: can treat other people with respect body? Pupils will demonstrate Where does money come from and where does it go when Pupils will be able to identify a goal to achieve within the What are medicines how to make new we ‘use’ it? school year and they will develop an understanding as to and why do some friends How might I get money and what can I do with it? why working together is important people use them? How do I keep friends? How do we pay for things? Pupils will be able to understand how to make good What do I understand How can I make up with What does it mean to have more or less money than you my friends when things choices and consider the impact of their decisions about the roles of need? doctors, nurses and go wrong? How do I feel about money?

hospitals? Who is in my family, and How do my choices affect me, my family, others? Citizenship What can I do if I feel how do we care for each What is a charity? What we will learn: poorly? other? What are the Who are my special Citizenship Pupils will be thinking about: potentially risky people and what makes What we will learn: What are they and other people are good at? substances at home them special to me? Pupils will be thinking about diversity and Communities and How am I similar to and developing their understanding through these points: What new skills would I like to develop? and at school? PSHCE How can I keep safe different from other What are some of the similarities and differences between How can I listen well to other people? from harm if I come people? me and others? How can I work well in a group? across risky Who do I get support What do I understand about my culture and beliefs and Why is it important to take turns and share? substances? from when I need it? those of other people? How can I negotiate to sort out disagreements? What is it like to be Who are the people who help me, and what do they do? How are my skills useful in a group? persuaded? What does ‘my community’ mean and what do people do What is a useful evaluation? there? Healthy and Safer Lifestyles How do we care for animals and plants?

Sex and Relationships How can I help look after the school environment? Citizenship: Rights, Rules and Responsibilities Education What we will learn: What we will learn: Pupils will be focusing on : Pupils will be focusing on: How do rules make me feel happy and safe? How do babies change How do I take part in making rules? and grow? Who looks after me and what are their responsibilities? How have I changed What jobs and responsibilities do I have in school and at since I was a baby? home? What do babies and Can I listen to other people, share my views and take turns? children need? Can I take part in discussions and decisions in class? What are my responsibilities now I’m older?

Love Our Planet - Previous Learning Previous Learning Previous Learning Pupils have used a range of materials to build landmarks. Pupils will have identified and named a variety of common animals Pupils have read stories about going to the moon. Sustainability that are carnivores, herbivores and omnivores Pupils have named variety of common animals

Pupils have identified weather patterns in the UK, focussing on the Pupils have described and compared a variety of animals four seasons. What we will learn What we will learn Through learning about Christopher Columbus and Neil What we will learn Through learning about different animals' habitat pupils will Armstrong pupils will compare their way of travelling and Through pupils looking at and comparing the suitability of think about how we can protect the habitats of animals. investigate which mode of transport was better for the variety everyday materials, including wood, metal, plastic, They will go for a walk in the local area identifying the environment. glass, brick, rock, paper and cardboard for particular uses. dangers to a habitat and how we could make changes. Pupils will then look further into the impact the rocket has on Pupils will then look at how these materials can be recycled Pupils will also learn about how some animals obtain their the environment and compare to cars, buses etc. and the process. food from plants and think about what we can do to ensure Pupils will also look at the impact the discoveries have on Pupils will then use their knowledge of different materials there is not a shortage of plants. Pupils will then present the world we know today. and link to the Great Fire of London to investigate which their ideas. As part of their science topic of plants, pupils will identify materials would promote sustainable housing. which plants we eat and which plants we do not and what a Pupils visit Nene Valley Railway for their school trip and plant needs to grow. They will then learn about Fair Trade learn about Paddington. They will then research into the and farming. impact trains have on the environment Pupils will design a scarecrow to help stop Famer Through comparing the weather conditions of Peru and the Geraldine’s seeds being eaten by crows. They will think United Kingdom, pupils will then look at the impact it has on about using water and wind power to move the scarecrow the environment. instead of electricity.

Character Counts Week Anti-Bullying Week All About Me Week National Careers Week Re Draw the Balance Careers and Outdoor Learning to Children in Need STEM Science Week Inspiring Peterborough Assembly Employability develop social skills Week

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

Year 3 Topic Discovering Dinosaurs Opposites Attract Bella Italia Subject Focus Science/History Science Geography/ History Teeth and bones Link to DT making a Earth, sun, moon Compare our area to Italy - geography skills, land use, Fossils and rocks car- friction ramps, rotation weather - Nutritional needs of animals including humans pulling Shadows Explore Rome Dinosaur knowledge mostly through English Reflections History of Romans invading Britain Choosing own Prehistoric Tones and shading skills The Roman Empire equipment and Overview Cave painting Silhouettes Roman artwork- mosaics, pottery, tessellation, sewing materials Da Vinci and Michelangelo Investigations Plants basic needs Magnetic attraction/ Life cycle of a plant poles

Book Dilly the Dinosaur, Boom Iron Man The journal of Lliona Suggestions Rocks Animals including humans Forces and magnets Light Plants

Previous Learning Previous Learning Previous Learning Previous Learning Previous Learning

Pupils will have explored Pupils will have identified basic Pupils will have learned about Pupils will have named a variety Pupils will have named and identified a variety of plants and trees. natural and man-made parts of the human body. how different materials can be of light sources and associate They will have learnt the basic structure of flowering plants. They materials. They will have explored the changed by squashing, shadows with light sources will know what a plant needs to be able to grow and survive (water, importance of exercise, eating the bending, twisting and being blocked. light and a suitable temperature) What we will learn right types of food and basic stretching them. Knowledge hygiene. What we will learn What we will learn Through exploring a What we will learn Knowledge Knowledge variety of rocks, the What we will learn Knowledge Through exploring a pupils will learn of Knowledge Through creating variety of light sources, Through making close observations of the different part of which rocks are By exploring a nutrient acting out using freeze the pupils will learn light plants, the pupils will identify the main part of the plant and natural and which are pyramid, the pupils will frames, the pupils will is needed to be able to know about the function each has. man-made. earn about the types of recreate pushes and see and that darkness is Through investigating what plants need to grow, the pupils Through using their nutrients plants and pulls and then identify caused by an absence will learn about their needs for light, nutrients, water and Science observational skills, animals need, how they the forces acting in of light. soil, as well as ensuring they have room to grow. the pupils will learn obtain it differently through each. Through designing their Through creating a ‘Good Plant Growing Guide’, the pupils about igneous, eating and photosynthesis Through an own book bags, the pupil will share what they have found the best conditions for a sedimentary and and how humans are investigation using will learn about materials plant to grow in. metamorphic rocks unable to make their own cars, the pupils will test that reflect light. Through experimenting with food colouring, explore how and their permeable food. different surfaces to Through creating water travels through plants. and durable By comparing the nutrients identify the effects of reversal messages, the By watching a video clip, the pupils will learn about the properties. needed by humans and friction. pupils will explore how parts of the plant involved in its life cycle and how By sequencing animals, the pupils will Through testing a mirrors reflect images pollination occurs. pictures, the pupil will learn that each have variety of materials using light. Through drama, the pupils will learn about seed dispersal. learn of the different nutritional needs. with magnets, the Through a simple fossilisation process Through sorting animals, pupils learn which investigation looking at Enquiry: Through exploring the the pupils will learn of materials are the effect of UV light, the Is a plant a living thing? How can you prove this? work of Mary Anning, vertebrates and attracted/repel and pupils will learn how sun Could a plant survive without a stem? the pupils will learn invertebrates and of the therefore which are can damage our bodies. Which root shape do you think is the most effective? about palaeontologists endoskeleton, exoskeleton magnetic and non- They will create their What would happen to plant populations if there wasn’t any and the study of and hydro-skeleton. magnetic. own posters to suggest wind?

fossils being known as By creating their own By testing different ways to stay protected Can you design a plant/flower pollinated by the palaeontology. model skeletons, the pupils magnets, the pupils will from the sun. wind/cars/dogs/children? Through creating their will learn the common and observe how different Through investigating What impact has polluted water had on habitats? own compost bin, the scientific names of bones. strength magnets how shadows are pupils will learn of the Through exploring images attract materials. They formed, the pupils will Working Scientifically layers of soil and of the skeleton, the pupils will also explore how learn about how light Make close observations of plants and then draw detailed, about the soil will learn of how the magnetic forces can travel in straight lines labelled diagrams of the parts. formation process skeleton functions are to act at a distance. and that shadows are Create their own investigations to see what plants need to from rocks and protect, support and allow Through creating their formed when the light go. Make predictions and decide upon their own variables. organic matter. movement. They will own compass, the source is blocked by a Make conclusions from their observations of how the plants Through investigating identify ball and socket, pupils will learn how solid object. have grown over time and then evaluate their experiment. soil permeability, the hinge and gliding joints. magnets have a North By creating a cartoon Create a guide to give explanations of the best conditions pupils will learn of how Through experimenting and South pole and strip to show their to grow a plant based on their experiment. water filters through with muscles, the pupils will how they attract and findings, the pupils will Make predictions as to what the food colouring will show different types of soil. learn what muscles are and repel each other. investigate how when it is used in water with a plant. how they move voluntarily By designing and shadows change when Using scientific language, the pupils will create labelled and involuntarily. creating their own the distance between diagram to share their knowledge of pollination. Enquiry: magnetic game, the the object and the light Create a short group dramatisation of how seed dispersal What are rocks? Enquiry: pupils will apply their source is changed. occurs to orally explain their understanding. Are all rocks from Is it possible to make food knowledge of how volcanoes? without using plants or magnets attract and Enquiry: The boxes of rock in animals? repel. Why can’t we see in the the science resources Elysia chlorotica is an dark? cupboard have fallen animal that makes its own Enquiry: What would a world on the floor. How can food. So is photosynthesis How do things move? without light look like? we sort them out? possible in humans? How can we test if a Why are some shadows Do all fossils contain Why don’t we digest material is magnetic? darker than others? dinosaurs? ourselves? What would happen if Why are some stars we How do fossils show Bones are so hard! Maybe we put lots of magnets can see at night extinct? that rock at the tops of it would be easier for together? Why is ultraviolet light mountains was once people to move around Which part of the important to bees and under water? without them. Do you agree magnet has the other animals? Can rocks be or disagree? Why? strongest force? How How is a rainbow recycled? What if our backbone only do you know? formed? had one bone? What would happen if Working Scientifically Tim Peake is an astronaut. we put the magnets Working Scientifically Ask questions about What are his needs? How side by side? Make predictions about the properties of rocks are they different from Why do some which materials will and fossils. those on the Earth? materials attract and reflect light best. Set up Look at the similarities not others? a comparative test and and differences in Working Scientifically make systematic and appearance between Research scientific Working Scientifically careful observations natural and man- evidence to understand Identify similarities and when reflecting light and made rocks. how animals and plants differences in forces then record results by Make systematic and obtain their nutrients. acting on an object drawing and label the careful observations Compare and group during a push or a pull. materials and use these about the properties of animals by their diet. Make predictions about results to make a rocks in order to group Classify and group animals how a toy car will travel conclusion about which them. by their skeleton type. over different surfaces material is the best Match animals to their Use scientific language to based on the friction choice. fossils and explain label bones on diagrams. present. They will set Use scientific evidence how they have made Identify different hinges on up a simple and research, the pupils their conclusions. a skeleton. comparative test. can find out more about Draw labelled Make predictions and Following their texting, the harmful effects of UV diagrams of their own record results when testing they will use a graph to light and how to protect compost bins and the which muscles will contract present their results. themselves from it. layers of soil in them. and relax during a variety Classify and group Write an explanation text of movements. materials by their to share their findings

Carry out an enquiry magnetic and non- when testing light into the permeability magnetic properties. through transparent, of soil. They will make Investigate using a translucent and opaque systematic and careful comparative test, materials. observations at the which magnets are Conduct an experiment layers of soil. They will strongest/weakest. to look at how shadows gather their findings in Record their findings change with the distance a table and then as a bar chart and then of objects from a light present orally to the make a conclusion. source. Identify patterns class as groups what Use scientific language in my findings, make a they noticed and to describe orally how conclusion and then conclusions they have magnets attract and evaluate how my made. repel each other. experiment can be improved

Changes in Britain from the Stone Age to the Bronze Age Iron Age: the uses of metal in society Britain’s Settlements: Romans Local History Study Previous Learning Previous Learning Previous Learning Carrying on from previous term where we researched, explored In Year 2, pupils learnt about explorers Columbus and Neil In Year 2, pupils learnt about the Great Fire of London and how it and analysed the Stone Age and Bronze Age eras. Armstrong among other significant individuals in the past who have changed life in London and impacted Britain. They discussed the contributed to national and international achievements. lives of significant individuals Samuel Pepys and Florence What we will learn: Nightingale and how they have contributed to national and Pupils will continue to compare prehistoric living to modern day What we will learn international achievements. living. Considering how civilization adapted metals to use as tools Pupils will learn about the Roman invasion of Britain and how this and armour and changed way people lived. impacted living in Britain. What we will learn Compare the Stone Age dwelling and caves with the Iron Age Use a range of resources to explore aspects of life in the Pupils will learn how Britain has changed since prehistoric times roundhouse. Roman Age: PPT, teacher approved websites, artefacts and developed with human civilisation. Pupils will make a case study of Iron Age hill forts and and workshop. Pupils will use a variety of resources to research about villages. Explore the events of Pompeii’s demise and its historical the various dinosaurs, focusing particularly on dinosaurs Reflect on how skills were improved over time and jobs significance. discovered in Peterborough. were delegated. This included a blacksmith, potter, Research the Roman Gods and Goddesses and recognise During a class trip to Peterborough Museum, pupils will woodworker and weaver. their significance within Roman life. History learn more about local dinosaurs and palaeontology, Use a range of resources to explore aspects of life in the Explore the myth of Romulus and Remus and recognise they will observe and analyse fossils. Iron Age: PPT, teacher approved websites, artefacts. their importance in the creation of the City of Rome. Research into the life and significant, historical role of Research about how people lived in the Iron Age and then Understand the differences between the rich and the poor Mary Anning as a Palaeontologist. compare to modern life. and the impact this had on society. Use a range of resources to explore aspects of life in Use correct terminology to describe the periods of the Iron Research about how people lived in the Roman Empire the Stone Age: PPT, teacher approved websites, Age. and then compare to modern life artefacts, Museum trip. Pupils will study the life of Boudicca focusing on the views Use correct terminology to describe the engineering of the Make comparisons about how people lived in the Stone and beliefs of the time. Romans such as the creation of the aqua duct. Age-Bronze Age and then compare to modern day life. Pupils will explore how farming improved since the Reflect on Roman architecture, engineering and the Pupils with make a case study of Stone Age dwellings Neolithic era in the Stone Age to the Iron Age. importance of Roman roads. focusing on Skara Brae. With the development of metals came the development of Pupils will continue to develop making more complex Use correct terminology to describe the periods of the currency. observations to answer questions about the past. dinosaur and the evolution from Stone Age-Bronze Age. Clothing adapted over time for practicality and defence Pupils will use the correct terminology to describe the purposes. time periods and make simple observations to answer questions about the prehistoric, Stone Age and Bronze Age periods.

Pre-historic Landscape Iron Age Comparing Britain with a European Country Compare Peterborough’s pre-historic landscape to the Locate United Kingdom’s countries and cities Compare Britain and Italy in the past and present modern day Explore the importance of waterways for survival Interpret maps, 8-point compasses and directional language Explore topographic features of human early settlements Use Ordinance Survey Maps to locate key iron age to locate countries on a map Geography settlements in Britain Previous Learning Previous Learning Previous Learning While studying various explorers (I.e. Columbus, Neil Armstrong, Robert Falcon Scott) pupil explored maps of the world to map out

While studying the journey of Paddington Bear, pupils compared Pupils will have learnt about the geography of the land during their journeys, i.e. Columbus and the ‘New World’. Pupils also Paddington’s homeland of Peru with the UK and explored the Stone Age and Bronze Age, this term the pupils will continue to used map skills during orienteering sessions. landmarks of London. explore the changes to the land and living as humans move into to the Iron Age. What we will learn What we will learn In Year 3 the pupils will explore Peterborough in prehistoric times What we will learn Pupils will be studying the Roman era in history lessons and and compare pre-historic living with modern living. Particularly Pupils will study two Iron Age settlements and begin to developing their geography skills to compare Britain and Italy both focusing on the physical characteristics, such as rock formation. talk about geographical similarities and differences past and present. through the study of human and physical geography. Pupils will learn how to use and interpret maps, atlases and Pupils will learn about the physical characteristics of Pupils will learn to locate the counties and cities of the digital technologies to locate countries, particularly focusing prehistoric Britain United Kingdom on the United Kingdom and Italy Pupils will explore how Peterborough was underwater Study the hilltop forts of Borough Hill and Black Down Pupils will consider the geographical features of each during the dinosaur period Hills, comparing the geographical features using aerial country past and present photos and pictures. Pupils will locate and identify the Northern and Southern During Science children will experiment if specific rocks are Learn about the landscape and vegetation of the Iron Age hemisphere on the globe permeable and consider the properties and uses of rocks and why this was important to the creation of human Studying Skara Brae, pupils will explore topographical settlements During PE lessons pupils will learn orienteering skills, features and identify early human settlements Recognise the importance of waterways to survival, and particularly using a map and compass. why Iron Age people would consider natural waterways Pupils will use a wider range of geographical terms such as Using a map to locate and navigate settlement, location, vegetation, soil before developing a settlement 8 points of a compass (N, NE, E, SE, S, SW, W, Using the natural landscape for defensive purpose NW) While studying the Stone Age and Iron Age periods, pupils Development of farming, using the geography of the land Use a key to understand the symbols on a map will learn about how the changes in weather patterns for survival During History lesson pupils will explore the Romans and effected the way people lived and used the land Use ordinance survey maps to locate Borough Hill and link to geography studies Pupils are encouraged to ask geographical questions as Black Down Hill Pupils will use the Atlas during in History lessons to track well using evidence to answer geographical questions Explore features of ordinance survey maps I.e. using a the spread of the Roman Empire and invasion of Britain key and meanings of symbols Pupils will make comparisons of man-made features such Pupils will create their own maps for the local area as how the Romans started building rectangular houses instead of round houses. Roofs changed from thatched to clay tiles as new technologies and understanding of the natural resources developed.

Pre-historical Art Shadow Art Roman Art Painting and Drawing Painting Sculpture and Printing

Previous Learning: Previous Learning: Previous Learning: Pupils have developed their brush control and learned to Pupils developed shading techniques, such as cross- Pupils created space inspired alien clay sculptures use different types of paint and painting surfaces. hatching, tonal range, blending and stippling. where they developed their skills when using a variety Pupils will have learnt to measure and mix the paint to They will have used a range of natural materials to build a of sculpting tools as well as natural and manmade create a variety of colours and textures. collage to form a natural landscape. objects to inflict varying patterns. They will also have learnt to use different techniques such Pupils learned to use and control pencils of different They developed their ability to mould clay into their as spattering, stippling, dripping, and pouring to paint densities, crayons, felt-tips, charcoal, chalk, digital means, chosen shape and evolve their designs through expressively. inks and other materials such as wire, wool, straws, reflection. cotton buds and feathers to create expressive drawings. They will have recorded their thoughts and ideas in Art their sketchbooks as they progressed through using What we will learn clay as a modelling tool. Pupils will explore watercolour techniques and use water colours to create a prehistoric landscape. They will develop drawing skills to create a dinosaur to cut What we will learn What we will learn out and place in their landscape. This includes developing Pupils will experiment with a range of media to create Pupils will explore the art of the renaissance painters precision and control when painting detail, lines and edges shadows and reflect on their creations to develop their Raphael and Michelangelo and what they did for modern of shapes. ideas. day artworks and look at their similarities and differences. Pupils will explore various historic cave arts in Art and They will explore various shading techniques to create They will investigate how the artists produced their work music, considering the tools of the time and reason for shadows. This includes using a range of drawing media and what the background is for each piece of artwork. creating art. such as graphite sticks, charcoal, crayons, coloured Pupils will make copies of small areas of the artists’ work to Pupils will identify different painting tools and the different pencils, felt-tip pens, biro, drawing ink and pastels. study their techniques, colour, tone, textures and patterns purposes they have. Compare with ancient art tools. used.

Pupils will explore different mediums to create cave art Pupils will use a sketchbook to plan, explore and develop Pupils will research the different famous architectures of including unorthodox materials and techniques such as a range of silhouette techniques with paints. Sketchbooks Rome and how they are decorated. sticks, stones and feathers. are an area where ideas and techniques are explored and They will evaluate, design and replicate the 3-dimensional They will begin with sketching shapes and prehistoric they will make records of the worlds around them, their significant buildings using card, wire, clay and modelling images. ideas, thoughts, feelings and discoveries. materials. Pupils will use chalk/pastel to create images on paper They will use three dimensional objects to observe how Pupils will reflect on the myth of Romulus and Remus and attached under tables for cave effect. shadows form depending on where light falls in nature how Romans incorporated it in their artwork. Pupils will use sticks and earth tone paints to create images and in the world around them. This will be developed by They will create prints onto fabric of Romulus and Remus in sketch book, consider textures and effects. This includes exploring dark and light tones. with block printing and relief printing and then comparing mixing secondary and tertiary colours to paint with and use Pupils will reflect on this shadow research and use it to the two techniques. colours, textures, lines and shapes imaginatively and develop the silhouette paintings including choosing tools Pupils will explore and develop ideas for different Italian appropriately to express ideas. to use best for the task and reflecting on previous mosaic patterns including Roman numerals. They will talk about complimentary colours, colours as tone research to inform new ideas. Pupils will use motif printing blocks to create and print and recognizing warm and cold colours. They will evaluate what they need to improve within their complex patterns with mathematical and visual precision. Pupils will evaluate the various mediums and choose which work as well as offering advice, confidence and praise to They will evaluate different fabrics used to sew with as well on to use in the final class piece. Children will make a large peers. as different crafting techniques such as embroidery, felt cave art in the outdoor area. Explore the work of Shigeo Fukuda and Julie Dumbarton and weaving within Italian tapestry. to compare their different methods of using light or the Final Piece absence of light within their creations. Link to their own Final Piece Watercolour Prehistoric landscape thoughts and ideas. Digital mosaic Cave art created from a widdled stick. Italian patterned tapestry Final Piece Silhouette of an Iron Age Landscape including roundhouses and the Iron Man. Design, Make, Evaluate Design, Make, Evaluate, Technical knowledge Design, Make, Evaluate Cooking and Nutrition Previous Learning Previous Learning Previous Learning The pupils designed, made and evaluated their own toy car in the The pupils designed, made and evaluated their own puppet using Pupils looked at animal habitats and created their group dens in the theme of ‘Back to the Future.’ They used a pully system, a range a variety of stitches. They used a range of tools that developed environment area. of tools, explored physical features and compared their creation their fabric cutting skills and design techniques. What we will learn to existing products. What we will learn During historical study, pupils will explore and discuss What we will learn To create a learning tool that will be useful and help Stone Age settlements. They will research and consider the During science lesson pupils will explore forces and how support the learning of Roman Numerals design of Stone Age dwellings. From this, pupils will create friction impacts movement, they will investigate and During historical study pupils will explore Roman artefacts. a design criterion and generate their ideas for their analyse a range of existing products used to create Pupils will research and develop design criteria to inform recreation through sketches. friction. the design of an innovative, functional and appealing To investigate and analyse the houses of Skara Brae, They will use their science knowledge to develop a design bookmark aimed at the Romans. considering how they were fit for purpose and how they criterion to inform the design of a friction ramp to allow Pupils will generate and, develop annotated sketches of were appealing. them to perform the experiment. their design and use computing to aid their final design. Pupils will also make comparisons between the Stone Age Pupils will ensure their design is innovative, functional, Pupils will use their design to select from a wide range of DT dwelling and modern homes, looking at materials and tools appealing and fit for purpose. materials and textiles considering their functional properties used and building techniques. Pupils will generate annotated diagrams of their design. and aesthetic qualities. Pupils will use their research to select materials with the Pupils will use their design criteria to select from and use Upon choosing their materials, pupils will use this same properties according to aesthetic and functional a wider range of tools and equipment to perform practical information to determine which tools to appropriately use in qualities. tasks (for example, cutting, shaping, joining and finishing) creating their bookmark (sewing, cutting, joining) Pupils will evaluate their final houses against those from the Pupils will evaluate ideas and products against their own Pupils will evaluate their bookmark against their own Stone Age and against their design criteria. design criteria and consider the views of others to design criteria and consider the views of others to improve Pupils will understand how key events and individuals in improve their work. They will also test the ramp and adjust their work. design and technology have helped shape the world and make it more effective. Pupils will evaluate the effectiveness of the bookmark as a how this has shaped houses of today. learning tool and discuss any changes they would make to Final piece Final piece better it’s impact. A replica Stone Age dwelling using natural material from the A friction ramp to perform a science experiment. environment area. Final piece A useful learning aid – A bookmark with Roman Numerals What we will learn. Pupils will explore food eaten during the Stone Age and What we will learn where the food ingredients came from.

Pupils will make Stone Age bread, using traditional cooking In the school’s annual Design Technology competition, pupils will methods for preparation (grinding and binding) and cooking be challenged to design and make a complex structure that can (baking over a fire). hold a given weight, using only the materials provided. Pupils will then compare this to how bread is made (processed) today. As a class the pupils will research and evaluate different Pupils will apply their understanding of healthy eating and structure types that hold weight compare the diet during the Stone Age to a balanced and Pupils will design a more complex structure, focusing on varied diet today, discussing food and cooking tools useful characteristics, based on a design criterion and available at the times. show their design through drawings and presenting these Pupils will explore food available during the Stone Age and on flipgrid. how seasonality would have impacted this. Pupils will choose from a range of equipment, the most appropriate tools needed to build their design Final product Pupils will choose materials that will meet the criteria and Bread from the Stone Age be the most suitable to create a study and strong structure, understanding the importance of a material's functional properties. Pupils will test their products before the competition and evaluate their design, making amendments exploring how to make it stronger and more stable.

Final piece A structure that supports a given weight

Peterborough Museum: Christingle Think Tank – Forces Church trip – Why is Residential History off the page – Residential/ Dinosaur Fossils and Lego WeDo the church important to Romans Workshop workshop Christians? Trips

Swimming/Invasion Games Gymnastic Dance Outdoor Adventure Activity Athletics

Previous Learning: Previous Learning: Previous Learning: Previous Learning: Previous Learning: Pupils have not had school lessons in swimming, so will be Pupils have had the opportunity Pupils have learnt to repeat a Pupils have Pupils would have developed assessed in first lesson, to attain confidence and skill to copy basic moves and form a variety of basic moves to form experienced using throwing and jumping skills. already learnt outside of school. sequence of movement. They a sequence. They will have maps during Pupils will have learnt to throw a ball and move quickly would have developed their demonstrated changing geography lessons What we will learn: while avoiding obstacles and other people. balancing skills. direction, level and speed. and problem-solving activities. Develop knowledge of What we will learn: What we will learn: What we will learn: They have learnt about how they can use their fair play and respect body to maximise Swimming Demonstrate changes of Plan, perform and during previous team performance direction, speed and repeat sequences of sports. Develop pupils’ ability to Swim competently, confidently and proficiently over a level during movements in a group sprint, jump, throw PE distance of at least 25 metres. performances Respond in the correct What we will learn: (varying techniques Use a range of strokes effectively [for example, front crawl, Copy and explore basic manner to a range of including chest push) and backstroke and breaststroke movements with control commands Develop map and hurdle effectively Perform safe self-rescue in different water-based situations. Is competent in the Moves in a fluent and compass skills Compare their fundamentals of expressive manner in (including using a key performances with Tag Rugby movement (jog, sprint, different directions & and identifying current previous ones and hop, weight on hands, levels and at different locations) demonstrate improvement Use fundamentals of movement to achieve success in balance and speeds. Perform and repeat to achieve their personal competitive environment, individually and as a team coordination) Repeat some sequences of best. With guidance participate displaying respect, fair play and Moves at different levels sequences of at least movements in a group working well with others in a fluent and three different Display an Demonstrate changes of direction, speed and level in expressive manner movements understanding of fair Further develop and be play, respect and competitive environments Repeat sequences of exposed to a range of working well with other Develop ability to run with the ball movements relating to gymnastics balances different stimuli

Develop ability to match a change of speed, with change of Plan, perform and Explain, summarise Pupils will have the direction repeat sequences of and demonstrate an opportunity to attend a Develop ability to pass effectively across different sports movements in a group activity they have residential trip that (including rugby) Develop the ability to participated in provides adventurous travel in a variety of sports such as ways canoeing, climbing and Develop the knowledge raft building. of Mirror/Match and Canon & Unison movements Can use and help pack away equipment safely

Charanga: Let Your Spirit Fly Charanga: Stone Age Charanga: Instrumental Intuition: Glockenspiel Charanga: The Dragon Song Charanga: Bringing Us Sounds Together Previous Learning Previous Learning Previous Learning Listen to an appraise Previous Learning Listen to and appraise rock music. Listen to and appraise Previous Learning gospel music. Listen to and appraise Play a variety of music with songs. pop music. Listen to and appraise Listen and clap to the Motown and swing Join in with warm-up songs. Learn to improvise with songs from performances rhythm. music. Learn to sing the chosen song in time. song. including musicals, ballets Understand how to Learn to sing songs. Listen to and appraise soul music. Learn to compose a and stage works that improvise with songs. Play instruments with Play flexible games. song. include the classics. Compose songs using songs, both with and Participate in warm-up songs. Learn the language of instruments. without notations. Listen and Appraise music. Listen and Appraise Birdsong – Chinese Understand the rhythm Listen and Appraise Listen and Appraise Easy E Folk Music Vaishnava with grid work. Colonel Bogey March by Various pieces of topic Strictly D Java – A Hindu Song Listen and Appraise Kenneth Alford (Film) related music Drive D-E-F-initely A Turkish Traditional Good Times by Nile Consider Yourself from Roundabout March of the Golden Guards Tune Aitutaki Drum Rodgers the musical ‘Oliver!’ Build on knowledge and Portsmouth Dance from Polynesia Ain’t Nobody by Chaka (Musicals) understanding about the Zebaidir Sonf from Khan Ain’t No Mountain High interrelated dimensions of Build on knowledge and understanding about the Sudan We Are Family by Sister Enough by Marvin Gaye music through: interrelated dimensions of music through: Sledge (Motown) During historical study Pupils will learn to play the Glockenspiel with increasing Build on knowledge and Ain’t No Stopping Us Now You’re The First, The Last, pupils will virtually confidence and control. understanding about the by McFadden and Music My Everything by Barry explore the Lascaux The lessons will be broken down, gradually introducing interrelated dimensions of Whitehead White (Soul) caves in France, listen more notes to develop more complex pieces of music. music through: Car Wash by Rose Royce to cave sounds – what Recognise, use and understand staff and other musical Pupils will listen to a Build on knowledge and can you hear? How notations. more complex piece of Build on knowledge and understanding about the does it make you feel? Pupils will perform in a solo and ensemble context music and making understanding about the interrelated dimensions of Pupils will listen and comments about it. interrelated dimensions of music through: identify instruments Pupils will participate music through: Pupils will listen to a range used to create in collaborative Pupils will listen to a more of music and make atmosphere. discussion about a complex piece of music personal comments about During Reading piece of music and making comments it. lessons pupils will applying learnt about it. Pupils will develop consider the origins of vocabulary. Pupils will participate in confidence in collaborative music and explore the Pupils will take part in collaborative discussion discussion about a piece music of the Stone vocal warmups to about a piece of music of music applying learnt Age, what instruments continue to develop applying learnt vocabulary. have survived? How pitch control. vocabulary. Pupils will take part in did Stone Age people Singing and the Pupils will take part in vocal warmups to develop create music? playing of instruments vocal warmups to continue pitch control. Inspired by Stone Age will be combined to to develop pitch control. Pupils will develop a music pupils will further understanding Pupils will use pitched musical understanding of explore body of the pulse of the instruments and use how parts of the music percussion compose a music and how parts of notation. class composition the music come

come together to build a Pupils will create an together to build a Singing and the playing of single piece of music. individual graphic score single piece of music. pitched instruments will be Pupils will develop using images from the To sing and perform as combined to further understanding of the pulse cave art. an ensemble with understanding of how of the music. Pupils will perform as increasing confidence parts of the music come To sing as an ensemble an ensemble and and control. together to build a single with increasing confidence evaluate. piece of music. and control. Recognise the pulse and its role as the foundation of music. To sing and perform as an ensemble with increasing confidence and control.

Using technology and the Using technology and the Coding: MakeCode Micro:bits Coding: MakeCode Coding: Minecraft The Coding: Minecraft The Agent internet safely internet safely Micro:bits Agent Previous learning Previous learning Previous learning Previous learning Previous learning Previous learning Pupils will have begun to Pupils will have begun to Pupils will have developed logical Pupils will have learnt the Pupils will have learnt the what develop logical reasoning to develop logical reasoning to Pupils will have learnt to reasoning to create, test and common uses of technology private information is and predict the behaviour of simple debug simple programs. recognise the importance of debug simple programs, outside of the school recognise the importance of programs. They also will have unambiguous instructions for progressing to more complex environment. They would also keeping this information safe. begun creating their own What we will learn: an algorithm to be successful. algorithms. have experienced creating and algorithms. Radio Micro Chat manipulating a range of digital What we will learn: What we will learn: What we will learn: What we will learn: Considering input and output content. Cyberbullying devices for communication, Introduction to Movement Explore what cyberbullying is, pupils will use the radio Minecraft Coding Create an increasingly more What we will learn: LED’s how to recognise cyberbullying Pupils will learn about LED’s feature. Pupils will follow a Pupils will select and combine complex algorithm to allow a code to send messages back Collaboration and and how to report concerns. and what they are used for. different programs to access variety of movement and test for Using block coding children will and forth across two learning and accomplish errors. Use logical reasoning to respect Micro:bits. Children to learn how to present Emailing follow a simple code to goals. They will also use debug and explain algorithm. Discuss email as a form of hyperlinks to download digital information in a collaborative manipulate LED’s on the communication. Identify Micro:bit. Pupils will go on to Light Meter content. Pupils will begin by Sequence actions space, respecting each other's Combining coding with space and work. Pupils will features of dangerous emails modify the code and will use the becoming familiar with the Create an increasingly more Computing and when it is safe to open an ‘loop’ command. Pupils will use Science learning, children will program, exploring complex algorithm to command develop positive online code the Micro:bit to measure behaviours and etiquette. email. Pupils to be taught how logical reasoning to explain how commands. Coding begins to the agent to perform a sequence to write and send an email. the algorithm works. the level of light. Pupils will make links between block of tasks, including previous test their increasingly more Safe searching Pupils to be aware of email as coding and written code. learning and test for errors. Use another way of communicating complex code and debug logical reasoning to debug and Importing images and video using Accelerometer with trusted their adult. Pupils will learn how an using logical reasoning. Pupils Code a conversation explain algorithm the search engine safely. will also combine with Recognise the safe site padlock accelerometer is used and code Create a simple algorithm to Microsoft Excel to record data. interact with the agent through Code to build but also that other checks need to a Micro:bit using the ‘shake’ feature. Pupils will follow a written conversation and test Create alternate algorithms to be made as well to ensure reliability of the sources Online simple code to create a dice for for errors. Use logical build a structure. Test for errors, Communication a purpose. Pupils will be Design and code reasoning to debug and use logical reasoning to debug Applying all their previous Input Output Pupils will identify different encouraged to modify the code explain algorithm. and explain algorithm. forms of online to suit individual needs. Pupils coding and combining with Pupils will recognise that certain their Science learning Pupils devices input data to the communication. Compare will recognise that the code is Teleportation Bring it all together! communicating online and transferred from the laptop to will design their own code to Create a simple algorithm to Apply, modify and develop coding computer and others output. They simulate a virtual event. Using will make effective use of input communicating in real life. the Micro:bit and remains on the teleport the agent to a chosen to simulate a virtual event based Pupils will recognise that Micro:bit despite being logical thinking to debug and location. Use logical reasoning on the current topic of learning. devices such as cameras and explain their algorithm. microphones to record networks enable the sharing of disconnected. to debug and explain Present and explain their data and understand that the algorithm. algorithms. information about their learning. internet is a large network of Code a Game

Sharing Information computers and that Pupils to build on their learning Rotation about accelerometer and follow

Children to be shown correct use information can be shared a more complex code to create Create an increasingly more of MS TEAMS. Discuss Private between computers. the ‘Rock, Paper, Scissors’ complex algorithm to rotate and Public chat – differences and game on the Micro:bit. and then test for errors. Use security. Identify which Reporting Following success Pupils will logical reasoning to debug information should be kept private Identify the website Think U design and code their own and explain algorithm. and what information is safe to Know and its purpose. Learn game. They will use logical share. Pupils to be taught how to how to navigate the website. reasoning to explain how the access and use private channel Identify age appropriate area algorithm works. within TEAMS. for pupils to explore. Pupils to learn about reporting Trusted Adult concerns, identifying online Pupils to identify their trusted icons for reporting. adult in school to report to if they are concerned or worried about anything. Pupils to be made aware of OSC and Online Safety Coordinator.

Salut!: Core Unit 1 Salut!: Core Unit 2 Salut!: Core Unit 3 Salut!: Animals Salut!: Food Salut!: At School

What we will learn: What we will learn: What we will learn: What we will learn: What we will learn: What we will learn: During PSHE and RE Say the days of the Learn the song ’Head, Vocabulary for naming Vocabulary for naming Vocabulary for saying how lessons pupils will week Shoulders, Knees and animals common foods. they travel to school recognise the diversity of Say and read a variety Toes’ in French to Develop questioning Further develop Read and write labels for language and culture of colours. Identify the French skills to ask various opinion sentences to naming places in school within our own school. Develop their counting words for the key body Pupils will be introduced to skills progressing to parts. questions about pets. express likes and Speak and write a list the the French language numbers between 11 Further develop Describe animals using dislikes about food. contents of their pencil listening to and and 20 counting up to 31, adjectives and develop Say what they are case. responding to familiar Name a variety of beginning to recognise writing labels in eating in a sentence Tell the time. greetings. countries and develop patterns. French. Name cutlery Name key school subjects How to orally introduce their geographical skills Say and read words for Use prepositions to Develop reading and and answer questions French to recognise the various items of clothing. themselves and respond develop oral sentences comprehension about them. to simple familiar countries on a map. Begin writing labels in Apply their current Develop sentences French Name animal homes through understanding questions. Apply their current learning by reading through expressing Say, read and write the cooking instructions. together an increasingly Recognise numbers up to likes and dislikes months of the year. learning by reading Apply their current 10 through listening and together a more more complex story in Apply their current Talk about birthdays and learning by reading French. reading. learning by reading develop turn taking complex story in Begin developing their French together a recipe in together a simple story through question and French. sentences to introducing in French. answer. their immediate family Apply their current learning by reading together a more complex story in French.

Who are the ‘Saints of God’ and What are the special religious What do people believe about Is Easter a festival of new life What is important for Jews What do we mean by the bread of why are they important? texts? the creation of our world? or sacrifice? about being part of God’s life? AT1- What are the ideal (Church Visit: Christingle) AT1- Can you retell the stories of St Mary’s Church Visit family? AT1- How do Christians use bread qualities of a saint? AT1-Can you retell the story of how the world was created in AT1- Can you use key Christian AT1- What does being Jewish in symbolism? Which story are AT2- Why do you think these the Sermon on the Mount? Hinduism, Islam and Judaism? vocabulary? What do you think look like? What does a normal they referring to? What is the Can you retell the Muslim story AT2- Why do you think there are they might be? How do they day look like for a Jew? bread in our lives? RE people have been turned into of The Beautiful Farm? different versions of the creation link to Easter? AT2- What does a Jewish AT2- Why do you think Christian saints? Can you retell the Hindu story story? AT2- How is Easter celebrated community look like? How do communities do this? Where does of being mindful of negative across the world? they come together? it happen? thoughts? Previous Learning Previous Learning Pupils know that Christians Previous Learning Previous Learning Previous Learning believe that God created the

Pupils are aware of the five basic AT2-Why do you think we need world and Muslims believe in Pupils know that Jesus died at Pupils are aware of the basic Pupils are aware that Christians beliefs: Belief in God the Father, to know the difference between Allah creating the world. Easter, on the cross and beliefs: The three main beliefs believe in God and that Jesus is Jesus Christ as the Son of God, right and wrong? resurrection. They can recall at the centre of Judaism are the son of God. They are aware and the Holy Spirit. They know What we will learn: the Easter story. They are Monotheism, Identity, and that bread is a gift from God. Previous Learning Christians generally believe Jesus Pupils will recall the aware that a prayer is linked to covenant (love of God). Pupils know that Muslims to be God the Son, the second different beliefs and Good Friday. What we will learn: believe in Islam, Allah is their person of the Trinity. It is a practices of Christianity, What we will learn: Pupils will recall the God and Muhammad is the monotheistic religion, meaning it Islam and Hinduism. What we will learn: Pupils will suggest and different beliefs and last prophet They know the has only one God. . Pupils will retell some of Pupils will use key find meanings behind practices of Christianity Five Pillars of Islam are an the religious and moral vocabulary related to different beliefs and and at least one other What we will learn: important part of Muslim life. stories from at least Christianity. practices. religion. Pupils will understand They are five things that a three different religious Pupils will research the Pupils will ask and Pupils will look at the what it looks like to be a Muslim must do so they can texts and books. Easter story. respond to questions symbol of bread in the person of faith. live a good and responsible Pupils will look at the Use key religious about what individuals Bible. Pupils will learn what a life. story of the creation vocabulary. and faith communities Observe at the parable of saint is and how a person from different religious Look at how Easter is do and why. the loaves and fishes becomes a saint What we will learn: viewpoints. celebrated across the Pupils will look at relate it back to sharing. They will research Pupils will recall the Pupils will compare world. Jewish beliefs and key Pupils will relate bread to different saints looking at different beliefs and similarities and Pupils will talk about dates in the Jewish ‘The last supper’ and the their qualities. practices of differences in these Good Friday- making calendar. Easter story from last They will learn that a saint Christianity, Islam and stories. connections with The Look at a Jewish term. is a person who is Hinduism. Cross and synagogue and how it recognised as having an Pupils will retell some Resurrection of Jesus. differs to a Christian exceptional degree of of the religious and Pupils will explain the Church. holiness, or likeness to moral stories from at importance of Jesus’ Research what life is God. least three different words at The Last like for a Jewish child. Saints are recognised only religious texts and Supper. after they have died. books. Explain the importance, Pupils will research in Christianity, of the different religious texts cross and the including The Bible, resurrection going The Vidas and The together. Quran. They will look at similarities and differences in these books. They will retell stories from these books.

Relationships Citizenships and Managing Risk Managing change Healthy Lifestyles Personal Safety Managing Risk What pupils will learn What pupils will learn What pupils will learn What pupils will learn What pupils will learn What pupils will learn

1 – Creating class rules 1 - Healthy and Safer Lifestyles 1 - Myself and My 1 - Growing up 1 - Personal Safety What will help us to feel 1 - Rights and responsibilities What risks are there to Relationships What are the main How can I be responsible safer and to learn well in Why do we need rules my safety, my What changes have I stages of the human for my own personal PSHCE our class and school? at home and at school? friendships and my already experienced, life? safety? What different rules do we What do we mean by feelings? and might I experience What does it mean to sometimes need in rights and • How might my friends in the future? be ‘grown up’? 2 – Feeling comfortable different places (hall, responsibilities? affect my decisions What changes might What sorts of physical corridor, outside)? Identify rights and about risk other people be going 2 - Responsibility contact do I feel Create class rule responsibilities at home How do I feel and how through? What am I responsible comfortable with? agreement and at school? does my body react in for now and how will risky situations? 2 - Managing loss this change? 3 – Talking about emotions 2 - Beginning and Belonging 2 - Democracy

What does it feel like to be How do we make Can I make decisions in What is it like to be How do parents and Who are the adults and new or to start something democratic decisions in risky situations? separated from a carers care for babies? friends I can trust and to new? school? Who would I ask for special person? whom I can talk about my What helps me to feel like What is a help if things went How do people feel 3 - Healthy Eating feelings? I belong and am valued in representative and how wrong? when things change, or How can I have a school? do we elect them? What action is it okay for people or pets die? healthy lifestyle? 4 – Secrets Who is my trusted adult? What makes a good me to take in an What emotions might I How do nutrition and When might I need to choice for a emergency? feel at times of loss physical activity work break a promise or tell a 3 - Making new friendships representative? and change? together? secret? How can I make other Choosing Council 2 - Managing Road risk What does healthy people feel welcome? Rep/Sports Captain How are roads risky and 3 - Managing emotions eating and a balanced Recipe for friendship how can I reduce the How might I behave meal mean? 3 – Teamwork makes the risks? when I feel these How can I plan and 4 – Managing my emotions dream work! How do I keep myself emotions? prepare simple, How can I manage my How can I work well in safe during activities and healthy food safely? feelings and calm them a group? visits? 4- New situations down if necessary? How well can I listen to What can I do to make 4 – Healthy Lifestyles Who can I talk to when I other people? 3 - Managing Fire Risk the best of new How can I look after need help? How can different How is fire risky and situations? my teeth and why is it Strategies for managing people contribute to a how can I reduce the important? tempers and difficult group task? risks? Who is responsible for situations Recipe for team work How can I stop my lifestyle choices to make the dream accidents happening? and how are they work influenced? 4 - Managing Water Risk 4 – Growth Mindset How is water risky and Identify skills that are how can I reduce the good and skills to self- risks? improve How can I stop Identify strategies to accidents happening? overcome obstacles to learning Discuss self and peer evaluation Create guide to self- evaluation

Previous Learning Previous Learning Previous Learning Pupils have identified animals as carnivores, herbivores and Pupils have made comparisons between house of today and Pupils have learnt which plants we do and do not eat. omnivores houses in stone age Britain. Pupils have learnt about fair trade and farming Pupils have learnt how animals obtain the food from plant and Pupils have learnt about the sustainability of different housing Pupils have explored different modes of transportation and which how they can assure that there are no shortages materials. are more economically viable. Pupils have looked at and compared the suitability of a variety Pupils have learnt about sustainable living with crops. of building materials What we will learn Through exploring geographical features, the pupils will What we will learn What we will learn understand what beaches, cliffs, coasts, forests, hills, Through discussions surrounding good citizenship within Love Our Planet Through creating their own compost bin, the pupils will mountains, seas, oceans and rivers are. Pupils will use the community, pupils will explore ways that can benefit the - Sustainability learn of the layers of soil and about the soil formation geographical vocabulary to identify and label the features environment of our local area. Through growing plants and process from rocks and organic matter of an environment within a photograph. Pupils will identify crops, pupils will develop a continued and progressed By exploring a nutrient pyramid, the pupils will earn and label geographical features, making comparisons understanding of how to live sustainably and how to protect about the types of nutrients plants and animals need, between two different locations. the environment. how they obtain it differently through eating and In history Pupils will continue to compare prehistoric Within science lessons, pupils will investigate what plants photosynthesis and how humans are unable to make living to modern day living. Considering how need to grow, the pupils will learn about their needs for their own food. By comparing the nutrients needed by civilization adapted metals to use as tools and light, nutrients, water and soil, as well as ensuring they humans and animals, the pupils will learn that each armour and changed way people lived. Compare the have room to grow. Pupils will investigate the natural ways have different diets. Stone Age dwelling and caves with the Iron Age to protect the plants and how farmers can also do this without using insect repellents and pesticides. roundhouse.

Through investigation the pupils will discover if it is During PSHCE and Careers lessons, pupils will explore possible to make food without using plants or animals? what attributes are required to live sustainably as an adult. Pupils will create a replica Stone Age dwelling using They will investigate what is means to be a ‘grown-up’. natural material from the environment area. Pupils will reflect on what they are responsible for now and Pupils will investigate and analyse the houses of how it will change throughout their life. This will link to Skara Brae, considering how they were fit for healthy nutrition both in their lives and others for purpose and how they were appealing. sustainable living. They will explore the sources of food and Pupils will also make comparisons between the how it is produced and how this impacts the future of living Stone Age dwelling and modern homes, looking at sustainably across the world. Pupils will compare how the Romans lived with how we live materials and tools used and building techniques. today. They will compare how the Romans grew crops, Pupils will use their research to select materials fished in the seas and farmed animals to provide nutrition with the same properties according to aesthetic and as well as inventing the aqueduct to sustainably provide functional qualities. water for towns and cities. Pupils will evaluate their final houses against those from the Stone Age and against their design criteria. Pupils will understand how key events and individuals in design and technology have helped shape the world and how this has shaped houses of today. Character Counts Week What’s My Line All About Me Week STEM Science Week National Careers Week Careers and Assembly Inspiring Peterborough Week Employability Anti-Bullying Week Academy Trade Fair Children in Need STEM –Learn by Design

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

Year 4 George’s Marvellous Topic The Americas Invaders and Settlers The Awesome Egyptians Medicine

Subject Focus Geography/ Music/ Science History History Science History North America/ South America ANGLO SAXONS VIKINGS Science experiments Hieroglyphics NA- electricity and earthquakes Gods and Goddesses Why the Vikings Invaded Illustrations Sewing SA- sound, samba, carnival Runes (writing) Family Life States of matter Gods and Goddesses Rainforest- classification of animals, food chain, habitats, Longships Mummification Overview Rio film King Canute Discovery of Carnival masks Modroc Mapping Kingdoms Tutankhamen’s Tomb Pop Art Place Names Shaduf Making Clay Brooches Native American Tales Beowulf There’s a Viking in my George’s Marvellous Howard Carter Book Cupboard Medicine The Egypt Game Suggestions Horrible Histories Vikings Here come the Vikings Electricity Animals including humans Living things and their habitats Sound States of matter

Previous Learning Previous Learning Previous Learning Previous Learning Previous Learning

Pupils will have explored a Pupils will have labelled different Pupils will have identified the seven Pupils will have observed and Pupils will have explored a variety of materials and their variety of materials and their parts of the body. life processes. named a range of sound sources. properties. properties. They will have identified They will know how to distinguish They will have listened to and herbivores, omnivores and animal groups- amphibians, played a variety of musical What we will learn What we will learn carnivores. reptiles, mammals, bird and fish. instruments through their music They will have identified a range of curriculum. Knowledge Knowledge What we will learn animals and plants and which Through continuous provision, the children measure the Through exploring a habitat they are usually found living What we will learn temperature of the classroom, use met-office weather range of different Knowledge in. forecast reports. electrical appliances Initially the children will Knowledge By using drama to recreate particles, the pupils will around school, pupils match the names to the What we will learn By using a range of identify solids, liquids and gases and the properties of will learn about how functions in the digestive instruments, the pupils will each state. Science electricity is system. When they are Knowledge learn about how sound Through experimenting with different fizzy drinks generated. Following familiar with the names By sorting animals by causes vibrations and how (George’s mixtures), the pupils will investigate whether this, they will be able and functions, they will different criteria, the pupils sound travels through a gas has a mass. to identify which then create their own will learn that living things medium to the ear. By experimenting with chocolate, the pupils will learn that appliances are mains model of the human can be grouped by Through creating their own some materials change state when temperatures are or battery powered. digestive system. similarities and differences factual programme, the changed. They will also learn freezing and melting points By creating their own Through labelling in their characteristics. pupils share how they have in °C. simple series circuits, diagrams of the mouth, Through classifying a range noticed the patterns when Through a variety of short experiments with water, the the pupils will name the children will learn of amphibians, mammals, experimenting with how the pupils will learn about how temperature effects the three the different about the different teeth fish, birds and reptiles, the loudness of the sound states of water. They will learn of the processes of components needed we have and their pupils will learn how to changes the size of the melting, freezing, evaporating and condensing. (cells, wire, bulbs, purpose. They will then identify vertebrates and wave depending of the Through investigating how washing dries, the pupils will switches and buzzers). make comparisons invertebrates. features of the instrument. learn about how temperature effects the rate of Pupils will represent between humans and By exploring their own local Through creating their own evaporation. their circuits pictorially animals; herbivores, habitat, the pupils will set of straw pan pipes, the Apply knowledge of evaporation and condensation to to show their carnivores and gather a range of pupils will explore pitch can The Water Cycle. Learn of precipitation and the understand of the omnivores. invertebrates to classify. be altered. collection of water.

different components By creating a simple Through exploring a habitat Through creating their own Make links to ‘absolute zero’ by Lord Kelvin. and they will note how investigation, the pupils of their choice, the pupils string telephones, the Make links to the discovery of oxygen by Lavoisier and the position of the will learn about the will create their own pupils will learn how the Priestley. switch will affect the effects of different liquid classification table for the loudness of a sound alters rest of the circuit. and how they can cause living things that live there. with the distance from the Enquiry Pupils will investigate tooth decay. Through exploring their sound source. What is the most common state of matter? whether a variety of Through constructing local area, the pupils will By testing a variety of Is shaving foam a liquid? materials, including their own food chains, explore the risk and different materials, the Does gas have weight? metals will conduct or the children will learn dangers to living things in pupils will learn about how What is the most important state of matter and why? insulate. about predators/ prey, their environment. sounds are absorbed by Do particles melt? Make links to the work consumers/ producers Pupils will use the internet materials to be used as “If we’re not careful, one day the Earth will run out of of Garrett Morgan and and learn of the impact to research natural and soundproofing. water.” What evidence is there to support or refute this Thomas Eddison. each has on a food man-made changes that Through making their own statement? chain. can occur in the junk musical instrument, Enquiry Make links to the environment and how they the pupils will consolidate Working Scientifically What is electricity? invention of toothpaste can cause endangerment their knowledge of sound, Classifying and sort a variety of materials by their state of Why is electricity by Washington Sheffield. and extinction to species. vibrations, pitch and matter. dangerous? Make links to Gerald volume. Make predictions about how much gas will weigh in fizzy What would happen if Enquiry Durell’s conservation work Make links to the work of drinks to explore its mass. we did not have What happens to my in Madagascar. Alexander Graham Bell- his Create a simple enquiry to test the effect of temperature electricity? food when I swallow it? work with sound, deaf on chocolate. What is the effect of Do all animals need Enquiry people and his inventions. Make systematic and careful observations about the changing the wire in a teeth? How can we group different change of state of chocolate at different temperatures. circuit from a straight Where does our food living things? Use a thermometer to measure temperatures of the thick wire to a straight come from? What lives in my local Enquiry chocolate in its different states. thin wire? What would happen in a habitat? Can you travel faster than Present my findings from the chocolate enquiry in a bar Why are switches food chain if one of the What is the same/different sound? chart. needed in a circuit? links became scarce? with living things? How is sound similar to Gather data through observations of how water changes Imagine a simple Could this affect other What impact are we having light? state, thinking carefully about the similarities and series circuit with one animals? on the environment? How do we communicate differences in the particles for each. 1.5V battery and one Can some animals be with astronauts in space? Make predictions and conclusions on how temperature bulb. When the 1.5V both predators and prey? Working Scientifically Why are two ears better effects the rate at which washing dries. Record data in a battery is replaced Which foods are best for Use Carroll and Venn than one? table. with a 3V battery, what us? diagrams to classify and How are vibrations from a Write a short explanation text, with labelled diagrams, will happen? group living things by loud sound different to a about how The Water Cycle works. Working Scientifically similarities and differences soft sound? Use simple scientific in their characteristics. What is an echo? Working Scientifically evidence from an Ask relevant questions in Conduct research explanation text to their classification keys to Working Scientifically using the internet to understand how the sort living things. Use data loggers to find out how electricity digestive system works. Draw labelled diagrams of measure sound levels can be generated. By identifying similarities the invertebrates they find in around school and decide Sort electrical and differences of the their local habitat. how they can record their appliances into Venn teeth of a variety of Use a classification key to findings. diagrams to show if carnivores, herbivores sort the specimens they Create a simple experiment they are mains or and omnivores note find. to explore how the battery powered. comparisons and Gather and record difference in volume Make predictions as to contrasts about how their information using the changes the size of the whether a bulb will diets determines which internet about their chosen sound wave. light or not and then teeth they have. habitat as a classification Write a simple explanation test their electrical Create relevant table. text, using scientific circuits. questions for their Create a sketch map of the vocabulary, to explain how Use scientific scientific enquiry into the environment and label the changing the lengths of vocabulary to explain effects of tooth decay. dangers and risks to its their straw panpipes affects how their circuit works Set up a fair, inhabitants. the pitch. in an explanation text. comparative Present, as a group, Set up a simple experiment Make systematic and investigation to explore possible ways of making to test how to make a careful observations to how different liquids positive changes to impact sound louder to make it

identify which affect teeth (using boiled the environment to save travel further using string materials insulate and eggs to act as enamel) local wildlife. telephones. conduct electricity. Make predictions about Take measurements using Record findings in a how each of the liquids a data logger of how much table to show how a will affect the ‘enamel’ sound is absorbed by variety of materials Make systematic and different materials and then conduct and insulate. careful of the ‘enamel’ conclude which materials over time to notes the will be best used for changes. soundproofing. Record their findings Ask questions about sound, using diagrams and vibrations, pitch and annotations. volume when testing their Create a conclusion junk musical instruments. based on their Suggest improvements observations of the they could make to their variety of liquids on the instruments to change the ‘enamel’. sound. Suggest improvements that could be made to their experiment, should they complete it again.

Native America Anglo Saxons and Scots Vikings Ancient Egyptians

Previous Learning Previous Learning Previous Learning Previous Learning

Pupils have previously learnt about the early civilisations, such as Pupils have previously studied a Pupils have critically analysed the Pupils have examined early the Stone Age period and have explored pre-historic periods and range of primary and secondary Anglo Saxon and Scot invasions. civilisations in Britain, with the compared this knowledge to modern day life. sources for Roman and Native Anglo Saxons, Scots and American civilisations. What we will learn Vikings. What we will learn Explore how the Vikings Through exploring a range of websites and reference What we will learn invaded Britain from What we will learn books, children will research the first tribes to settle in Scandinavian countries in Explore that in Native American and evaluate the factors contributing to Use historical terms to 787AD on longships. 3100BC, King Menes their migration. explain the end of the united two Egyptian Use a variety of sources to Roman rulings, including kingdoms and built an Pupils will analyse Native American traditions and assess the reliability and the Romans leaving Britain empire that lasted until customs and explore the similarities and differences to accuracy of the reported to defend their home 30BC, when the previous periods of history studied and to modern day life. 793AD Viking raid of country. Romans invaded. Lindisfarne in Northumbria. Whilst discovering about Native American diets, pupils will History Research how the Angles, Evaluate from a variety begin to draw comparisons to modern food and replicate Consider the motives and Saxons and the Jutes of sources the Cherokee cakes, which were a key part of Native impact of the further Viking invaded and settled in accuracy of reports of American culture. invasions of Scotland and Britain, from Germany, the discovery of York in 866AD. Denmark and the Tutankhamun’s tomb Netherlands in 450AD. Explore the tactics in in 1922 by Howard 871AD, when the Anglo Carter. Consider the effects on Saxon King, Alfred the England when the British Study Ancient Great forced the Vikings King Vortigern had to Egyptian Gods and out of the South of organise an army to defend Goddesses and their England. his country against the significance in Ancient Scots. Research that by 878AD, Egyptian times. the Vikings settled Through analysis of Examine and compare permanently in England, historical vocabulary, pupils clothing and jewellery forcing King Alfred into will examine Anglo Saxon in Ancient Egyptian hiding. kingdoms and how the times and the place names originated and

identify Anglo-Saxon place Explore Viking traditions, importance of wealth names, which are still used everyday life and laws, to determine status. today. including money and the Analyse the Danegeld. Finally, pupils will study mummification process

600AD and consider why and the significance of most of the English people pyramids in the retreated to Cornwall, as the afterlife and how these Anglo Saxons conquered traditions compare to and took over most of the modern day funerals. country.

America America Vikings Research the human and North and South America Explore rainforests and the Explore the human and physical physical features of Egypt and the countries within part they play in making geographic features of Analyse the climate of these continents chocolate Scandinavian countries Egypt compared to the Compare American Compare the difference in the Research the impact of Viking United Kingdom landscapes to geographical climate of rainforests to those emigration across England landscapes in the United of the United Kingdom Previous Learning Kingdom Previous Learning Pupils have accurately located Previous Learning Pupils have located countries and countries and continents on a Previous Learning Pupils have located and continents on a map. map and compared different Pupils have located a contrasted North and South human and physical European country on a map America and have an What we will learn landscapes. and have learned about the understanding of how significant Research the human and human and physical features landmarks can be on a physical geography of the What we will learn of a country. geographical landscape. Scandinavian countries Pupils will research where the Vikings invaded about the human and What we will learn What we will learn from. physical features in Pupils will use an atlas Pupils will learn about the Egypt. Pupils will research the to locate North and importance of rainforests Research and emigration of the Vikings Geography South America and in America in the compare how Egyptian across England and the countries within manufacturing of landmarks are similar consider the impact that these continents. chocolate. and different to this had on the physical American and British Research and How rainforests are landscape of England. landmarks. compare the made and to explore the Analyse how the similarities and different climates. climate in Egypt differences between Dangers of the rainforest compares to the American landmarks and animals which live weather and climate and accurately identify there. patterns in the UK and the location on a map. consider how this Researching how Identify how the affects peoples’ lives. mountains are formed physical landscape in and the impact of these America is similar and on the landscape and different to consider the differences geographical in climate. landscapes located within the UK.

Drawing and Sculpture Digital Art Sculpture Drawing Printing, Painting and Collage Previous Learning Previous Learning Previous Learning Previous Learning Art Pupils sketched and Pupils used Paint 3D to Pupils used natural materials to create a prehistoric den within a Pupils enhanced their Previous Learning designed structural design their own natural environment to provide realistic replications of Stone Age drawing skills through Pupils printed using drawings based on exploring different motif printing blocks to

Roman architecture. character for story life. They used natural structural materials such as tree branches mediums to create Cave create Roman patterns They used writing. to design and build a Stone Age dwelling. Drawings. These with mathematical mathematical Pupils began their Pupils created replicas of Roman buildings using wire, card, clay included charcoal, precision. measurements to understanding of digital and other modelling materials. graphite pencils and Pupils continued to sketch and then painting tools. chalks. explore using the shaded their designs Pupils created a digital What we will learn Pupils observed the sketchbooks to record to create toned mosaic. Pupils will study the shapes and designs of Viking shields and historical accuracies of media explorations drawings. why they were designed in this way. They will reflect on the cave drawings which and experimentations Pupils then used their What we will learn stability, effectiveness and aesthetic features of the Viking illustrated movements of as well as trying out sketches and Pupils will consider the shields. a variety of creatures ideas when evaluations of different features of the rainforest, Pupils will design their shield whilst considering if the shield and handprints. experimenting with materials to re-create including the different follows authentic Viking designs which they will adjust if different fabrics to print their chosen building. shades of colour found needed. What we will learn on. on different levels of a They will build their shields to a scale that fits the pupil’s size. Pupils will design their They planned out What we will learn rainforest. This will Pupils will use their sketchbooks to collect and record own Marvellous colours and reflected Pupils will analyse include the ground level, information from different sources from independent research Medicine bottle. on their choices. Native American totem eye level and above eye of Nordic patterns. They will describe, draw and reflect on the Pupils will sketch with poles and learn about level. This will support patterns to calculate a chosen design which they will then their chosen mediums What we will learn the significance of their understanding of compare the similarities and differences between their own which could include Pupils will learn about certain animals, which perspective. work with historically accurate Viking Shields. graphite pencils, the Ancient Egyptian influenced the art Pupils will blend and mix colours to create the bold paints that charcoal, coloured way of life, including choices of the Native Pupils will design a the Vikings would have used. They will explore the different pencils, paints or famous Egyptian American culture. rainforest scene in their symbols that adorn each shield and reflect on how it could chalks. Pharaohs. They will Pupils will use their sketchbooks whilst have impacted the life of a warrior. Pupils will have an study the Ancient sketchbooks to collect looking at patterns, Final Piece independent choice of Egyptian burial rituals and record information colours, shapes and Pupils will produce a three-dimensional Viking Warrior shield, including bottle shape and design and preservation of the about the Native forms found in authentic Nordic decoration. to explore their own dead. The Ancient Americans, their photographical images of creativity. Death masks will then lifestyles and spiritual a rainforest. Pupils will develop their be explored for beliefs. They will line work by exploring pattern, colour, design reflect on their use of Pupils will explore and thickness, textures and and the significance of colour, bold patterns evaluate the different patterns. those features for a and the scale of digital brush tools on They will design and buried Egyptian artwork that was Paint 3D to see which is make their bottle and Pharaoh. created within the best for their design. test if it fits the purpose Pupils will analyse how culture. as well as how it authentic their mask Pupils will evaluate Final Piece aesthetically appears. design is and make their choice of animals Pupils will create a three- Pupils will explore the necessary changes to and how it would dimensional rainforest scene artwork of Quentin link to historical reflect within the using Paint 3D. Blake, particularly his features. Native American illustrations where they Pupils will use their society. will compare his work sketchbook to collect They will adapt their with Murano glass and record information designs as and when bottles made in Venice from their independent necessary and explain to evaluate if they are research of the detail why. similar with the use put in to creating such Pupils will use natural shape, form and colour. a mask. materials and Pupils will then use recyclable materials to collagraph printing replicate historically which allows them to accessible resources. Final Piece print through layers Pupils will use clay Pupils will create a Marvellous using a variety of carving tools to Medicine Bottle illustration and materials to create elaborate their Totem product their own death mask. Pole design and its Pupils will paint on key features. different surfaces for effect and vary the Final Piece thickness of paint and

Pupils will replicate a three- types of paint that they dimensional sculpture of their use. This Native American totem pole experimentation will be design and evaluate why they recorded in their have selected certain animals. sketchbooks. Explore the different tools used to paint with and reflect on what has the best effect to develop their ideas further.

Final Piece Pupils will design and then create an Ancient Egyptian Death Mask.

Design, Make, Evaluate Design, Make, Evaluate, Technical Knowledge Cooking and Nutrition Design, Make, Evaluate, Technical knowledge Previous Learning Previous Learning Previous Learning In year 3, pupils used natural materials to make prehistoric dens Pupils have studied Native American Art, including different types of Pupils have made healthy Previous Learning and explored Roman Art and patterns. dream catchers and used these ideas to create thier own designs. snacks and have learned about Created dream catchers and What we will learn what healthy means and why it designed a function Viking What we will learn Research and explore Viking long boat designs and artefacts and is important to live a healthy long boat. To develop design criteria for dream catchers, based on consider the intended purpose and function. lifestyle. Native American art and patterns. Sketch long boat designs and annotate cross-sectional patterns, What we will learn Research and investigate a range of existing products discussing the similarities and differences in their mock-up. In the school’s annual Design (dream catchers) and discuss the history of dream Evaluate how the Viking long boat design influenced the future What we will learn Technology competition, catchers and the significance to Native American culture. engineering of boats, which are still relevant in modern day To understand and pupils will be challenged to Select from and use a wider range of tools and equipment society. apply a healthy and design and make a complex to create a functioning dream catcher, using cutting, Apply their understanding of how to strengthen, stiffen and varied diet, to generate structure that can hold a given shaping, joining and finishing techniques to make an reinforce the structure of their boat, to test its functionality. models, prototypes and weight, using only the appealing product. Evaluate peer designs and models and provide constructive computer aided designs materials provided Pupils will compare their dream catcher to other designs feedback to gain a better insight into the mechanical systems of of their marvellous and evaluate how it could be improved or enhanced, their boat. smoothies. As a class the pupils using technology. Pupils will research will research and Pupils will evaluate the effectiveness of the dream catcher Final piece seasonality and explore evaluate different DT through questioning if nightmares still occur after dream To create a Viking long boat which floats on water. where and how a variety structure types that catchers are in place. of fruits and vegetables hold weight Pupils will research and understand how the invention of are grown and Pupils will design a dream catchers has influenced Native American culture processed. more complex and the wider world. Pupils will prepare and structure, focusing on create a smoothie using useful characteristics, Final piece a range of cooking and based on a design To replicate an authentic Native American dream catcher using a preparation techniques, criterion and show wide range of natural materials. safely. their design through Pupils will evaluate their drawings and smoothies against their presenting these on own criteria and Flipgrid. considering the views of Pupils will choose from teachers, who will taste a range of equipment, test their smoothies and the most appropriate give feedback to tools needed to build improve their design. their design Pupils will choose Final piece materials that will meet the criteria and be the

To design and create a healthy most suitable to create and flavoursome smoothie to a study and strong replace fizzy drinks. structure, understanding the importance of a material's functional properties. Pupils will test their products before the competition and evaluate their design, making amendments exploring how to make it stronger and more stable.

Final piece A structure that supports a given weight

Residential/ Cadburys World Norwich Horstead House Trips Residential (3days) Gymnastics Swimming Hockey Multi-Skills Athletics Rounders

Previous learning: Previous learning: Previous learning: Previous learning: Previous learning: Previous learning: Pupils have demonstrated Pupils have attended swimming Pupils can use fundamentals of Pupils would have displayed Pupils have adapted They have developed changes of direction, speed lessons in Year 3. movement to achieve success in competency, in isolation and in techniques to ensure success knowledge of how they can and level during competitive environment, game situations. They would have in a variety of activities use their body to maximise performances. This has What we will learn: individually and as a team. With developed agility, coordination, (distance, accuracy, control). performance. Pupils have helped them to copy and guidance, they are able participate their ability to roll/move the ball They have developed their developed their ability to explores basic movements Swim competently, displaying respect, fair play and with increasing accuracy, their ability to analyse performance. sprint, jump, throw (varying with control. They have further confidently and working well with others. They have ability to catch/stop the ball with techniques including chest developed fundamentals of proficiently over a been able to demonstrate changes increasing accuracy their ability to What we will learn: push) and hurdle effectively. movement (jog, sprint, hop, distance of at least 25 of direction, speed and level in strike the ball with some weight on hands, balance and metres. competitive environments. Pupils consistency and ability to analyse Pupils will learn the What we will learn: coordination). Pupils have Use a range of strokes have developed their ability to run performance. rules of rounders and further developed their with the ball, to match a change of will practice skills Develop knowledge of effectively [for example, knowledge and understanding speed, with change of direction and What we will learn: through games. how they can use their front crawl, backstroke of gymnastics balances. They ability to pass effectively across Pupils will also throw body to maximise PE and breaststroke] can Mirror/Match and Canon different sports (including rugby). Throw and catch displaying and catch displaying performance Perform safe self-rescue & Unison movements and use competency, in isolation competency, in isolation Develop pupils’ ability in different water-based this to widen their movement What we will learn: and in varied environments and in varied to sprint (over a range when travelling. Can use and situations. environments, develop Develop agility of distances), jump help pack away equipment Use fundamentals of agility, develop co- Children will be formally Develop children’s co- (triple jump), throw safely. movement to achieve ordination and ability to assessed in each year group, ordination & ability to field (varying techniques success in competitive field & strike effectively, with the assessments going & strike effectively including javelin) and What we will learn: environment, individually select and utilise towards the national data for the Adapt techniques to ensure hurdle effectively and as a team appropriate tactics and Year 6 children. success in a variety of Change running styles Utilise changes of With guidance participate techniques to cause activities (distance, problems for opponents according to distance, direction, speed and displaying respect, fair play Termly rotation accuracy, control) Pupils will have the with the intention of level during and working well with others Select and utilise opportunity to attend a beating a personal performances to Utilise changes of direction, appropriate tactics and residential trip that best succeed speed and level during Copy and explores techniques to cause provides adventurous Demonstrate changes competition to succeed sports such as basic movements with problems for opponents of direction, speed & level in competitive

control and Select and utilise Develop ability to analyse canoeing, climbing and environments or during coordination appropriate tactics and performance raft building. performance Develop ability to hold techniques to cause

a range of balances problems for opponents

Develop ability to Develop control when travel in a variety of dribbling and passing in a ways at a range of game situation heights Develop ability to pass with Plan, perform & repeat more accuracy sequences of Develop ability to apply movements, skills in competitive experimenting with environments ways of travelling and

complex movements Create movements that convey a clear stimulus, refining these movements into sequences To further copy and create Mirror/Match and Canon & Unison style sequences Can use and pack away equipment safely

Charanga: Drumming Charanga: Samba drumming Trumpets Charanga: The Beatles Charanga: Lean on me Charanga: Blackbird

Previous Learning Previous Learning Previous Learning Previous Learning Previous Learning Previous Learning Play tuned and untuned Play tuned music and untuned Experiment with, create, select and Use their voices expressively and Listen with concentration and Listen with concentration and instruments musically. music musically combine sounds using the inter- creatively by sing songs and understanding to a range of understanding to a range of related dimensions of music. speaking chants and rhymes. high-quality live and recorded high-quality live and recorded Listen and Appraise Listen and Appraise music. music. Dancing Queen by Mardi Gras Groovin’ Listen and Appraise Listen and Appraise ABBA Two-Way Radio Gotta Be Me performed by He Still Loves Me by Walter Listen and Appraise Listen and Appraise The Winner Takes It All Flea, Fly, Mosquito Secret Agent 23 Williams and Beyoncé Yellow Submarine by The La Quinta Estampie by ABBA Waterloo by Rigadoon Skidoo (Hip Hop) (Gospel) Beatles Real anon 13th century ABBA Mamma Mia Radetzky Marsch by Strauss Shackles (Praise You) by Hey Jude by The Beatles (Early Music) Super Trouper by ABBA Portsmouth (Classical) Mary Mary (Gospel) Can’t Buy Me Love by The The Arrival Of The Thank You For The Strictly D Can’t Stop The Feeling! by Amazing Grace by Elvis Beatles Queen Of Sheba by Music Music by ABBA Play Your Music Justin Timberlake (Pop) Presley (Gospel) Yesterday by The Beatles Handel (Baroque) Drive Libertango by Astor Piazzolla Ode To Joy Symphony No 9 Let It Be by The Beatles Moonlight Sonata by Build on knowledge and (Tango) by Beethoven (Romantic – Beethoven (Romantic) understanding about the Build on knowledge and Mas Que Nada performed by Western Classical) Build on knowledge and Bridal Chorus (Wedding interrelated dimensions of understanding about the Sérgio Mendes featuring Black Lean On Me by The ACM understanding about the March) by Wagner music through: interrelated dimensions of Eyed Peas Gospel Choir (Gospel) interrelated dimensions of (Romantic) music through: music through: Rhapsody In Blue by 1 – Harvest festival Build on knowledge and Sing in an ensemble Gershwin (20th Century) Confident performing 3 – Samba drumming Build on knowledge and understanding about the with the aim of Einstein On The Beach of a song with actions Listen with attention to understanding about the interrelated dimensions of producing a round by Philip Glass Awareness of timings detail and recall sounds interrelated dimensions of music music through: sound, clear diction, (Contemporary) within a song and can Play and perform in solo through: control of pitch and a identify when the lyrics and ensemble context Sing in an ensemble with musical understanding Build on knowledge and are not in time with the 2 - Trumpets the aim of producing a of how parts fit together. understanding about the melody round sound, clear diction,

Playing instruments with Play and perform in solo control of pitch and a Understand the pulse interrelated dimensions of 2 – Drumming accuracy, fluency and and ensemble context musical understanding of and its role as the music through: Listen with attention to control Play musical instruments how parts fit together. foundation of music. detail and recall Evaluate the with increasing accuracy, To sing and play musically Listen and Appraise sounds effectiveness of their fluency, control and with increasing confidence Classical music Play and perform in own and others’ expression and control. Continue to embed the solo and ensemble performances and give Listen with attention to foundations of the context constructive feedback detail and recall sounds The Cresset Trip – The Beatles – interrelated Playing instruments Listen, comment on and Peterborough Music Hub dimensions of music with accuracy, fluency discuss with confidence Charanga – Glockenspiel Stage 2 using voices and and control collaboratively. Use and understand staff instruments Evaluate the Explore the history of and other musical notations. Singing effectiveness of their music Understand the pulse and Play instruments within own and others’ How do different cultures its role as the foundation of the song performances and give use drumming as part of the music. Improvisation using constructive feedback their traditions? voices and instruments Explore the history of Composition music – the children 2 - Trumpets Share and perform the explored Native Play and perform in solo learning that has taken American instruments and ensemble context place and considered what Play musical instruments

natural materials they with increasing accuracy,

would have been fluency, control and made out expression Listen with attention to detail and recall sounds

Using technology and the Using technology and the Coding: Minecraft City Planner Coding: Minecraft City Planner Coding: Lego We Do 2.0 Coding: Lego We Do 2.0 internet safely internet safely Previous learning Previous learning Previous learning Previous learning Previous learning Previous learning Pupils will have experience of using Pupils will have developed logical Pupils will have experience of Pupils will have learnt to Pupils will have become Pupils will have begun to block coding in Minecraft and reasoning to predict the actions inputting an algorithm into design and write simple familiar with a range of input recognise appropriate and understand simple algorithms. instructed by the code. Bluebots devices and writing programs to stimulate virtual and output devices. Through inappropriate behaviour online block code. This will give a events. They will have support pupils have begun and started build an online What we will learn: What we will learn: foundation to using block developed logical reason to recognising the benefits of etiquette. Pupils will have Efficient Coding Programming co- coding to control a robot. explain an algorithm and available software to achieve knowledge of where to seek Pupils will be introduced to two new ordinates accurately debug simple algprithms. What we will learn: a goal and begin using this help if they are concerned about coding tools, fill and positions, Pupils will program animals to a information to select online content or contact. What we will learn: enabling them to build structures precise location using three co- Coding Robotics appropriate software. more efficiently than previous. ordinates. Pupils will begin to explore Computing taking the code from the screen What we will learn: Repeating loops to controlling a physical robot. What we will learn: Loops Pupils will explore how they can Pupils will begin with research. Online Community Whilst reinforcing previous skills adapt a set of instructions to repeat Using a search engine, pupils Audio recording Pupils will explore how to be a Cyberbullying with Agent, pupils will extend these and change the number of will explore different ways in Pupils will continue to explore good digital citizen and Pupils will learn to recognise tools with loops. repetitions. which scientists and engineers input devices and coding. explore how this should be how to use technology safely can reach remote places. Using a microphone the pupils applied when using email and and responsibly and consider Cloning No undo will record a sound and TEAMs. Pupils will how online messages can be Pupils will be introduced to the Pupils will decompose their code Coding a set of develop their code to use the understand that hurtful and how to respond to clone function from the block menu, into small chunks to make it easier instructions sound to signify the rover’s communication may be seen hurtful messages. Pupils will be in order to replicate structures. to apply logical reasoning and Pupils will create and program discovery. by others and consider what able to accurately report identify errors. Milo the Science Rover to should be kept private. They computing concerns. Coding a city discover a special plant Recoding will take responsibility for their Pupils will code road markings for Making coding easier specimen. Using the input device, the actions and sign the digital Select and Rank the middle of the road, junctions Pupils will explore how they can camera, pupils will record citizenship agreement. and pedestrian crossings and design structures and materials on

Pupils will learn how results are create a series of bus stops around grid paper before creating digitally, Sequence of themselves programming their Selecting software selected and ranked and the city. Pupils will apply logical to spot problems before they code. algorithms robot finding the plant and shortcuts accurately use a search engine reasoning to detect and correct Pupils will generate a sequence specimen, to be used in future Pupils will research careers to find information. Pupils will errors. of algorithms to program a projects. that they are interested in evaluate how this information robot to carry out a given task. using appropriate websites could be used to input data, Tilt Sensor and select appropriate such as through images and Motion sensor Pupils will create and program software to gather outputting data, through printing. Pupils will learn about sensors Milo’s messaging arm using information. Pupils will learn as input devices. They will the Tilt Sensor and screenshot to resize and wrap a text and Too much information create and program Milo’s the final program. speech bubble in chosen Pupils will create a safe online object-detector arm using the software, explaining their game profile and highlight Motion Sensor Input. Collaborate interest in their chosen career. information which is acceptable Pupils will bring all their Pupils will learn copy and to include. Pupils will recognise learning together to create paste shortcuts to copy and what is deemed ‘private and program a device to move paste information and images. information’ and the differences the plant sample. Using a between usernames and real variety of input and output Combining Software names. devices pupils will document Pupils will use a variety of and present a summary of software, combining their key Severs and Networks Milo’s mission. features to accomplish a Children will understand what given goal. Pupils will explore servers are and how they websites used to support provide services to the network. learning about the Americans and create bar charts and pie charts of the data on Excel. They will also use the Snipping Tool and OneNote to annotate what the charts show.

Presenting Learning Pupils will design and create a SWAY on Native America, applying copy and paste shortcuts and their knowledge of resizing images. SWAYs on Native America, American landmarks and their chosen profession from their learning.

Trusted Adult Pupils to identify their trusted adult in school to report to if they are concerned or worried about anything. Pupils to be made aware of OSC and Online Safety Coordinator.

Salut Unit: Playtime Salut Unit: My Home Salut Unit: My Town Salut Unit: People Salut Unit: Body Salut Unit: Sports

What we will learn: What we will learn: What we will learn: What we will learn: What we will learn: What we will learn: Basic commands Say where they live Ask how much something Say colours that are useful Name parts of the face Talk about the sports French (imperatives) Identify a variety of costs and saying prices for describing hair and eyes Say basic verbs in the they play Say what’s in the rooms and types of Talk about what is in their Describe physical features first person Express likes playground furniture town Describe a person’s Say that something Give directions personality hurts

How to say a variety of Say what there is in the Say names of shops Say what they are wearing Name fairy tale Detailed vocabulary for playground games kitchen Say the names of items Use “il” and “elle” with characters football and tennis Use “j’aime” with Describe their daily you might buy in a shop “être” and “avoir” Say traditional fairy matches. another verb. routine tale locations The use of the verb Say what and where “savoir” they like to play

Christianity- How and why Christianity- What moral Islam-Why is prayer important to Christianity- Why should we give Christianity- Is it fair? Christianity- Why do some are churches different? guidance do sacred texts Muslims? peace a chance? AT1 – How is fairness people go on a spiritual AT1- How are churches provide? AT1 – How is prayer important to AT1 -How do different religions promoted in different journey? similar and different? AT1 – What are the similarities Muslims? promote peace? religions? AT1 – Why might some AT2 – Why is being part of a and differences between the 3 AT2- Why might people choose AT2 – How could the world be a AT2 – Why is fairness people choose to go on a faith community important religious' stories? to pray, and self-reflect? more peaceful place? important in the world? spiritual journey? to some people? AT2 – What are the meanings AT2 – What is the meaning of the moral stories and how Previous Learning Previous Learning of a spiritual journey? Previous Learning do they relate to what is right Pupils are aware that Muslims go Pupils are aware that Christianity is Previous Learning Pupils are aware Christians and wrong? to the mosque to pray to Allah. a religion that promotes peace and Pupils are aware that Previous Learning visit the Church to worship They are aware that they need to unity. They are aware that Christianity promotes peace, Pupils are aware that Muslims God. They are aware of the Previous Learning perform wudu before they enter a Christians show acts of kindness. unity and being fair. Christians go on pilgrimage to Makkah. physical features and their Pupils are that Christians read mosque and read the Quran in are encouraged to be kind and significances from their the bible, Muslims read the Arabic. What we will learn: show kindness. What we will learn: Church from the previous Quran and Hindus read Vedas visit. as their scared book. They are What we will learn: Pupils will show different What we will learn: Pupils will explore a aware that Christians and religions promote peace. range of religious What we will learn: Muslims believe in one God. Pupils will explore the Explore a range of religious Pupils will examine how pilgrimages and routine of Muslim Prayer. texts and consider how fairness is promoted in consider the important Pupils will label the What we will learn: Examine the importance of religious literature promotes Judaism through of a spiritual journey key features of a prayer for Muslims and a peaceful world. Passover. on people. church. Pupils will explore moral consider the reasons why Analyse different religious Consider how Jewish Research the types of Explore how churches stories from Christianity, they might pray. celebrations and consider festivals, like Yom spiritual journeys that Islam and Hinduism and some religions might RE are different and Consider self-reflection and how these sacred events Kippur promote identified common compare the similarities how their actions can affect encourage a harmonious fairness. go on. symbols found in all and differences. others. world. Compare how religious Reflect on the impact churches. Explain what morality is Exploring key issues in the Reflect on what the world texts and celebrations that a spiritual journey Consider why some and why it is important in world on Newsround and would be like without promote fairness. may have on a person. people go to church school and in the world. reflecting on how they could peace. Research how a variety Consider a significant and what it means to Express how faith make the world a better Consider how the world of religions aim to place that they would be part of a communities are place. could be better and what promote fairness. like to visit to become community. valuable to life. Evaluate how religions try to they can do to change the Identify when people a better person. Examine local Understand the diversity use prayer and reflection to world. are not being treated Explain why it is churches and compare in different religions improve the world. fairly and reflect on why important to reflect on the similarities and nationally and globally. equality is so important your character and differences between St Recall in detail and use in the world. how other people Mary’s Church and correct vocabulary in perceive you, to live in Peterborough regard to the different a respectful society. Cathedral. beliefs and practices in To explore and different religions. examine the significance of local churches and identify the features of a church and consider the role of churches in the local community.

Citizenship- Rules and Health and Safer Lifestyle Citizenship 7 Myself and My Relationships 12 Healthy and Safer Lifestyles Economic Wellbeing 2 PSHCE responsibilities Diversity and Communities Anti-bullying (SNTB) 13 Financial Capability

What pupils will learn What pupils will learn What pupils will learn What pupils will learn Sex and Relationships What pupils will learn Education 1 – Creating class rules 1 - Safety Citizenship What are the benefits Why is it important to Diversity and Communities What are the key What pupils will learn What different ways of having rules, which stay safe? • What makes me ‘me’? characteristics and forms of are there to earn and everyone is expected Who can help us to keep • How are we different from bullying? spend money? to follow? safe inside and outside each other? Do I understand that How are males and What do saving, How should we of school? • What are some of the bullying occurs when a females different and spending and behave around Should you knock on different lifestyles and person or group of people what are the different budgeting mean to school? Should these strangers doors for beliefs people have? feel the need to have power parts called? me? rules apply to Halloween? What are stereotypes and over another person or What can my body do How can I decide what everyone? Create How can fireworks and how can I challenge them? group of people? and how is it special? to spend my money on class rule agreement household products be What are the roles of Do I understand how Why is it important to and choose the best harmful if not used different people in my bullying affects the way we keep clean? way to pay? 2 - Respect properly? community? think, feel and behave? What can I do for myself What might my family What is respect? How can we care for the How can I keep myself safe to stay clean and how have to spend money Why should you treat 2 – Care about others and show environment? if I am being bullied? will this change in on? yourself and others empathy about other people’s What do animals need, and How might bystanders the future? What is ‘value for with respect? view points what are the responsibilities intervene and help How do different money’? If you do not treat Think about the lives of of humans towards them? someone who is being illnesses and diseases How do my feelings others with respect, people in other places How do we choose pets, bullied? spread and what can I about money change? how might they feel? and other times. and how do we look after do to prevent this? How do my choices How might other children them? affect my family, the 3 – Being a good leader celebrate special events Healthy and Safer Lifestyles 16 community, the world Take part in a in other countries? Personal Safety and me? discussion and explain What support is available How can I be What different ways how you could to families, individuals responsible for my own are there to earn and improve the school. and groups? personal safety? spend money? How can we share What sorts of physical What do saving, opinions in a safe 3 – How can we stay healthy? contact do I feel spending and way? What does it mean to be comfortable with? budgeting mean to How can you disagree healthy? Who are the adults and me? with someone’s What foods should we friends I can trust and to How can I decide what opinion in a respectful eat as part of a balanced whom I can talk about to spend my money on way? diet? my feelings? and choose the best Recognise risks in When might I need to way to pay? different situations? break a promise or tell a What might my family 4 – Managing my emotions What are the benefits of secret? have to spend money How can I show exercise? on? different feelings What is ‘value for sensibly? 4 – Relationships money’? How can you tell how What different How do my feelings other people are relationships could about money change? feeling? people have? How do my choices How can my behaviour affect my family, the How are these positively and community, the world negatively affect relationships and me? others? different? Why do you need friendships?

Previous Learning Previous Learning Previous Learning Previous Learning Previous Learning Previous Learning Pupils have some experience Pupils have investigated They have knowledge of different Pupils have considered natural and Pupils have explored global Pupils have explored the Love Our Planet of exploring places on a map sustainability and considered the types of animals and plants and manmade changes that can impact warming created through properties of a wide range of - Sustainability and using an atlas. impact of deforestation on our considered the requirements on the environment. transport and other methods. materials and considered planet. needed for a sustainable habitat. whether they can be recycled What we will learn What we will learn What we will learn

Through exploring the What we will learn What we will learn Pupils will research the Through creating their and help towards a more Amazon Rainforest, Through exploring Through exploring their emigration of the Vikings marvellous medicine sustainable planet. pupils will research the different types of animals local area, the pupils will across England and smoothies, pupils will impact of in a range of habitats in explore the risk and consider the impact that research seasonality What we will learn deforestation, for uses Science, pupils will learn dangers to living things in this had on the physical and explore where and Through comparing such as palm oil and about different charities their environment. landscape of England. how a variety of fruits the climates in Egypt consider how they that help to protect Pupils will use the internet They will examine the and vegetables are and the UK, pupils will could save the endangered species of to research natural and carbon footprint created grown and processed research the impact of rainforest, to protect animals. man-made changes that by different modes of and learn about Fair a country’s the unique species of They will investigate can occur in the travel and reflect on Trade and sustainable temperature and wildlife inhabited there. animals native to environment and how they whether Viking longboats farming. precipitation levels on Pupils will America and examine can cause endangerment Through learning about the sustainability of or modern-day transport collaboratively work to why certain animals have and extinction to species. the states of matter and farming crops, welfare generate innovative become extinct and Make links to Gerald is greener and suggest from an Anglian Water of humans and ideas on how they generate conservation Durell’s conservation work how transport can be visit, children will animals and could protect the solutions to protect in Madagascar. more eco-friendly. consider the effects of challenges to everyday Amazon Rainforest animals at risk of Present, as a group, global warming on the life. and choose how to extinction. possible ways of making water cycle and devise In discussions in RE present their ideas, positive changes to impact solutions on how to lessons, pupils will through Sways, the environment to save preserve water for reflect on how to PowerPoint and local wildlife. future generations, become a better Flipgrid. which is safe to drink. person, by considering changes that they can make in their life to help to protect the planet and make the world a safer, healthier and more sustainable place for current and future generations to enjoy.

Character Counts What’s My Line All About Me Week National Careers Week Careers and Week Assembly STEM Science Week Inspiring Peterborough Week Employability Anti- Bullying Week Academy Trade Fair Children In Need STEM – Engineering Project

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

Year 5 Mother Nature: Out of To infinity and beyond… Control? On The Move! Topic The Maya Civilisation The Terrible Tudors Space Transport Natural Disasters

Subject Focus Science History History Geography Geography/ History

Living on an unknown planet- how to get water, Who were the Maya people How was Tudor life Natural Disasters Perkins exploring and classifying materials and how did they live? different to ours? (Burghley European geography Henry Royce Reversible and irreversible changes Masks House) Sell a trip to a site of a Travel safety- road, Changes in humans Pottery Catherine of Aragon natural disasters train Overview Life cycles Maya experience day Cathedral Pulleys and Gears Reproduction of plants and animals Life expectancy/ living Sun safety conditions

Book Science Fiction - War of the Worlds Fiction- The Rain player Spy Master Earthquake Terror - Peg The Boy Who Biked Eliza Rose Kehret The World Suggestions Tsunami by Laura Tarshis Earth and Space Properties and Changes of Animals including humans Forces materials Living Things and Their Habitats Previous Learning Previous Learning Previous Learning Previous Learning In Year 3 children have compared how things move and noticed Children have previously developed their ability to ask forces need contact but explored magnetic forces (attract and repel) relevant questions and using scientific enquiries to Children have previously been In Year 2 children have compared that act at a distance. Children would have looked at the magnetic answer them in years 3 and 4. They have also taught to distinguish between an the differences between living and force in depth by identifying their two poles, predicting materials that developed their knowledge of how to use object and material from which it is dead. They have also identified, are magnetic or not and compared and sorted based on that straightforward scientific evidence to answer questions made and to identify their names named and explored a variety of property. or support their findings. In year 3 children learnt how and physical properties in Year 1. plants and animals and their shadows were formed. They have also recorded their They have also learnt how to suitable habitats. They have used What we will learn findings using labelled drawings as well as oral and compare, and group everyday the idea of simple food chain to Knowledge written explanations. material based on their physical identify different sources of food. To identify the effects of air resistance - Children learn that properties. Further in Year 4 the children air resistance can be used in devices such as parachutes. What we will learn would have grouped living things They investigate how canopy size affect's a parachute's rate Knowledge What we will learn and used classification keys to of descent. They construct 4 parachutes with different By discussing and identifying ancient Knowledge help group, identify and name a canopy areas and predict and then measure how long they theories/beliefs of Flat Earth versus Spherical By comparing and grouping variety of living things in their local take to descend from a given height. They take each Earth and identifying evolution of scientific together everyday materials and wider environment measurement 3 times and calculate the mean. Pupils show evidence used to support or refute ideas or based on their properties, their results in a bar chart and attempt to answer the arguments in the context of how ideas changed including their hardness, scientific question. from a flat earth view. Pupils to use scientific transparency, flexibility and What we will learn To identify the effects of water resistance - Pupils learn that vocabulary to support/refute the theories response to magnets. Pupil Knowledge water resistance is a force which prevents an object from Science themselves. to record results in a table. Identify 6 key stages of moving easily through water. They learn that both high and To understand and describe the movement of Pupil to predict and sort a human life and create a low water resistance can be desirable in different situations. the Earth, and other planets, relative to the sun range of materials whilst human timeline. Can they Discuss this further applying to their swimming experience. in the solar system pupils will be introduced to giving reasons, based on identify this for a family Pupil to design and make a streamline boat and have a race Ancient Greek observations of Solar system and evidence from comparative member? Children also to check speed and movement on water. They then analyse debate about Aristotle and Copernicus and fair tests, for the create a timeline of and record using causal relationships. As critical scientist Geocentric and Heliocentric models of the solar particular use of everyday themselves showing the they then support or refute ideas based on self-evaluation to system respectively to describe the sun, Earth materials as thermal ages at which they could improve design. and moon as spherical bodies and understand insulators - Investigate which perform different activities. how Galileo reached a conclusion of the Helio- material is best for insulation They draw illustrations for To identify effect of friction – Based on prior knowledge of centric model based on evidences of by conducting an experiment each activity. friction as a force that prevents objects from sliding. Pupil Copernicus’ theories. Pupils to then animate the using ice cubes and Explore differences in investigate the best surface to place on a floor to prevent movements of the solar system. measuring the temperature to lifecycle of a mammal- people from slipping. They predict and then measure the By identifying the names of eight planets in conclude which material is Children complete a table force required to make a shoe containing a weight slide order and researching features of each planet best as insulator to design a showing the gestation across a range of surfaces. They present their results in a and create fact cards. Draw diagrams of planets lunch box. periods of 10 different bar chart and attempt to answer the scientific question. in proportion of one another there by comparing Pupil to predict and sort a mammals. They round To investigate how levers work - Pupil learn that a lever is a size and distance from the Sun. range of materials whilst each gestation period to simple machine that can give a mechanical advantage. They Pupils learn that day and night are caused by giving reasons, based on the nearest 10 days and will set up their own lever, with fulcrum, beam and load, and the rotation of the Earth, and that the Sun only evidence from comparative use this to create a bar investigate how far from the fulcrum different forces (weights) appears to move across the sky. Using a split and fair tests, for the chart. They look for need to be in order to balance the load. They transfer their pin, pupils create a moving model showing how particular use of everyday patterns and identify which results to a line graph and attempt to find a relationship the rotation of the Earth causes day and night. materials as thermal mammal has the longest between the force required and the distance from the They move their model through a day and night conductors – investigate gestation period. They then fulcrum.

cycle, using speech bubbles to explain what conductivity using bulb compare the lifecycle to an o Discuss where have they seen this type of they would experience at each stage of the circuits. amphibian, an insect and a mechanism working in their everyday life. cycle. Pupils learn that when a bird. They create 3 life Investigate how pulleys work and how the number of pulleys Pupils learn how the Moon moves around the solute dissolve in a solvent to cycle diagrams, adding change the effort of work required Earth based on previous learning about Earth create a solution, its particles their own explanations and rotation around the sun. They will be shown a spread out so that they can diagrams. video for visual representation which will then no longer be seen or To describe the life process Enquiry be followed by pupils to demonstrate the retrieved by filtering. They of reproduction of a plant- What is air resistance and how can we understand it? movement of Earth and Moon around the Sun in investigate whether sand, they learn about the What is water resistance and how can we investigate this? groups using variety of media. Create a visual sugar, salt, flour will dissolve purpose of a flower and its How do levers work? aid model of phases of the moon based on its in water. They record their basic structures, including How do pulleys work? movement. results in a table They petal, anther, sepal, carpel, How does ground friction affect movement? consider how they could stigma, style, ovary, pollen Enquiry separate the mixtures and grain, pollen tube and Working Scientifically Plan scientific enquiry, including recognising and controlling solutions. Pupil to plan how ovule. They label a diagram What shape Is Earth and how do we know? variables – fair testing air resistance with parachutes to and what resources might of a flower and carpel and Describe the sun, moon and Earth as spherical Taking measurements, using a range of scientific equipment, with be needed to separate. complete an explanation bodies. increasing accuracy and precision, taking repeated readings – Pupils learn about 6 different text showing how flowering testing air resistance with parachutes What are planets? Describe what a planet is methods for separating plants reproduce. Children Using test results to make predictions to set up further comparative using research and fact files. They will name solutions - picking out by learn that, unlike animals, and fair test – testing air resistance, water resistance, friction and learn the order of the planets which orbit hand, decanting, sieving, pieces broken off from Reporting and present findings including conclusions, causal around the sun. filtering, using a magnet, and plants can grow into relationships with degree of trust in results – Friction evaporation. They consider 6 another individual organism Recording data and results using scientific diagrams, graphs and Do planets move? Children will learn and be labels – investigating levers and identifying effects of friction able to describe the movement of the Earth and different mixtures / solutions – they investigate using cut and discuss the best way to potato or tomato. other planets relative to the sun. separate each. They attempt To describe life process of How does day and night happen? Children will to separate them using their reproduction of an animal - draw and label diagrams based on their chosen method. They they learn that animals knowledge of the Earth’s rotation around the discuss whether their method reproduce sexually, and sun. worked and why. each individual has a male Why is Moon visible in the sky in different Predict and demonstrate that and a female parent from forms? dissolving, mixing and which they inherit various changes of state are traits. Pupils to then explain Expand on their knowledge of shadows reversible changes and the process of animal (collecting data). They will design and partake in explain that some changes reproduction, including the an experiment to measure them. result in the formation of new stages of sperm and egg materials, and that this kind production, mating, of change is not usually fertilisation, and the growth Working Scientifically reversible, including changes of a zygote into an embryo. Identifying scientific evidence that has been associated with burning by used to support and refute ideas or arguments – melting chocolate and the Sorting evidence based on flat earth versus action of acid on bicarbonate spherical Earth theories of soda. Enquiry Planning different types of scientific enquiries to Pupil to choose 4 different What are the human answer questions, including recognising and objects from school or home development stages up to controlling variables where necessary. - Look at and identify the materials that old age? scientific theories about the Earth’s shape and they are made from and Are there differences in to make their own conclusions – Pupils to explain why those materials lifecycle of living things? research and come up with sources to suggest have been chosen with What is the difference in how they know Earth is spherical (eg: Satellite reference to their physical reproduction of a plant and images, astronaut’s view etc) Pupils to show properties. Next, they an animal? and demonstrate their understanding of describe the physical spherical Earth using the flat playground. properties and uses of 6 Working Scientifically Reporting and presenting findings based on different materials of their Recording data using causal relationships – A diagram and choice - metals, plastics, scientific diagrams and explanation(written) and active demonstration wood, fabrics, glass and labels - human by pupils(oral) of Earth & Sun movement to leather by recording their development stages, show Day and night; Pupil to watch the moon

over 28 days and draw their observations of the knowledge in writing using lifecycle of mammals and lunar phase Sway. reproduction of plants Recording data using graphs (measuring Recording data using shadows) Enquiry graphs – comparing Why are certain materials gestation period using used to make items we use? graph Which material is the best Report and present findings thermal insulator? from enquiries with degree Which material is the best of trust in results – electric conductor? comparing gestation Is it possible to separate periods dissolved or mixed items? Report findings including How do we explore if causal relationships in changes of properties are oral/written forms – reversible or irreversible? explanation of parts of flower Working Scientifically Planning scientific enquiry to answer questions, including recognising and controlling variables – experiment to investigate materials for thermal insulation Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings – recording temperature and measuring level for thermal insulation experiment at regular intervals of time. Using test results to make predictions Recording data and results of increasing complexity using classification keys and tables -sort and compare materials Using test results to make predictions to set up further comparative and fair tests – to plan after solute testing if they can be separated Reporting and presenting findings from enquiries, including conclusions in oral and written form using tables

Earth and Space Early Civilisations Tudor Times The History of Transport

Previous Learning: Previous Learning: Previous Learning Previous Learning In Year 4, they compared knowledge of historical In Years 3 and 4, they previously In Year 2, they learnt about the They have learnt many skills civilisations with modern day. They also used a range learnt about other early civilisations Great Fire of London (during the relating to source handling, History of sources and resources to discover more about life in (Vikings, Anglo-Saxons) and pre- House of Stuart reign), the time analysis and chronology so the past. historic life (Stone Age-Iron Age) and just after Elizabeth I’s reign. They far in year 5. They will have have an understanding of will have studied chronology and covered transport (trains) What we will learn chronology. use of sources in the previous briefly in KS1. term’s Maya subject.

Pupils will learn the meaning of chronology and What we will learn: What we will learn: will apply this to the development of Space Pupils will learn about the What we will learn: How transport has Travel (including humans’ first trips to space lifestyles, society and Pupils will learn about the developed over time, and the changes in frequency and nationalities conflicts of the Maya people. political differences looking at how early of astronauts). Pupils will learn about the between the Houses of forms of common Pupils will learn about different astronauts, food and drink of the Maya York (White Rose) and vehicles have missions and ships that have travelled into (including their use of cacao Lancaster (Red Rose) and changed. space and visited different planets throughout and maize). how the battle of Bosworth Pupils will research time. About the development of the was won by Henry VII. and consider how They will focus on a range of different sources number systems, the use of They will learn about the transport has changed including TV recordings, audio, books and the number 0 and comparing different reigns of the Tudor lives. newspaper cuttings. it with the Arabic number monarchs and focus on the To develop a strong Pupils will learn to construct informed responses system we use today. life of Henry VIII chronological that involve thoughtful selection and To understand their religious (predominantly his wives understanding of the organisation of relevant historical information. beliefs, including their Gods and the reformation of the development of and rituals and the important Church in England). vehicles – be able to role of the Priest in society. To understand the lifestyles remember certain key Pupils will learn about the of different members of dates e.g. 1903 – the relationship of the Maya society including their Wright Brothers and people with other Central hobbies, past times, food & the first plane. American groups and the drink, hygiene and crime & Who Karl Benz and Europeans. punishment. Henry Ford are and To begin to understand how Learn about the why they are famous the use of sources impacts disagreements over the in this area. on our understanding of their throne after Henry VIII’s society; to compare sources death - Edward, Lady Jane of information available for Grey and Mary I. the study of different times in the past. How to address and devise historically valid questions about change, cause, similarity and difference. Pupils will learn to construct informed responses that involve thoughtful selection and organisation of relevant information. Explore locations of Mayan Explore locations of Mayan Create maps of the local settlements in relation to modern settlements in relation to environment, using day countries and cities modern day countries and compasses and cities measuring equipment Previous Learning Research what effects natural Research transport and Children will be familiar with the disasters have on local/world infrastructure of concept of the rainforest (The populations. Peterborough to gain an Americas were studied in Year 4). understanding of why Previous Learning companies locate there Geography Children will have previous What we will learn experience of locating countries on Previous Learning Pupils will learn the locations a map – many will have first-hand Children will have used of Mayan settlements in experience of one or more maps/compass directions relation to modern day European countries. (cardinal points) during OAA countries and cities PE sessions, and be familiar Resources that were being with some map symbols sought by the conquistadors What we will learn

What we will learn

Pupils will learn how and why earthquakes occur due Pupils will learn to to slippage of tectonic plates read and write four- Why volcanoes form/erupt and six-figure map with reference to tectonic references using an plates. Ordnance Survey Locations of concentrations map. of volcanoes (including Create maps of the Pacific “Ring of Fire”) local environment, Research what effects using compasses and natural disasters have on measuring equipment local/world populations. Use standard OS map Research if natural disasters symbols can be avoided. Understand what Learn why are so many makes Peterborough major cities located on a good place for waterways. Perkins Engines to be Identify the position and located, looking at significance of latitude, transport infrastructure longitude, Equator, Northern and availability of raw Hemisphere, Southern materials Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Painting and Drawing Drawing, Painting, Sculpture and Painting Digital Art Printing Etching Designs Etching and Engraving Previous Learning Previous Learning Previous Learning Pupils worked on controlling their marking and Previous Learning Pupils have built on their Pupils developed their use Previous Learning textures (showing an understanding of Pupils have used a variety of shading techniques through of digital art through using Pupils used collagraph complimentary colours) and began to develop sketching techniques to Totem Pole design with a Paint 3D to design a layered printing to build layers their sketching for effect, texture and shading explore the Egyptian Death focus on shading shapes. rainforest. upon a variety of (including drawing for a sustained periods of Masks and Native American Pupils have developed their They experienced varying surfaces to create an time) and collecting source material for future Totem Poles. skills on developing their their size of the digital Egyptian Death Mask. work. Pupils designed and made understanding of how to brushes and digital inks. Pupils explored the art of Franz Marc and his Viking Long Boats, where vary paint thickness, What we will learn use of bold colours within Art Week. they explored a variety of explore different surfaces What we will learn Pupils will use sketch materials to paint on. Pupils will record, collect books to record and What we will learn They used trial and error to What we will learn and store visual information develop ideas with Painted planet: establish a design of a Pupils will use sketch using digital cameras. inspiration from the Art Pupils will mix and blend colours to create a Marvellous Medicine bottle books to record and Pupils will present visual local area’s dramatic atmosphere whilst observing where through the using intricate develop ideas and recorded images using landmarks. line details. inspiration from software (Paint 3D). light sources should fall on their planet. Pupils will compare researching Giuseppe Pupils will be able to import They will use sketchbooks to plan, annotate and local landmarks to What we will learn Arcimboldo. an image to the relevant reflect on their planet designs. vintage travel posters Mayan Headdresses Pupils will continue to software. Pupils will learn to paint in different shades to where they will develop their mastery of They will produce create depth with a three-dimensional effect. Pupils will use sketch books explore the key drawing techniques photographs of geographic Pupils will research key features of a planet and to record and develop ideas features to compose including texture and depth. features in the local reflect on the planet artwork of Ludek Pesek – a and inspiration from their own design. Pupils will learn about the environment. key artist commissioned to create artwork researching Mayan life and works of Giuseppe Pupils will produce close-up Pupils will plan and revolving around the planets. headdresses. Arcimboldo. nature photographs using create printing Pupils will continue to Work in a sustained and the macro tool. aluminium templates Oil Pastel Space Shuttle: develop their mastery of independent way to create Pupils will look into how to that fit the shapes of Pupils will confidently control the types of marks drawing techniques including a detailed drawing compose a photograph significant buildings made with oil pastels to define shape and texture and depth. They will using the rule of thirds. and key transportation

experiment with different colour combinations, learn how to measure and Use drawing techniques to for the local area such looking at harmonious and conflicting colours. compose a drawing that is work from a variety of Final Piece as trains and buses. Pupils will blend colours of varying shades to correctly proportioned. sources including Photographic images of Pupils will compare create toned features of their space shuttle. Pupils will combine and use a observation. geographical features and close- the foil printing They will use their sketchbooks to experiment variety of techniques and Pupils will observe first- ups of local nature. technique with carving with colour blending and colour comparisons to mediums to express the hand still life fruit displays foam templates to create a decision for their final piece. design of a Mayan where they will draw and print with. Pupils will explore using different pressures with headdress. This will include shade using graphite the oil pastels to research the varying effects feather painting and using pencils to capture the light Pupils will learn how that they can create. cutting techniques to gain a source reflections. to use tools in a safe feathered effect. Pupils will then progress way - printing rollers, Final Pieces Use a range of media to onto using shades of paint craft knives and metal A painted planet in space design using watercolour, create collages through to capture the light source rulers on foam cutting based on sketches and plans. layering to create a chosen reflections from the mats. An oil pastel space shuttle drawing. effect. different angles of the still Final Piece life fruit displays. Final Piece A mixed-media Mayan headdress in Printed piece of a local the Maya style, based on research Final Piece landmark and transportation and initial “concept” sketches. This A painted portrait in the style of vehicle, using aluminium foil will be mostly sketch work, with Giuseppe Arcimboldo, based on printing. some additional uses of material. sketches using real fruit as a Pupils will then make a collaborative model. sculptural piece of a Mayan headdress.

Design, Make, Evaluate Design, Make, Evaluate, Technical Design, Make, Evaluate Design, Make, Evaluate Design, Make, Evaluate, Knowledge Cooking and Nutrition Technical Knowledge Previous Learning Cooking and Nutrition Previous Learning In year 4 they looked at designed and creating a Previous Learning They will have used their Previous Learning musical instrument from recycled materials using skills Previous Learning They have used a range of sketchbook skills confidently in They will have made their such as: applying their understanding of how to In Year 4 they also looked at another materials to create a wealth of Years 3 &4, as well as in the own toy car in Year 3. reinforce structures; researching and sketching to culture’s artwork, studied and projects in KS2 so far. They will previous terms’ topics. They learnt design a final piece; selecting from a range of recreated it. They have not yet have used recyclable materials about rocks and volcanos in Year 3. materials. worked with clay for a whole project. confidently in term 1. They will What we will learn In Year 3 and 4 they began to have begun to look at food Pupils will research how a What we will learn What we will learn develop their use of sketchbooks. technology in the previous half volcano is formed and which To look into the How to use research and develop design criteria Pupils have used Lego WeDo to term. natural materials it is made designs of a range of to inform the design of innovative, functional, design and build robots to perform a up of to support their vehicles and how they appealing rocket that is fit for purpose, traveling number of tasks. What we will learn geographical knowledge have developed over a distance. Research and analyse through design. time. To explore rocket designs of existing rockets to What we will learn House of York and House What Modroc is and how to How systems that use DT use effective designs to make a competitive To explore the Maya culture of Lancaster crests and use it effectively to create a pulleys and gears rocket. and use this to inform their coat of arms to inform the volcano. work and how to How to generate, develop, model and own designs. design of an innovative and How to use materials – replicate this. communicate their ideas through discussion, To understand that the Maya functional shield. including Modroc- to build up How our simple annotated sketches, cross-sectional and people used ceramics for a Generate, develop, model texture on a 3D design. systems of pulleys exploded diagrams, prototypes, pattern pieces range of purposes including and communicate their To study the appearance of and gears represent and computer aided design in sketch books and storage of food and ideas through discussion, volcanos and use how vehicles work. on paint 3D. beverages; as plates, cups annotated sketches, cross- photographs to help study To use research and To select from and use a wider range of tools and bowls and to sectional and exploded the features and colours to develop design criteria and equipment to perform practical tasks commemorate people and diagrams, prototypes, replicate. to inform the design of including scissors, different types of glues, events. pattern pieces and To select from and use a innovative, functional, knives. How to replicate the style of computer aided design. wider range of materials and appealing products Select from and use a wider range of materials vessel created and produce What shields were used for components, including that are fit for purpose, and components from a range of recycled something that would have and how to ensure that construction materials, aimed at particular materials including foil, cardboard, plastic, been fit for purpose they are strong and textiles and ingredients, individuals or groups paper. How to use discussion, reinforced. according to their functional (decide who their annotated sketches, cross- newly designed

How to evaluate the effectiveness of their sectional and exploded How to select from and use properties and aesthetic vehicle has been prototype and discuss what they would change diagrams, prototypes, pattern a wider range of tools and qualities created for). should they repeat the experiment. pieces and computer aided equipment to perform Evaluate their ideas and Select from and use a design to support their design practical tasks (for products against their own wider range of Final Piece process. example, cutting, shaping, design criteria and consider materials and To produce their own rocket made from recycled How to work with clay joining and finishing), the views of others to components, including materials, that will compete against other rocket carefully using appropriate accurately improve their work. construction materials, designs to travel the furthest distance. tools and equipment to Which appropriate Evaluating if their design according to their perform practical tasks materials and components recreated a volcano. functional properties accurately. to use in the creation, and aesthetic qualities Combine with their history considering strength and Final Piece: To investigate and and archaeology knowledge colour. A working and erupting Modroc analyse a range of to investigate and analyse To compare existing volcano. existing products artefacts left by the Maya shields and evaluate their Evaluate their ideas people. ideas and products against and products against How to evaluate their ideas their own design criteria their own design and products against their and consider the views of criteria and consider own design criteria and others to improve their the views of others to consider the views of others work. improve their work to improve their work. Understand how key Final Piece events and individuals Final Piece Tudor Shields made with their own in design (Ford) and To create their own Maya pottery crest and coat of arms. technology have made from clay. helped shape the world What we will learn: Cooking and Nutrition Understand and use What we will learn: mechanical systems in To use technical knowledge their products (for to create and program a Consider which food was example, gears, robot to dance in the available in Tudor times pulleys, cams, levers traditional Maya style. and how/why it differs to and linkages To understand and use modern day. motors. Evaluate the nutritional Final Piece To understand and use gears value of the Tudor diet and A woodwork vehicle with to transfer movement from if it was a healthy balanced working mechanisms – the motor. diet. pulleys and gears. To understand and use belt Learn about the meaning of drives to transfer movements foraging and discover the What we will learn from the motor. types of food retrieved this In the school’s annual To apply their understanding way. Also discussing the Design Technology of programming and impact of seasonality competition, pupils will controlling Lego during these times. be challenged to Evaluate designs against a Learn to cook and prepare design and make a criterion and propose sweet and savoury Tudor complex structure that improvements to make for style delicacies, using can hold a given next time various preparation and weight, using only the cooking techniques. materials provided Final product As a class the pupils Final Piece will research and A robot which can dance To replicate a Tudor style food evaluate different course. structure types that Cooking and Nutrition hold weight What we will learn: Pupils will design a Research the foods available more complex in Central and South America structure, focusing on to see how the Maya people useful characteristics, ate. Evaluating their diet type based on a design criterion and show

and comparing to a healthy their design through balanced diet. drawings and Discover, prepare and cook a presenting these on variety of dishes using a flipgrid. range of cooking techniques. Pupils will choose Understand seasonality and from a range of know where, and how, a equipment, the most variety of ingredients are appropriate tools grown/reared in ingredients needed to build their to replicate the Mayan meals. design Pupils will choose Final Piece materials that will A Maya style Salad meet the criteria and be the most suitable to create a study and strong structure, understanding the importance of a material's functional properties. Pupils will test their products before the competition and evaluate their design, making amendments exploring how to make it stronger and more stable.

Final piece A structure that supports a given weight

999 Hospital Trip Kidzania Burghley House, Stamford Peterborough Residential/ National Space Centre (Leicester) Museum Trips Outdoor Adventurous Activities Handball Football Swimming/ Tag Rugby Swimming/Athletics Dance/Gymnastics Rotational basis Rotational Basis Previous Learning: Previous Learning: Outdoor Adventurous Activities Previous learning: The pupils have developed their The pupils have worked well as a Swimming Athletics skills to work as a team in the team (and competitively) in their Previous Learning: Previous Learning: In Year 3 the pupils started to use maps, compasses Autumn term’s sessions. Handball previous Handball sessions. They and direction knowledge in their OAA lessons. In Year will be a new sport to them. would have covered Football in Pupils have attended swimming Pupils have participated in 4 they have built on their teamwork skills across a KS1, and some children would lessons in Years 3 and 4. PE Athletics sessions each range of activities. What we will learn: have competed in inter-school previous year, as well as tournaments. What we will learn: competed in Sports Day What we will learn: Use fundamentals of movement to achieve What we will learn: Swim competently, activities annually. They will Develop map and compass skills (including success in competitive confidently and proficiently have developed their using a key and identifying current locations) to environment, individually and Use fundamentals of over a distance of at least 25 competitiveness, agility and direct and move others as a team movement to achieve metres. accuracy skills in previous Perform and repeat sequences of movements in success in competitive Use a range of strokes a group effectively [for example, front

Display an understanding of fair play, working With guidance participate environment, individually crawl, backstroke and lessons (Handball & well with others and leading a small sized group displaying respect, fair play and as a team breaststroke] Football). and working well with others With guidance participate Perform safe self-rescue in Dance/Gymnastics Field, defend and attack displaying respect, fair play different water-based What we will learn: tactically and working well with situations Previous Learning: Utilise new skills in others Develop knowledge of competitive situations, as an Field, defend and attack Tag Rugby how they can use their The pupils were taught to use their bodies in a range of individual or part of a team tactically by anticipating the Previous Learning: body to maximise ways and come up with routines; they will have Change direction at speed direction of play developed their partner work, fluency of movement and Pupils will be able to pass Utilise new skills in Pupils have focused on the performance work safely with equipment. effectively in varied competitive situations, as fundamentals of movement in Develop pupils’ ability environments. an individual or part of a competitive environments in football to sprint (over a range What we will learn: Use knowledge of technique team and handball. They were also of distances), jump to suggest ways for peers to Pass and strike accurately introduced to Tag Rugby in Year 3. (triple jump), throw Compose creative and imaginative dance improve Change direction at speed, (varying techniques sequences with clear stimuli Display an understanding of pupils will be able to pass What we will learn: including javelin and Respond in the correct manner to a string of fair play effectively in varied commands Uses knowledge of the environments Catch and throw to a target shot putt) and hurdle Perform expressively and precisely relationship between the Use knowledge of consistently in isolation effectively Repeat and perform more complex sequences body and exercise to improve technique to suggest ways Catch and throw consistently Utilise new skills in of movements various fitness components for peers to improve in a conditioned game competitive situations, Use and develop knowledge of the body and Display an understanding scenario as an individual or part exercise to improve various fitness components of fair play, working well Develop agility of a team Copy, explore and create movements with with others and leading a Display an understanding of Utilise knowledge of control and coordination medium sized group fair play, working well with Pupils will be able to hold a balance showing Explain, summarise, self- others and supporting a technique to perform balance and extension assess and instruct others medium sized group at an optimum level in Create well executed sequences containing a in an activity they have Develop ability to analyse different types of variety of gymnastic components participated in performance throw, jump and run Can use and set up equipment safely Charanga: Livin’ On a Prayer Charanga: Make You Feel My Love Charanga: Fresh Prince of Bel Charanga: Dancin’ in the Street Charanga: Reflect, Rewind, Charanga: Classroom Jazz 1 Air Replay Previous Learning: Previous Learning: In the Autumn term, pupils will have Previous learning: Previously learnt other Previous Learning: Previous Learning: developed their singing skills. Pupils have been listening to, similar soul/Motown music in Pupils have learnt a variety of Pupils studied different rock songs in Year 4. analysing, discussing and Year 4. songs, genres, techniques They have practised listening and appraising a Listen and Appraise: appraising a range of music in Throughout Year 5 they will and performance skills range of pieces in KS2. Make You Feel My Love and Year 5. They have not yet covered be practising singing, throughout the year; this unit other Pop Ballads: Hip Hop in KS2. playing and performing as will consolidate that learning. Autumn 1 Make You Feel My Love by an ensemble. Listen and Appraise: Bob Dylan - Adele version Listen and Appraise: Listen and Appraise: Livin’ On A Prayer and other Classic Rock Make You feel my Love - Bob Fresh Prince Of Bel-Air by Listen and Appraise: Reflect on a range of songs: Dylan version Will Smith Dancing In The Street by different songs studied Livin’ On A Prayer by Bon Jovi Me, Myself And I by De La Martha And The Vandellas throughout the year Music So Amazing by Luther We Will Rock You By Queen Vandross Soul Can’t Help Myself (Sugar from each unit. Smoke On The Water by Deep Purple Hello by Lionel Richie Ready Or Not by The Pie Honey Bunch) sung by Rockin’ All Over The World by Status Quo The Way You Look Tonight Fugees The Four Tops Build on Knowledge and Johnny B. Goode by Chuck Berry by Jerome Kern Rapper’s Delight by The I Heard It Through The understanding about the I Saw Her Standing There by The Beatles Love Me Tender by Elvis Sugarhill Gang Grapevine sung by Marvin interrelated dimensions of Presley U Can’t Touch This by MC Gaye music through: Build on Knowledge and understanding about the Hammer Ain’t No Mountain High Developing an interrelated dimensions of music through: Build on Knowledge and It’s Like That by Run DMC Enough sung by Marvin understanding of Games understanding about the Gaye and Tammi Terrell musical composition, Focus on Warm-up Games (pulse, rhythm, interrelated dimensions of music Build on Knowledge and You Are The Sunshine Of organising and pitch, tempo, dynamics) through: understanding about the My Life sung by Stevie manipulating ideas Singing Warm Up Games (including interrelated dimensions of Wonder within musical Vocal health. vocal warm ups) music through: structures and Working in a group/band/ensemble.

Explore the link between sound and symbol Flexible Games (optional Warm Up Games (including Build on Knowledge and reproducing sounds Improvisation extension work) vocal warm ups) understanding about the from aural memory · Composition Learn to Sing the Song Flexible Games interrelated dimensions of music Use and understand Play Instruments with the Learn to Sing the Song through: staff and other musical Perform and Share Song Play Instruments with the Warm Up Games (including notations · Improvise with the Song Song vocal warm ups) Appreciate and Autumn 2 Compose with the Song Improvise with the Song Flexible Games understand a wide Listen and Appraise: Continue to learn to Compose with the Song Learn to Sing the Song range of high-quality Three Note Bossa and The Five Note Swing. recognise and revisit different Continue to learn to Play Instruments with the live and recorded instruments. recognise style indicators. Song music drawn from Build on Knowledge and understanding about the Use correct musical language Improvise with the Song different traditions and interrelated dimensions of music through: even more consistently Perform and Share Compose with the Song from great composers Playing instruments during discussion and when Encourage listening with and musicians Improvising describing feelings. increasing concentration and Use correct musical Recognise instruments and features of key with a deeper focus. vocabulary to describe musical styles Perform and Share Discuss confidently other music and link to Find the pulse together whilst listening to the dimensions of music and feelings and emotions song/s Find the pulse together whilst how they fit into the music Sing in an ensemble Encourage listening with increasing listening to the song/s. you are listening to. with the aim of concentration and with a deeper focus Encourage listening with producing a round increasing concentration and Perform and Share sound, clear diction, Perform and Share with a deeper focus. control of pitch and a Continue to learn to musical understanding recognise style indicators. of how parts come Continue to learn to together. recognise and revisit different instruments. Use correct musical language even more consistently during discussion and when describing feelings. Discuss confidently other dimensions of music and how they fit into the music you are listening to.

Using technology and Using technology and Coding: Lego We Do 2.0: Coding: Lego We Do 2.0: Minecraft: Python -Park and Minecraft: Python -Park and the internet safely the internet safely Dancing Robots and Sound Dancing Robots and Sound Recreation Recreation machine machine Previous learning Previous learning Previous learning Previous learning Previous learning Previous learning Pupils will have experience using Though previous coding Pupils will have learnt how Pupils will have learnt that block coding in Minecraft and lessons pupils will have learnt to use technology communication online can Pupils will have learnt the basic skills Pupils will have learnt to MakeCode providing a foundation to writ more complex and responsibility and be seen by others and in coding through Lego WeDo 2.0. decompose programs into smaller of understanding of writing code. efficient coding and will apply developed strategies to where to go to for help parts to aid identifying errors. What we will learn: this to Python. protect their personal and support when they What we will learn: What we will learn: Computing information. have concerns about Project Design: Dancing What we will learn: content or contact on the Robots Project Design: Sound Transition to python What we will learn: internet or other online Making links across the curriculum Machine Confident coders will be Code the different technologies. Safe sharing pupils will explore cultural dances During learning across the encouraged to develop script seasons for the park Use technology safely, (Mayas), movement linked to curriculum pupils will explore Pupils will write and test a What we will learn: computer language: python. The respectfully and dancing to enable pupil to plan and different instruments. They will use program allows for both block simple program following a responsibly. Pupil to be sequence of instructions to Cyberbullying design their coding project based on this to influence their coding coding and script, to allow pupils to made aware of how to Pupil to be made aware the topic. project and identify the objective. create a loop and then allow search information on the develop confidence in coding at the instruction to repeat and of responsible use of Pupils will use ‘connect’ images their own pace. internet and share with chats and private test the code.

class using Microsoft channels on Teams and Collaborative design and questions to facilitate Teams or Outlook being Apps. Show possible real- Pupils are encouraged to work collaborative discussion and ideas Coding Loops Create code to wary of spams and how to life events to reinforce collaboratively to build ideas using to identify a problem to solve. Pupils will become familiar with the animate the water deal with it. how cyberbullying could the Core We Do set and explore basics of python coding and begin feature affect and hurt someone. Using logical reasoning, model library to see different type of Explore Variables by writing and testing a simple Paint 3D Identify ways to report pupils will write, input and test program following a sequence of Independently select, use concerns about content dances they can programme to get Pupils will keep documentation of an increasingly complex set and combine a variety of and contacts. inspiration. their project by selecting and using instruction to create a loop. Then of instructions to create loop software to design and a range of software. Pupils will allow the instruction to repeat and and then allow the code to create content for space Effective Sequence, select, repeat review their design and explore test the code repeat and test the code research themed learning. Pupils will Pupils will explore how to use working with variables. Pupils will learn to Code to create explore the contrast and sequence, selection and repetition in Code a sequence of recognise and select instructions Pupils will design, write and benefits of 2D and 3D a program to create a complex Test and Analyse appropriate websites for Pupils will design, write and test test a simple program that imaging. research in writing. Learn algorithm. Pupils will carry out their design simple programs that follow a follows a sequence of ability to filter through the using a range of resources. They sequence of instructions or allow a instructions or allow a set of Age Appropriate search engine safely to Evaluate and debug will test and analyse constantly set of instructions to be repeated Age Appropriate Pupils to access content Pupils will evaluate their project and during the making process to build instructions to be repeated and controlled by user. and controlled by user. be shown the age debug the program to ensure the an efficient model and algorithm. Presenting appropriate section of specific goal is achieved, by Pupils to amend their designs and Independently choose a identifying the improvements to be record any detected errors in their Think U Know website. topic of interest from made on the programming. Pupils They will learn the Space theme, research will apply logical reasoning to solve journey. importance of age responsibly to create a bugs and explain their algorithm restriction and recognising presentation to share with beginning to recognise how their Presentation and which apps are appropriate peers. Pupils will algorithm works to ensure efficiency. Explanation for their age. independently select, use Pupils will present their project and combine a variety of journey using a range of software, software. They will considering their audience. Pupils Trusted Adult consider the benefits of are encouraged to take pride in Pupils to identify their each program from finding errors and making trusted adult in school to previous learning to improvements. Pupils will be report to if they are determine the most challenged to explain why their concerned or worried appropriate. algorithm is efficient. about anything. Pupils to be made aware of OSC and Online Safety Coordinator.

Salut! Core Unit 1: Salut! Core Unit 2: Salut! Core Unit 3: My Birthday Salut! Unit: Holiday Salut! Unit: Eating Out Salut! Unit: Hobbies This is Me My Country What we will learn What we will learn What we will learn What we will learn What we will learn: What we will learn Numbers 11 – 20 Recognise some basic Ask for items in a shop or Name hobbies First greetings Vocabulary linked Days of the week holiday vocabulary. restaurant Talk about types of Asking and to where they live. Numbers 21 – 30 Understand some Ask how much things cost music and giving a answering -How Languages they Months of the year sentences about animals at Some basic weights variety of opinions are you? speak The date the zoo. How to order for others in a Say what musical Asking for and Weather Be able to prepare and restaurant instruments, they play. French giving names deliver a short talk about a Talk about different Numbers 1-10 holiday, copying sentences types of film Asking for and from the unit that differ from giving age the English sentence structure. Be able to translate French words using a bilingual dictionary with assistance.

Hinduism - What can How and why does Christianity - Who people say that Christianity - Are the 10 Beliefs and actions in the world - How has religion influenced story, and images of religion help the poor? I am? commandments still relevant What key beliefs influence People in local community– deities tell us about Fundraising/aid etc AT1- How can people express today? people’s faith and how do people spiritually, socially and Hindu beliefs? AT1- How are religious their beliefs through art? AT1- What are the 10 live out their lives? culturally AT1- How do Hindus beliefs expressed AT2- What does it mean to be a commandments? AT1- How do religions and beliefs Detectives – shop fronts, practise their faith? through charity and Christian in Britain today? AT2- How relevant are the 10 impact/respond to global issues? food, street names, art, AT2- What is the generosity? commandments in our daily AT2- What makes us believe and statues etc meaning of story AT2- How do religious Previous Learning life? have faith? AT1- What contributions do symbols and actions charities express Pupils have learnt about the three religions make to local life? used in worship and spiritual ideas? facts about Christianity: Followers of There is no previous learning Previous Learning AT2- How does the festivals? the Christian religion base their about 10 commandments Pupils have learnt all religions religious diversity of Previous Learning beliefs on the life, teachings and respect the world around them and Peterborough makes us There is no previous Pupils are aware that death of Jesus Christ. Christians What we will learn offer guidance on environmental tolerant and respectful? learning on Hinduism. members of the religion believe in one God that created issues and importance of taking are called Christians. heaven, earth and the universe. The Pupils discuss teaching of care of the world and its beings that Previous Learning What we will learn They have learnt the key belief in one God originated with the Christianity- is it a good or are believed to be created by God. Pupils would have visited elements of Christianity Jewish religion. Christians believe bad thing? places of worship in Pupils will and that Christians Jesus is the "Messiah" or saviour of What are the 10 What we will learn Peterborough in previous understand who believe in Jesus as son of the world. commandments? years. They are aware that practices Hinduism God and Holy Spirit. They Understand and provide an Pupils will explore and religions are celebrated in the Understand origins will be aware Christians What we will learn example to explain the idea discuss the key aspects of community through festivals. of Hinduism believe in one God that of trinity religions, especially the They are aware that Creation story and created heaven, earth Pupils will discuss about the Are there any of the people, stories and traditions Peterborough is a multi- compare to stories and the universe beginnings of Christianity commandment important which influence belief and cultural society with diversity from other beliefs Locate Israel on a map and relevant today- if so values in religions and cultures. Know how Hindus What we will learn Create an image of Jesus why Identify and begin to What we will learn worship – deities, Create images of heaven as Add a new commandment describe the similarities and Pupils will reflect with reasoning differences within and Pupils will identify worship at home perceived by themselves on the meaning between religions what influences them, RE and Mandir(temple) Visit to the church - Q & A Know the name of and act of giving session with Vicar to know Respond to the challenges making links between important deities others -reasons about Christianity in modern of commitment both in their aspects of their own and their Read story from day own lives and within and others’ importance to Bible which religious traditions, experiences Hindus teaches recognizing how Debate to ask Similarities and importance of commitment to a religion is important questions differences in giving shown in a variety of ways about religion and beliefs - comparing Discuss pupils’ Discuss their own and beliefs, making links to other religions understanding and others’ views of religious between their own and that pupils are they share truth and belief, expressing others’ responses already aware of experience of their own ideas clearly Make links between charity within their values and faith or in commitments, and community- their own attitudes and explore work of behaviour. charities such as Explore and answer Christian Aid, questions of identity, Harvest time belonging, meaning, purpose, truth, values and commitments and then apply their ideas to their own and other people’s lives Describe what inspires and influences themselves and others.

Me and My Relationships Citizenship Healthy and Safer Lifestyles Healthy and Safer Lifestyles Healthy and Safer Beginning and Belonging Working Together Managing Risk Safety Context Lifestyles - Sex and Relationships Education What pupils will learn Citizenship What pupils will learn What pupils will learn How do we make sure we feel safe in our class What pupils will learn When am I responsible How can I stay safe on the What pupils will learn and school? What are my strengths and for my own safety? roads as cyclist or School Nurse visit How do we build good relationships in our skills and how are they seen How can I keep myself pedestrian? How are babies class? by others? and others safe? How do I keep myself safe made? How do we make new people feel welcome and What helps me learn new How can I get the in the sun? How can I express valued? skills effectively? attention of an adult if I How can I stay safe in my my feeling positively How do I feel when I do something new? What would I like to improve need to? home? as I grow up? Which ways to calm down work for me? and how can I achieve this? Where can people go How can I stay safe near When am I How do I solve problems? How could my skills and for help? railways? responsible for how Who can I talk to when I need help? strengths be used in future How can I help people What helps to make school others feel? employment? who need support? a safe place? What should adults How can I help and support other people? What are some of the jobs Can I carry out basic How can I prevent think about before Who is in my network of relationships and how PSHCE that people do? first aid? accidents? they have a baby? has it changed? When might it be good What are families like? How can I develop new friendships and Working Together to take risk? maintain existing ones? What pupils will learn What are the different In what way is it positive to have differences How can I be a good listener consequences of taking between people? to other people? physical, emotional and What different kinds of families are there? How can I share my views social risks? How can I manage some of the pressures on effectively and negotiate with How risky are different my relationships? others to reach agreement? situations? Who do I get support from and how do I How can I persevere and support others? help others to do so? How can I give, receive and act on sensitive and constructive feedback?

Previous Learning Previous Learning Previous Learning Previous Learning Previous Learning Pupils would have learnt the scientific aspects of In Autumn term, Pupils had Pupils have gained understanding Pupils will have discussed Planets in the Solar system, Space exploration and opportunity to explore natural of the importance and the impact of Global Warming in a different impact of the movement of Earth and Moon around the resources found on Earth and What we will learn natural resources on Earth. context in Year 4. Sun and Earth respectively. conclude how these resources on Through comparison of life Earth enables life forms to survive. during Tudor times and life What we will learn What we will learn What we will learn In Year 4 they looked at local after such as Victorian- Through research pupils try The relationship Through gaining their knowledge during the produce. Industrial revolution until to understand the impact of between initial learning about space in year 5, pupils modern times, pupil explore urban living and transportation and could then explore and research further the What we will learn factors responsible in rising consumption of fossil fuel climate change. natural resources found on Earth and other Pupils will learn what natural concern of Earth’s affecting the global weather Through research, planets focussing on the fact why life on Earth is resources are and how sustainability today – Pupil patterns, causing climate pupils will understand Love Our Planet possible humans use them to survive. could enquire and discuss change. the environmental - Sustainability Compare and contrast natural resources on Pupils will use research to ideas that can be used impact of transport Pupils investigate how this Earth with other planets in Solar system and determine the similarities and from the past and present over the time. understand why Earth is a special planet and differences in the uses of to create a more human Pupils will compare how to protect the uniqueness and keep the natural resources between sustainable world – For contribution/environmental and contrast historic planet safe for generations to live in. themselves as present day example ways to recycle factor causing natural and modern modes of Through further exploration, research they could Britons, against the historical and reuse resources like it disasters can be improved transport and how collaborate ideas to explain why conservation of Maya Civilisation. was done in the past time to make our planet Earth they have affected the these natural resource is important and the Pupils will compare the periods and finding ways to more sustainable and environment. impact it has on planet Earth. early historical farming of use sustainable technology safer for future Pupils will study Pupils could survey use of resources and the Maya, with farming in from today’s time to assist. generations. different countries materials in their daily lives, compare it to Modern Britain. around the world their parents/grandparent's times and find focusing on those

aspects of today’s life in UK that would help countries’ individual sustainability of resources on Earth. impact on their national and worldwide environment. Pupils will take part in D & T projects relating to designing vehicles: they will consider the environmental impact of their designs in the design and evaluation stages.

All About Me Week Anti- Bullying Kidzania, London STEM SCIENCE WEEK National Careers Week Careers and Week Aspirations Afternoon Inspiring Peterborough Week Children in Need Academy Trade Fair Employability What’s My Line Assembly

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

Year 6

Topic The World at War Ancient Greece We are Scientists Brilliant Business Showtime Subject History and geography History Science D&T, Art and Computing Speaking and Listening Focus Soldier paintings Greek pottery patterns Range of science Designing, creating and States of matter Begin with the Great War key events e.g. Treaty of Science linked to Greek activities covering developing a business idea Animal adaption Versailles and move into WW2 to give background. monsters. science curriculum Exploring different Light Poppies – Remembrance Day Greek Statues (revision) mediums and modes of Art – set design Grandparents in for WW2 tea dance with cards on table to Charcoal drawings Investigation sketching, printing and costumes prompt discussions. Planning, creating and painting. Production Overview presenting a personal Developing collage. project that can raise funds for the academy. Making games for a games fair using electrical circuits. Diary of Anne Frank Olympic Biographies Frankenstein Alma Oliver Twist Book When Hitler Stole Pink Rabbit Greek Myths - E2BN Non-Fiction texts Suggestions Goodnight Mr Tom Website Piano – Literacy Shed Animals including Electricity Living things and their habitat Light humans Evolution and inheritance Previous Learning Previous Learning Previous Learning Identifying common appliances that Previous Learning Recognise that we need light in Describe the changes as run on electricity Described the differences in the life cycles of mammals order to see things. humans develop to old age Simple circuits have been created Described the life process of reproduction in plants and animals Recognise that darkness is the and parts have been named. Pupils absence of light. What we will learn have identified whether a bulb will What we will learn That light is reflected from light up or not. Knowledge surfaces. Knowledge Pupils have identified common Light from the sun can be By exploring the conductors and insulators. Evolution and Inheritance dangerous and how we need to human circulatory Play a class “Guess Who?” game and discuss protect our eyes. system, pupils will characteristics that are inherited and through discussions How shadows are formed when be able to identify What we will learn identify variations between yourself and others. the light from a light source is and label the main Knowledge Create Top Trump for a species of their choice – blocked. Science parts and explain Through carrying out investigate characteristics, simple dominant and recessive Find patterns in the way the size how they contribute different types of scientific genes and how these genes are used to breed. of shadows change. to a healthy human. enquiries, pupils will explore Play “Extreme Survivor” to identify which plants and the effects of voltage on animals survive in given environments – design and animal What we will learn Look at a blood electrical circuit components. and a plant that should thrive and survive in a given Knowledge smoothie to identify Research and conduct a environment. Investigate how light the components and series of simple electrical Research into the work of Darwin, Wallace and Anning – travels their function within circuit investigations and share and present as a Sway (focus on evidence to back Understand that a light. the circulatory make comparisons about theories on evolution and present logical findings). source is needed in order system. Create a how the number of elements Explore online the evolution of flight in birds using the fossil to see. leaflet for Dr surgery affect the circuit. Create a record – present findings using their medium of choice. Describe the movement to explain the success criteria for an Write a “Just So” story about a creature and a of light off mirrors – make function and how electrical Dragon’s Den distinguishing characteristic. a periscope to carry out blood is transported. challenge, using circuit investigation. diagrams and symbols to Enquiry

Compare diets and represent our ideas with What is a fossil? Write an explanation to the nutrition value of explanation to the role of How old is a fossil? How do you know? explain if a human each food group to resistance in making Why do you think fossils have changed over time? shadow has the same recognise the impact components work. Is adaptation immediate or does it take time? shape as the person of diet and exercise Investigate the properties of casting it. on a healthy lifestyle. a dimmer switch, compare Living Things and Their Habitats Look at magnifying Through WW2 topic, different materials to find the Investigate Lineas and the classification of living things. lenses suggesting which pupils will make most effective and design Create classification routes for a range of living things and cannot magnify enough comparisons about their own dimmer switch, give reasons why they have decided on these under given diet and look at how identifying materials and classifications. circumstances. it has evolved over tools for their design. Identify similarities and differences between animals, micro- Explain and demonstrate time. Create and design a organisms and plants. that light can be bent Using recommended Christmas light (decoration Organise animals, micro-organisms and plants into groups when it is slowed down. websites, children circuit) explaining how the and sub-groups and explain why they are organised in this Explore how white light is research the effects components work and way. split into different colours evaluate the effectiveness of Create a feature-lead sweet classification system. and how rainbows are of drugs on the body the circuit Design and test out a classification key for birds, bees and created. and create a drugs Create a sway to present butterflies. advert to electrical knowledge. Explore learning in nature and use the environmental area Working Scientifically Set up experiment to to observe nature and leaves found in our local Give enquiry questions – look at how nutrients Enquiry environment – design and test a classification key. children to plan and carry and water are What is electricity? Research animals/plants with unusual characteristics from out investigations to transported through How can you describe its around the world, creating and delivering a group solve those questions. the body. movement in a circuit? presentation to the rest of the class. They need to identify Label the digestive What are the benefits of a Design, describe, name and sketch a new creature that sits variables to be controlled system and explain parallel rather than a series within one of the known classification groups. As a class, and how to achieve a fair how nutrients and circuit? sort these animals using animalia system. test and make water are What are the differences in comparisons. Record transported. Children symbol for a cell rather than Enquiry data and present findings make comparisons a battery? How are animals similar/different? through identifying between animals How do microorganisms help the environment? patterns and drawing and humans Working Scientifically How does bacteria spread? conclusions. Investigate a dimmer switch Can we have ‘good’ bacteria? Plan and carry out an Enquiry identifying materials and investigation into the How does blood tools for their design, leading Working Scientifically reflectiveness of given travel through your to the creation of a dimmer Investigate variation across specific plant and animal materials. Record results body? switch. groups – looking at adaptations and the advantages and in a graphic form and What would the body Plan different types of disadvantages of certain characteristics. identify patterns – look like without any scientific enquiries to explore Investigate features that support surviving in a certain evaluate and suggest water? the effects of voltage on environment and make comparisons. further investigations What do you think electrical circuit components Research into the work of Darwin, Wallace and Anning – from their findings – would happen if you - record and present results share and present as a Sway (focus on evidence to back create a periscope. didn’t have a heart? graphically. Evaluate the theories on evolution and present logical finding) Carry out an investigation Is blood blue? fairness of the test. Explain scientifically how a given creature has evolved in into shadow size and the terms of a specific characteristic. position of a light source Working Scientifically – draw a line graph and Plan different types identify patterns in of scientific enquiries results. to answer questions, Plan and carry out a light including recognising colour mixing and controlling investigation and present variables where findings in a chart. necessary Research the work of Record data and Isaac Newton’s theory of results of increased light and make complexity. comparisons with Discuss the Christiann Huygen’s requirements of a

fair test to establish theory that light was accurate and made of waves. meaningful results. Investigate the impact exercise has on our heart rate, record results using a table and line graph – make comparisons across the class. Research into the work of William Harvey and present to peers an accurate description of the unified system of circulation

World War 2 Ancient Greece

Previous Learning Previous Learning Pupils have used a variety of Pupils will be able to give reasons for some important historical sources to explain and compare events and compare sources of information available for the study different times in the past. of different times in the past. What we will learn What we will learn Research and explore the Pupils will produce a timeline of key dates and events four main time periods of leading up to the war and add to this, as key dates are the Greek Empire and looked throughout the topic. present findings, giving a Identify the countries involved in the war and determine choice of how to do this. whether they are allies or axis. Pupils will compare A local history study: a trip to the Stibbington centre similarities and involves pupils ‘becoming’ an evacuee for the day and differences between learning about real people that lived locally who were myths, including the evacuated during the war. trojan war. Pupils will History Consider thoughts and feelings of an evacuee and write a record a myth busters letter in role. radio show. Pupils will gain an understanding of what rationing is and Research the historical how it affected daily life. Make comparisons with recipes background of Esop’s and use WW2 recipes to bake. fables and create their Gain an insight into propaganda through discussions about own fable to read to a why propaganda was used, making comparisons between younger audience. posters and identifying the most effective uses of it. Pupils will gain an insight Identify the role of women within the war and how the role into the lifestyle and has changed from pre-war 2 to now. clothing of the Ancient Pupils will gain an understanding of what the holocaust is Greeks and design their and the impact it had, through a Skype link with a National own eco-friendly, Ancient World War 2 Museum in New Orleans. Greek fashion brand. Research how the war ended and take part in VE day Pupils will gain an insight celebrations. into what it was like to go to school in Ancient Greece and make comparisons between then and now.

Investigate Greek Olympics and do a direct comparison between the first Olympics and the London, 2012 competition. Pupils will go on to consider what the Olympics will look like in 2084. Explore the democracy of Ancient Greece, making links to the current day, British values. Immersive Ancient Greek day and a trip to a Greek restaurant (Salamis).

World War 2 Trade and Economy Plot the location of allied forces of Britain during WW2 using Explore the trade routes, produce, currency and exchange of time-appropriate maps Ancient Greece comparing it with the modern day Compare the similarities and differences between city and country living during WW2 Previous Learning Previous Learning Pupils will have previously learned about the key weather patterns Previously, pupils will have learnt about the significance of the around the world and the various climatic zones across the Prime Meridien and Greenwich Mean Time, gaining an continents. Pupils will have studied different methods of erosion by understanding of the different time zones around the world. They sea and river. Pupils will also have gained insight into the effect of will also have learnt about the key features of maps, using keys to humans on the environment over time and why we seek to manage help them locate human and physical points of interest. This term, and sustain it. This term, pupils will develop an in depth the pupils will continue to use maps to help them understand the understanding of the trade routes, economy and the natural strategy involved in WW2. resources of the UK in comparison with Greece.

What we will learn What we will learn Geography Using a time-appropriate map of Europe, pupils will plot the Pupils will focus on human geography (trade routes and location of the allied forces of Britain during WW2. Pupils produce, currency and exchange) in Ancient Greece, will compare locations of the axis forces of Britain. drawing comparisons between modern day Greece and the Following research and a school trip to Stibbington, the UK. In order to contextualise this, pupils will study the pupils will make comparisons between countryside and city shipwreck at Navagio Beach, Zakynthos. life from the evacuee’s point of view. Using ICT, Pupils will research the trade between cities in Using primary and secondary sources, the pupils will both the Archaic and the classical periods, creating a Sway analyse the targets for The Blitz. The pupils will gain insight to present their findings. into why certain cities were targeted and where else was hit Using a range of sources, pupils will gain insight into e.g. Hull and Coventry. the economic system of exchange in Ancient Greece The pupils will study the journey of a Jewish evacuee from and will then debate in groups the advantages and Germany through Holland, Italy and France to England. disadvantages of bartering.

Painting and Drawing Painting and Drawing Sculpting Collage Textiles and Printing (Technology) (Technology) (Technology) (Technology) (Technology) Drawing Painting Previous Learning Art Previous Learning Previous Learning Previous Learning Previous Learning Pupils will have created Experience of combining pinch, slabbing and coiling. Pupils used media to Pupils experienced of 3D Pupils can confidently detailed drawings including Pupils now have an understanding of different ways to create collages. weaving. control the types of hatching and shading. finish clay work such as glazing, painting and polishing. Pupils produced a two- marks made and colour tie die on fabric.

experiment with the They will have developed Pupils used recycled, natural and manmade materials to They added collage to a They used a variety of different effects and their skill in sketching create sculptures. painted, printed or drawn techniques to create textures. using simple perspective; background. different textural effects. Pupils mixed and using a focal point and What we will learn Pupils used different matched colours to horizon – having an Pupils will learn about how Parthenon marbles were made techniques, colours and What we will learn create atmosphere awareness of composition, and will design their own Parthenon marble that they will textures to design and The pupils will explore and light effects. scale and proportion. later create using newspaper, mod roc and clay to sculpt a make a piece of work. different stitch types e.g. Pupils will have developed 3D story scene/tapestry whilst focussing on pinching, cross-stitch and will What we will learn drawing techniques to slabbing and coiling. What we will learn practise the application of Pupils will begin this work from a variety of Pupils will create a collage these stitches. topic by recapping and sources including Pupils will continue in the design process by carving that represents their reconsolidating their observations, photographs mythical creatures out of clay which they will incorporate business idea. Using a Venn diagram, painting skills. They and digital images. into their design. To add depth to their work, the pupils will explore the should have the skill pupils will add their collage differences between now to control paint to What we will learn Pupils will then create and make their more complex 3D to a painted backdrop that positive and negative shapes and will sketch work in different ways; Pupils will begin this topic Parthenon Marble design in 3 dimensions, using card, wire, is in keeping with their by exploring the work of business plan. This is an examples of each. They precise and accurate paper, found objects, clay or modelling materials, Henry Moore: displaying opportunity to revisit the will plan how to when needed yet understanding how to finish and present their work to a an understanding of how good standard. painting skills learnt and incorporate these into loose and instinctive and when to sketch, and taught in Autumn 1. their final pieces. when required. They We will develop our technological skills, using complex when to render a more digital art on computers: drawing & painting programmes, Pupils will use a variety of will practise this skill confident line, using a materials to represent their The pupils will then vector drawing & photo manipulation for example. We will by, painting from developing ability to work. explore a variety of incorporate experimentation with design observation, an skilfully control the Pupils will research the different materials they enlarged section of outcomes. Pupils will use craftswoman Karla can use in weaving in Mary Bassett painting small picture frames to Final piece: Schuster for inspiration order to eventually create based on The Blitz: “zoom in” on a segment of Parthenon Marble and skill observations. a part of a costume for focusing on the one of Henry Moore’s They will then adapt her the Year 6 Production. contrast between fine WW2 pieces to practise use of materials to develop line, precise painting consolidate this skill. their own skills when Using technology to aid planning and designing, and instinctive, loose Resulting in a small planning and section of his work being experimenting for their final the pupils will create a painting. replicated using one-point collage. blueprint for a final piece To develop those kills perspective. on Paint 3D with labels further, pupils will Pupils will again use a Final piece: and explanations. again focus on their frame to zoom in on a A backed collage that represents enlarged section of certain area of one of their business venture. Final Piece Mary Bassett’s Moore’s WW2 sketches Design and create a piece of painting to practise and will sketch multiple costume/prop for our show using embedding their versions of the same weaving, printing and stitching. confident ability to frame with the light source create 3D form, depth in various locations. The and distance using pupils will adapt and colour and tone. change their shading and The pupils will sketching to depict the continue to paint from location of the light source observation, whilst reflecting on their describing different work. surfaces and textures Pupils continue to forms using tone, line, consolidate their sketching texture and colour to skills in their sketchbooks express mood and and begin to draw with feeling, based on Mary increasing confidence in Bassett’s Blitz their own personal style, paintings. inspired by the work of Pupils will be then be Moore’s WW2 artwork. tasked with creating The learning will progress to enable the pupils to

their own interpretation begin the creation of a full- of Mary Bassett’s size replica of a piece of piece and will mix Henry Moore’s WW2 secondary and tertiary sketches. colours with control, Pupils continue to create care and sensitivity to their Henry Moore replica show feeling and and consolidate their ideas. sketching work whilst The pupils will then incorporating a range of add detail to their media with increasing painting, confidence (pencils hard demonstrating control and soft, crayons, felt-tips, and manipulation of charcoal and chalk, digital paint to make things means, inks and other appear light and dark, materials such as wire, near or far. Using wool, straws, cotton buds, techniques, colours, feathers, sticky tape for tones and effects in an example) to enhance their appropriate way to sketch represent things Pupils are then given the observed in the opportunity to express painting e.g. their art using technology brushstrokes following e.g. Paint3D, Minecraft the direction of the Education. grass, stippling to paint sand, Final piece: watercolour bleeds to An interpretation of Henry Moore’s show clouds. war time sketches.

Final piece: An interpretation of Mary Bassett’s Blitz paintings.

Design, Make, Evaluate Cooking and Nutrition Design, Make, Evaluate and Design, Make, Evaluate and Technical Knowledge Technical Knowledge Previous Learning Previous learning Pupils have made shields and used recycled materials to make Pupils will know where food comes from and the principles of healthy Previous Learning What we will learn rockets. They have used skills including researching and eating. Pupils have used a range of tools In the school’s annual Design developing design criteria to inform designs of products that are They will already understand seasonality and where foods are and equipment to make Anderson Technology competition, pupils innovative, functional, appealing products that are fit for purpose. grown, reared, caught and processed. shelters. will be challenged to design and What we will learn Pupils have evaluated against their make a complex structure that What we will learn: own design criteria and considered can hold a given weight, using Pupils will discuss what makes a healthy meal and the the views of others. only the materials provided Pupils will explore different designs of shelters and make nutrition value of different food groups. comparisons between them – narrowing this down to Pupils will search recipe books for meal ideas that fit the What we will learn As a class the pupils will DT different types of Anderson shelters. criteria of the group and agree a meal. Pupils will research key research and evaluate Pupils will have discussions around possible materials and Pupils will adapt meals to make more nutritious with healthy designers who have different structure types equipment for the Anderson shelter. Pupils will discuss the swaps and healthier cooking methods. successfully manufactured that hold weight term scale and create a design for their Anderson shelter, Through research, pupils will identify how the foods they plan games. Pupils will design a more focussing on the materials they will need. Pupils will explore to use are grown, caught or reared. Pupils will also consider Pupils will investigate and complex structure, the functional qualities of the materials used. the seasonality of different fruits and vegetables and how this compare designs of games focusing on useful Pupils will gather resources (materials and tools) to create impact on the ingredients available to them. already on the market, characteristics, based on and test the structures planned for the shelter, evaluating Pupils will work as a team to prepare an ingredients list and considering the types of a design criteria and and amending throughout the project. cost out on online shop. games which would be show their design Using a revised plan, pupils will select tools, materials and Pupils will use the menu to create invitations possible for them to create. through drawings and equipment to build their model shelter as per their design. Through discussions, pupils will be made aware of food and Use research to develop a presenting these on hygiene procedures. design criterion for their Flipgrid.

Pupils will consider the effectiveness of the design through To Prepare food for cooking- measure ingredients; wash, game, thinking carefully Pupils will choose from a a final evaluation, considering sturdiness and how peel and slice vegetables; prepare for oven. about their target market, range of equipment, the successfully they have met the criteria. Pupils will make To cook using a variety of methods including boiling and and create a design for most appropriate tools suggestions of how they could improve their design in the baking their product. needed to build their future. Pupils will ask for feedback on their meal and then evaluate Pupils will select from and design the cooking process and the meal – focussing on any use a wider range of tools Pupils will choose Final Piece improvements for next time. and materials to create a materials that will meet prototype of their game. the criteria and be the To create a scaled model of an Anderson shelter from wood and Final Piece Pupils will evaluate this most suitable to create a corrugated cardboard. To make a nutritious two course meal to serve to others, using against the design criteria. study and strong locally sourced ingredients. Pupils will understand and structure, understanding use circuits in their games the importance of a To make any adjustment material's functional necessary and using the design brief, pupils will properties. create their game. Pupils will test their Pupils will evaluate their products before the ideas and products against competition and evaluate their own design criteria their design, making and consider the views of amendments exploring others to improve their how to make it stronger work. and more stable.

Final Piece Final piece To make games that include an A structure that supports a given electrical circuit, for a games fair. weight

PGL – 3 days at Stibbington WW2 day – Salamis- Greek Banquet Science Graduation Visits from Peterborough Theatre visit and perform Residential/ Caythorpe Court, travel Nene Valley Railway Investigation week United owner and show. Trips Grantham like evacuees if possible. Apprentice winner.

Dance Outdoor and Adventurous Invasion Games- Tag Rugby Gymnastics Striking and Fielding Games- Athletics Cricket Previous learning: Previous learning: Previous learning: Previous learning: Previous learning: The pupils have had the Pupils have developed map and They used fundamentals of Pupil use and develop Previous learning: The pupils have developed opportunity to compose compass skills (including using a movement to achieve success in knowledge of the body and Pupils can catch and throw to a knowledge of how they can use creative and imaginative key and identifying current competitive environment, exercise to improve various target consistently in isolation. their body to maximise dance sequences with clear locations) to direct and move others. individually and as a team. Pupils fitness components. They can They have learnt and developed performance. They can utilise stimuli. They can respond in They can repeat sequences of have learnt how to field, defend copy, explore and create their skills on how to catch and new skills in competitive the correct manner to a movements in a group and display and attack tactically by movements with control and throw consistently in a conditioned situations, as an individual or string of commands and an understanding of fair play, anticipating the direction of play. coordination and able to hold a game scenario. They have part of a team. Using their perform expressively and working well with others and leading They can utilise new skills in balance showing balance and developed agility, their co- knowledge of technique, they precisely. a small sized group competitive situations, as an extension. Pupils can create ordination & ability to field & strike can perform at an optimum level PE individual or part of a team. well executed sequences effectively in competitive in different types of throw, jump What we will learn: What we will learn: Pupils can pass and strike containing a variety of situations. and run. Pupils will focus on working accurately and change direction gymnastic components and Pupils will gain an well with others through What we will learn: What we will learn: insight in to the playing blind folded games at speed, pupils are able to pass can compose creative and steps involved in the and mini team games effectively in varied imaginative sequences with Pupils will focus on Pupils will gain an waltz and the jive. Pupils will be given environments. clear stimuli, performing catching skills by receiving understanding of how equipment, a start and finish precisely. balls from different heights they can use their body Pupils will learn the What we will learn: line and a time limit to get and angles. Pupils focus to maximise performance steps to the jive and Pupils will understand themselves and equipment What we will learn: on how to effectively catch Pupils will understand the waltz. how to evade and tag from one side to the other, the ball how to run competitively Pupils will focus on opponents successfully using all constraints given Gain an understanding Pupils will learn about what over different distances. being precise with by focussing on running Pupils will use maps and of how to set up and makes a successful fielder Pupils will compare skills the steps and at speed and changing compasses to navigate and play small games to direction.

following the steps around areas of the school, Pupils will understand use the equipment practise throwing over long needed for short and long precisely. focussing on using a key how to pass and receive a safely distances. distances. Pupils will evaluate and identifying current ball at speed and apply to Explore how to do a Pupils will gain an Pupils will refine their in groups and look at locations. a game situation pencil jump, cartwheels understanding of how to throwing technique with how to improve the Pupils will set up an obstacle Pupils will refine and and handstands with hold different bats shot put and javelin, dance. course and use a map to attacking and defending control and precision accurately, then focussing continuously evaluating navigate other blindfolded skills, focusing on Pupils will practise on a cricket bat. Pupils will and improving their Pupils will perform pupils/groups around it. decision making and balances and holding practise the hold and technique. the dances to tactical awareness them for a given striking the ball; applying Pupils will refine their parents at The Pupils will work as a team amount of time, this to small games jumping technique with Celebration of to consider fair play in focusing on balance Pupils will apply the skills triple jump, continuously Learning order to develop tactics, and extension learned to play a game of evaluating and improving and apply this to a team Create routines using cricket their technique.

game of tag rugby the gymnastic Pupils will use their components already understanding of practised effectively jumping and In groups, evaluate apply this to hurdles. how well executed the Pupils will use sills routines are. acquired to compete competitively in events in a circuit system.

Swimming For pupils who need support with their swimming skills to be able to reach their end of KS2 expectations.

Previous Learning:

Pupils have attended swimming lessons in Years 3, 4 and 5.

What we will learn:

Swim competently, confidently and proficiently over a distance of at least 25 metres. Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] Perform safe self-rescue in different water-based situations

Charanga: Happy Charanga: Classroom Jazz 2 Charanga: A New Year Carol Charanga: Women in music Charanga: You’ve Got A Friend Charanga: Reflect, Rewind and Replay Previous learning Previous learning Previous learning Previous learning Previous learning Pupils have listened Pupils will have begun to develop Pupils will have developed an Pupils have not covered a unit Pupils will have developed skills to Previous learning to similar songs and understanding of pulse, rhythm like this previously. enable them to perform a piece of Pupils have learnt a variety of Music key skills to follow a tune when appraised them. playing an instrument. and pitch in previous units. music either as a song or with an songs, genres, techniques and Pupils will also have Charanga: Women in music instrument. performance skills throughout had opportunities to Listen and Appraise: Listen and Appraise: (New Unit) the year; this unit will consolidate play instruments. Bacharach Anorak A New Year Carol by Listen and Appraise: that learning. Speaking My Peace Benjamin Britten Listen and Appraise:

Listen and Appraise: Take The A train A New Year Carol - Urban contextual listening of You’ve Got A Friend by Listen and Appraise: Happy by Pharrell Meet the Blues Gospel version the artists' work, video Carole King Reflect - L’Autrier Williams Back O’ Town Blues I Mun be Married on interviews and an The Loco-Motion sung by Pastoure Seoit (The Top Of The World One O’ Clock Jump Sunday by Benjamin option for pupils to LIttle Eva Other Day A sung by The Britten create their own music One Fine Day sung by The Shepherdess Was Carpenters Build on knowledge and Fishing Song by Benjamin based on their learning Chiffons Sitting) - Traditional - Don’t Worry Be understanding about the Britten features empowering One Fine Day sung by The Early Music Rewind and Happy sung by interrelated dimensions of music Fishing Song Britten and inspirational female Chiffons Listen Out! I Want You Bobby McFerrin through: version and South African role models such as Will You Still Love Me Back by The Jackson 5 Walking On Learn to play the tune/head version Anna Meredith, ESKA, Tomorrow by Carole King Reflect - Composers and Sunshine sung by Learn to play the middle 8 Shiva Feshareki and (You Make Me Feel Like) A Composition (Jon Boden) Katrina And The Improvise using instruments Build on knowledge and YolanDa Brown Natural Woman by Carole Reflect - Armide Overture Waves Compose your own understanding about the King by Jean-Baptiste Lully - When You’re Smiling tune/head interrelated dimensions of Build on knowledge and Baroque Rewind and sung by Frank Improvise using the notes of music through: understanding about the Build on knowledge and Listen Out! Take The ‘A’ Sinatra the tune/head Pulse interrelated dimensions of understanding about the Train by Duke Ellington Love Will Save The Rhythm games music through: interrelated dimensions of and Billy Strayhorn Day sung by Perform and share Pitch games Warm Up Games music through: Reflect - Composers and Brendan Reilly Play the tune/head and Vocal warm-ups and sing (including vocal Warm-up Games Composition (Jon Boden) middle 8 A New Year Carol warmups) Option: Flexible Games Reflect - The Marriage Of Build on knowledge and Play the composed (Britten) and/or sing A Flexible Games Vocal warm ups. Sing the Figaro: Overture by understanding about the tune/head, improvise then New Year Carol - Urban (optional extension song You’ve Got A Friend Mozart - Classical interrelated dimensions of tune/head to finish Gospel version work) Options: Include some Rewind and Listen Out! music through: Learn to Sing the Song instrumental and/or Vocal Walking On Sunshine by Warm-up Games Perform the song Play Instruments with improvisation within the Katrina And The Waves Flexible Games Sing both or one version the Song song Reflect - Composers and (optional) of A New Year Carol Improvise with the Play your composition(s) Composition (Jon Boden) Vocal warm ups. Song within the song Reflect - Erlkönig (D 382 Sing the song Happy Compose with the Opus 1 Wer Reitet So Options: Include Song Perform the song Spät) by Schubert - some instrumental end-of-unit performance Romantic Rewind and and/or Vocal Perform the song Listen Out! Don’t Worry, improvisation within Be Happy by Bobby the song McFerrin Reflect - Play your Composers and composition(s) within Reflect - Sonata For Horn the song In F by Hindemith - 20th Century Rewind and Perform the song Listen Out! The Loco- end-of-unit performance Motion sung by Little Eva Reflect - Composers and Composition (Jon Boden) Reflect - Homelands by Nitin Sawhney - Contemporary Rewind and Listen Out! Man In The Mirror by Michael Jackson Reflect - Composers and Composition (Jon Boden)

Build on knowledge and understanding about the interrelated dimensions of music through:

A composition activity using the Music Explorer resource Rhythm Grid work The Language of Music Rewind and Replay (Revision) - revisit songs from the year

Perform the song Prepare for a performance of songs and activities from the year.

Using technology and the Using technology and the Online safety: Gaming Using technology Minecraft: Variables (Python) Minecraft: Variables (Python) internet safely internet safely purposefully Previous learning Previous learning Previous learning Previous learning Previous learning Previous learning Pupils will have learnt about age Pupils will have developed their Pupils will have experience the Pupils will have learnt what is Pupils will have developed using restrictions and the importance Pupils will have developed block coding and computational available code in Minecraft and appropriate and inappropriate filters to help identify ‘fake news’ reporting inappropriate content their knowledge of a wide thinking. They will also have been how to use them their knowledge behaviour online. They will and considering to legitimacy of and behaviour online. range of software to begin exposed to python. of a wide range of software to have developed strategies for information online. independently selecting begin independently selecting reporting concerns. What we will learn: software to achieve a given What we will learn: software to achieve a given goal. What we will learn: goal. What we will learn: Gaining trust Pupils will be taught to recognise Think Before You Share What we will learn: Intro to Python What we will learn: Respect Each Other Pupils will learn what it means to identifying markers that may Children will have opportunity to suggest someone may be lying Demonstrate ways to build have a positive digital footprint. Data collection explore python in more depth and Independent Coding Using programs such as OneNote online and that not everyone is positive and healthy online Pupils will select and combine how it differs from bock coding. project relationships and friendships. and Teams, pupils will learn how who they say they are. They will appropriate software to collect be taught to recognise the Pupils will explore the purpose of Pupils will design an Describe strategies that can to communicate and collaborate scientific data. dangers of private chat and the script language for coding over independent coding project and be used to respond to hurtful respectfully. Considering what solve problems by decomposing benefits of public chat. Pupils will block coding. online behaviour, in ways that information is appropriate to share Format data using them into smaller parts. They will and how comments can affect learn how to use block and report Computing keep them safe and healthy. Excel create programs which use Identify sources of support others. within online programs to keep Pupils will learn to format Loops and repetition themselves safe. variables. The project will use that can help friends and scientific data using Pupils will create code using loops their coding skills to mimic a The Internet peers if they are experiencing conditional formatting and and repetitions. Applying wind farm, exploring renewable Pupils will understand how hurtful behaviour online. creating rules. Pupils will also computational thinking and energy and importance of computer networks enable learn how to format numbers Identifying inappropriate developing more complex computer coding in the real computers to communicate and and dates, to better aid world. They will begin by collaborate. Pupils will also learn requests algorithms. Check it’s for real analysis. designing the physical attributes Pupils will learn ways to how to transfer data and Pupils will identify inappropriate requests that may make them and the code they will use. Then critically evaluate what they information safely and responsibly Analyse data using Positions feel uncomfortable and know how using the previous knowledge of see on social media and to a third party via Teams. Excel Pupils will develop their code to to respond to keep themselves the program and coding the when researching. They will Using advanced filters on use Coordinates and fill options. pupils will code to build their recognise that social media OneNote – Hyperlinks safe. Pupils will be taught about Excel, pupils will sort and Exploring a range of variable to self-respect and understand to design. can mislead or misrepresent Pupils will learn how to insert work analyse a range of data. Use develop more complex algorithms. reality and identify different into their OneNote by using ask for help when they need to. advance formulae across Animate the wind farm types of online scams people hyperlinks. These hyperlinks will sheets to inform scatter- Efficient Builder Pupils will bring their design to their age may experience, be to various other documents as Bribery graphs and the advanced Pupils will consider the range of Pupils will learn to recognising life, by creating a code using including ‘phishing’. Pupils well as web pages. Pupils will sorting of columns. available code to develop efficient when someone is pressuring sequences, selection and will identify sources of support demonstrate this knowledge them to do something, they don’t algorithms. They will use a wide repetition to mimic wind outside of the academy for during the creation of their WW2 Evaluate and present variation. They will use variables when they are worried about fact file. feel comfortable doing. They will data range of variables and regularly know that this behaviour is to indicate wind and generate anything online. test and debug their programs. power. Pupils will then test the

Collect, Analyse, unacceptable and how to report Pupils will evaluate their data code and use logical reasoning Protect Your Stuff! Evaluate and Present unwanted behaviour. and present by independently to debug and evaluate. Pupils will learn why it is Pupils will use a variety of selecting and combining a important to keep personal computer software and programs range of software. Pupils will Code an output information private online. to design and create a range of consider their audience when Pupils will develop their previous They will learn ways to keep making their choices about coding to create an output of the programs, systems and content for personal information private software and tools. power generated. Pupils will online by using safety tools a specified audience. The pupils choose a purpose for the energy and privacy settings. Pupils will then analyse their chosen created by the windfarm then will know how to find and ask medium for efficiency. design and code this using a for help if someone feels range of variables. Pupils will unsafe online. Filtering digital content test their program and debug The pupils will use filters in search using logical reasoning. Trusted Adult technologies effectively. They will also be taught to be discerning Present Project Pupils to identify their trusted adult in school to report to if when evaluating the legitimacy of Pupils will present their project, they are concerned or worried digital content and information. explain their computational about anything. Pupils to be thinking and evaluate their made aware of OSC and project. Online Safety Coordinator.

Salut- School Trip Salut!- Seasons Salut!- Environment Salut!- Jobs Salut!- Visiting France

What we will learn: What we will learn: What we will learn: What we will learn: What we will learn: During PSHE and RE lessons pupils will recognise the Understand the meaning Understand and use Recall, say and write job Build sentences in the cultural diversity of pupils and how to show respect for of the pronoun “on” in articles, selecting them titles with their correct perfect past tense about these diversities. sentences relating to the according to the gender articles. what they have eaten Identify the difference between “mon”, “ma” and “mes” in date and number of the Identify the future tense in using a model to help. the French text Respond to questions noun, with some information about jobs. Follow and understand Form sentences about their favourite school trip, involving requiring a more complex accuracy Change regular singular the main points and some the positive or negative opinion, using sentence Use the third person nouns into their plural of the detail from the Say and write about what pupils do and don’t like to do on models singular form of the forms when writing a job recipe. school trips Use a set of French present tense to description Pupils will prepare and Learn and join in with familiar French songs instructions to make a describe what an Write a short, descriptive present a short Chinese lantern animal eats passage about their dream presentation about why French Recognise and use Prepare and present a job, using some irregular you should visit France. adjectives, understanding short weather report, verbs in the third person, Ask questions about that they need to change using sentence with little help places to visit in France according to a noun’s structures that differ Recognise and in the second person gender and number from English structures, understand that “on” has singular using the correct Gain an insight into with little help several meanings in intonation. French sentence structure Write some regular French and understand how it plurals when provided differs from English with the singular noun, Use adjectives (to and recognise some describe the seasons) irregular plural nouns that go after the noun in French appropriately

Buddhism- What does it Equality- How could we make our Christianity and Judaism- Is Importance of Good- Why is Christians around the World- The Bahá’í Faith mean to be a Buddhist? society equal? religion what you say or what it important to be good? What is it like to be a Christian AT1- What is the Bahai Faith? Can we all be AT1-Is the world fair? you do? AT1- Is it important to be in Vellore? AT2- Why are Churches so enlightened? AT2- Can we change fairness in AT1- How are Christianity and good? AT1- Where do Christians come important? RE AT1- What does it mean to the world? Judaism different? AT2- Are only religious from? be a Buddhist? AT2- Is religion what you say people good? AT2- What is it like to a Previous Learning AT2- Can we all be Previous Learning or what you do? Christain in Vellore? No prior learning enlightened? Previous Learning

Understand how fairness is Previous Learning Understanding of how and why Previous Learning What we will learn: Previous Learning promoted in different religions. 10 commandments religions help the poor Beliefs and actions that Pupils will understand No prior learning Understand what it means to be influence people’s faith that the Bahá’í is one What we will learn: a Christian in Britain today. What we will learn: around the world of the youngest world What we will learn: Pupils will refine the term Pupils will explore the How religion has religions Pupils will visit the equality What we will learn: meaning of good and influenced St. Ives Explore how the Drolam Centre and Gain an understanding of Pupils will investigate discuss whether it Bahá’í faith started understand the key the difference between being what the term religion means the same to What we will learn: Research the key values of a Buddhist. treated equally and fairly means and present every pupil. Pupils will research and symbols in the Bahá’í Explain the Debate whether pupils thoughts Reflect on what makes explore where Christians faith importance of the believe the world is fair and Discussions around a good person come from Explain the places of Sights of Siddhartha whether this can change. whether religion is what Consider whether only Consider why places are worship and the Gautama Explore the meaning of you say or what you do. religious people can be special to them and how significance of the Understand how equality within the Christian Explore the main good, these places make pupils designs Buddha reached and Islamic faith. Identify teachings of Judaism and Gain an insight into feel Research and enlightenment and similarities and differences Christianity how good impacts Explore when and why present information what it means for and reasons for these Compare and contrast the communities locally people make journeys to about special days Buddhists today Compare and contrast views creation stories of and nationally special places and events in the Consider the impact on the roles of women and Judaism and Christianity Explain the mean of pilgrim Bahá’í faith of the Four noble men across different Research the rituals of and pilgrimage Truths on Buddhists religions both Judaism and Examine and explore the Design and give Considering the religious Christianity and record meaning in a painting of explanations for a views, pupils will present a similarities and the journey of Magi sacred place linked sway or PowerPoint about differences Research places of to a Buddhist shrine equality across religions Christian pilgrimage and Compare the lives of present information using a Buddhist monks, media of pupil’s choice other Buddhists and Write a letter from a myself. Christian to a friend from a Compare Buddhist place of pilgrimage values to those of pupil’s own views

Citizenship Myself and My Relationships Healthy and Safer Lifestyles Citizenship Healthy and Safer Lifestyles Rights, Rules and Family and Friends (GOFO) Drug Education Diversity and Communities Sex and Relationships Responsibilities How to keep safe Education What pupils will learn: What pupils will learn: What we will learn: What pupils will learn: What pupils will learn: Explore what network of Explore what makes up Pupils will have an relationships are and how Drugs their ‘identity’ and that of What the male and understanding of the they change. Discussion about medicines, alcohol, nicotine, solvents and other people and make female sexual parts school rules and •The need for friendships illegal drugs and how they affect people who use them and comparisons between called and what they do how they can and how to maintain them others. those locally and in the UK. Gain an insight into what PSHCE contribute to making and develop new Explore how drug use affects the way a body or brain works Show an understanding of happens to the bodies of and changing rules friendships. How medicines help people with a range of illnesses how to respect different boys and girls when they in school. Explore the ways people are What misusing a drug means and the impacts it has. views, lifestyles and beliefs reach puberty Pupils will gain an different and discuss why Research some of the laws about drugs and why Explore what stereotypes Explore what influences insight into how they this is positive. companies advertise drugs. are and the negative personal views of bodies can make a Compare similarities and Understand the risks of substances effects of stereotyping How to keep the growing difference in school. differences between different Pupils will investigate how friends influence behaviour and Understand what groups and changing body clean Pupils will compare kinds of families decision making. and communities they are Research how the spread places and the How to manage some of the a part of of viruses and bacteria expected behaviours pressures on relationships Personal Safety be stopped and discuss Gain an understanding of personal safety

similarities and • Analyse different support Explore how to help keep themselves safer but also how to Who works for the good of Gain an insight into what differences. networks and know who to be assertive the community and how HIV is Pupils will seek help from and how to Discussions around when it is appropriate to keep a secret pupils can help understand the basic support others and when it isn’t Voluntary organisations rights of children and and how they make a adults difference Research the laws in Research the role of the our country media and how it Gain and insight into influences pupils and their how democracy community works in our country Gain an insight into who and community. cares for the environment Research the roles and what their contribution of councils, is councillors, parliament and MPs. Present findings to class Can I take part in a debate and listen to other people’s views?

Previous Learning Previous Learning Previous Learning Pupils will have previously learned about the key weather patterns Pupils will have previously learned Pupils will have previously Previous Learning around the world and the various climatic zones across the the natural resources found on the learned about reducing the Pupils will have previously learned about farming methods in continents. Pupils will have studied different methods of erosion by planet, which resources are finite consumption of finite natural ancient civilisations and how that compares with modern methods sea and river. Pupils will also have gained insight into the effect of and non-finite and ways to reduce resources and ways that we can of food production and explored how industrial revolutions have humans on the environment over time and why we seek to manage our consumption of these care for the environment. impacted on sustainable technology. and sustain it. This term, pupils will develop an in depth resources through reusing and understanding of the trade routes, economy and the natural recycling them. What we will learn What we will learn resources of the UK in comparison with Greece. Through researching Through exploring the events that took place in WW2, What we will learn renewable energy, pupils pupils will look at the sustainability of food during the What we will learn Through discussions in will design an rationing period and how families needed to use food more Through studying the ancient Greeks will explore the PSHCE pupils will gain an independent coding economically. Greeks’ connection to land and natural resources, insight into who cares for project to mimic a wind Pupils will discuss the importation of food and whether this the environment and what farm, exploring was possible during this time. from ancient irrigation methods to modern permaculture and bio-energy development. Pupils will their contribution can be. renewable energy and Pupils will investigate the type of food grown within the UK importance of computer during this time and compare it to modern crop production. focus on human geography (trade routes and produce, coding in the real world. This will be linked to the changing roles of women such as currency and exchange) in Ancient Greece, drawing Pupils will bring their the land army, where women went to work on the land. comparisons between modern day Greece and the UK. In design to life, by creating Pupils will compare WW2 recipes with modern day recipes order to contextualise this, pupils will study the shipwreck at Navagio Beach, Zakynthos. a code using sequences, to evaluate how quantities of food have changed and how selection and repetition to Love Our we can use food more responsibly. Pupils will study the Greek island of Crete to learn mimic wind variation. about how the earliest civilizations made use of natural Planet - They will use variables to

Sustainability resources and consider current-day challenges indicate wind and

making farmers vulnerable. generate power. Pupils will also compare how the ancient Greeks used Pupils will develop their their land and explore how renewable energy previous coding to create technologies are now helping the island lower its an output of the power

carbon footprint. generated. Pupils will

choose a purpose for the

energy created by the

windfarm then design

and code this using a

range of variables.

Pupils will test their program and debug using

logical reasoning and will

present their project,

explain their

computational thinking and evaluate their

project.

Character Counts What’s My Line Assembly Human utopia Big Bang Event, National Careers Week Careers and Week Anti-Bullying Week Aspirations Afternoon Birmingham Inspiring Peterborough Week Children in Need STEM SCEINCE Young Enterprise Project (Our Business) Employability WEEK Academy Trade Fair