| Autumn | Spring | Summer |
English | Narrative
Write stories set in places pupils have been.
Write stories that use the language of traditional tales. ( The Little Red Hen)
Write stories that mimic significant authors. (Michael Rosen)
Non-fiction
Write lists. (within instructions writing)
Write captions. (?)
Write instructions. (D.T. Bread)
Write recounts. (Florence)
Present information. Knowledge organisers coming soon! | Narrative
Write stories set in places pupils have been. (stories set in Windsor Castle)
Write narrative diaries. (Coronation) Write stories that mimic significant authors. (Julia Donaldson)
Non-fiction
Write labels. (Castle)
Write glossaries. (within non-chronological reports)
Present information.
Write non-chronological reports. (Windsor Castle) Knowledge organisers coming soon! | Narrative
Write stories with imaginary settings.
Write plays that use the language of traditional tales. (Chicken Licken)
Non-fiction
Write glossaries. (within non-chronological reports)
Present information. (Perform plays)
Write non-chronological reports. (animals of Madagascar)
Poetry
Write nonsense and humorous poems and limericks. Knowledge organisers coming soon! |
Maths | Place Value Please click here for Knowledge Organiser
Addition and Subtraction Please click here for Knowledge Organiser
Shape Please click here for Knowledge Organiser
Algebra (Covered as part of the add and subtract threshold concept in the form of missing number problems) | Money Please click here for Knowledge Organiser Multiplication and Division Please click here for Knowledge Organiser
Length and Height Please click here for Knowledge Organiser Mass, capacity and temperature Please click here for Knowledge Organiser
Algebra (Covered as part of the “Multiply and divide” threshold concept in the form of missing number problems) | Fractions Please click here for Knowledge Organiser Time Please click here for Knowledge Organiser Statitistics Please click here for Knowledge Organiser Position and Direction Please click here for Knowledge Organiser
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Science | Mostly integrated through the theme of Florence Nightingale
Autumn 1:
Animals and humans - exercise and hygiene, germs in hospitals (now and then) and food (nutrition link to soldiers' poor nutrition)
Please click here for knowledge organiser
Taught discretely:
Autumn 2:
Materials -identification and properties
Please click here for knowledge organiser | Mostly integrated through the theme of The Coronation
Spring 1: Forces - describe basic movements (carriages) Please click here for knowledge organiser
Sound and hearing - sources of sounds.
Taught discretely:
Spring 2:
Plants – Observe how plants grow from bulbs and seeds, recognising what they need to grow Please click here for knowledge organiser
Taught discretely:
Electricity - common appliances and construct a simple circuit Please click here for knowledge organiser | Mostly integrated through the theme of Islands
Taught discretely:
Summer 1:
Evolution and inheritance - how humans resemble their parents. Please click here for knowledge organiser
Taught discretely:
Summer 2:
Living things and habitats
suitability of environment and food chains.
Please click here for knowledge organiser
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RE | Autumn 1:
Christianity
What did Jesus teach? - Is it possible to be kind to everyone all of the time? Good Samaritan Story, Love your Neighbour, Healing the Paraysed Man, Jesus' teachings, Saviour. Please click here for knowledge organiser
Autumn 2:
Christianity
The Christmas Story - Why does Christmas matter to Christians? (Digging Deeper) The Nativity Story, The Nativity story in church and at home, Responses to the Christmas Story, Lessons learned from the Christmas Story, Advent Please click here for knowledge organiser | Spring 1:
Judaism
Passover - How important it is for Jewish people to do what God asks them to do? Covenant, Abraham, Moses, Passover, The Exodus, Seder Meal, Symbolism Please click here for knowledge organiser
Spring 2:
Christianity
The Easter Story - Why does Easter matter to Christians? (Digging Deeper) Stories of Holy Week and Easter, Gospels, Jesus as saviour , Church worship, Different responses to the Easter Story, Forgiveness, Jesus as a bridge between God and humans, Resurrection/New Life Please click here for knowledge organiser | Summer 1:
Judaism
The Covenant - How special is the relationship Jews have with God? Abraham, Covenant, Birth of Isaac, Moses and the 10 Commandments, Mezuzah, Shema Please click here for knowledge organiser
Summer 2:
Judaism
Rites of Passage - What is the best way for a Jew to show their identity? Bar / Bat Mitzvah, Mitzvah Day, Tu B'Shevat Please click here for knowledge organiser |
History | Mostly integrated through the theme of Florence Nightingale and Mary Seacole
Autumn 1 & 2:
Lives of significant individuals.
Key events of the past (Crimean war - Victorian era)
Click here for Knowledge Organiser | Mostly integrated through the theme of The Coronation
Spring 1 & 2:
Key events in the past - The Queen's Coronation Click here for Knowledge Organiser
Significant historical events in locality - Windsor castle. (Coronation)
| Mostly integrated through the theme of Islands Knowledge organiser coming soon! |
Geography | Mostly integrated through the theme of Florence Nightingale and Mary Seacole
Autumn 1 & 2:
Use world maps, atlases and globes to identify the countries Florence Nightingale visited.
Use geographical language to describe what those countries would have been like. Please click here for Knowledge Organiser | Mostly integrated through the theme of The Coronation
Spring 1 & 2:
Look at a simple map to show the route of the Coronation. Identify characteristics and landmarks. Use simple grid references and compass points.
Name and locate countries and capital cities of the United Kingdom.
Use aerial images and plan perspectives to recognise landmarks and basic physical features of area on the Coronation route. Please click here for Knowledge Organiser | Mostly integrated through the theme of Islands
Summer 1 & 2:
Use world maps, atlases and globes to identify the countries and capitals
of the United Kingdom. Please click here for Knowledge Organiser
Compare and contrast a British Island with a Caribbean Island.
Use basic geographical vocabulary to refer to and describe key physical and human features of an island.
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PSHCE | Taught discretely using the Jigsaw scheme: Autumn 1:
Being me in my world
- Hopes and fears for the year
- Rights and responsibilities
- Rewards and consequences
- Safe and fair learning environment
- Valuing contributions
- Choices
- Recognising feelings
Please click here for knowledge organiser Please click here for Key Vocab
Taught discretely using the Jigsaw scheme:
Autumn 2:
Celebrating Differences
- Assumptions and stereotypes about gender
- Understanding bullying
- Standing up for myself and others
- Making new friends
- Gender diversity
- Celebrating difference and remaining friends Please click here for knowledge organiser | Taught discretely using the Jigsaw scheme: Spring 1:
Dreams and Goals
- Achieving realistic goals
- Perseverance
- Learning strengths
- Learning with others
- Group co-operation
- Contributing to and sharing success
Please click here for knowledge organiser Please click here for Key Vocab
Taught discretely using the Jigsaw scheme:
Spring 2:
Healthy Me
- Motivation
- Healthier choices
- Relaxation
- Healthy eating and nutrition
- Healthier snacks and sharing food Please click here for knowledge organiser | Taught discretely using the Jigsaw scheme: Summer 1:
Relationships
- Different types of family
- Physical contact boundaries
- Friendship and conflict
- Secrets
- Trust and appreciation
- Expressing appreciation for special relationships
Please click here for knowledge organiser Please click here for Key Vocab
Taught discretely using the Jigsaw scheme:
Summer 2:
Changing Me
- Life cycles in nature
- Growing from young to old
- Increasing independence
- Differences in female and male bodies (correct terminology)
- Assertiveness
- Preparing for transition to Year 3 Please click here for knowledge organiser |
PE | Taught discretely following the REAL PE scheme of work
Autumn 1 & 2:
REAL PE
Personal and social cogs
Participating in team games and developing simple tactics for attacking and defending.
Please click here for knowledge organiser
Games: tag rugby, netball, hockey. | Taught discretely following the REAL PE scheme of work
Spring 1 & 2:
REAL PE
Cognitive and creative cogs
Performing dance using simple movement patterns - 1950's dance
Please click here for knowledge organiser
Participating in team games and developing simple tactics for attacking and defending.
Please click here for knowledge organiser
Games: football, basketball | Taught discretely following the REAL PE scheme of work
Summer 1 & 2:
REAL PE
Applying physical skills and health and fitness cog.
Participating in team games and developing simple tactics for attacking and defending.
Please click here for knowledge organiser
Games: tennis, rounders, cricket. |
Computing | Mostly intregrated through the theme of Florence Nightingale
Autumn 1:
Beebots - to control the Beebot using a specified number of steps and answer questions like which route is the quickest? Please click here for knowledge organiser
Autumn 2:
Create a detailed story using the algorithm planner. Turn that algorithm into code using Scratch Jr Please click here for knowledge organiser | Mostly integrated through the theme of the Coronation.
Spring 1:
Use sequence and repetition to create a story on Scratch Jr. Knowledge organiser coming soon!
Please click here for knowledge organiser | Mostly integrated through the theme of the Islands
Summer 1 & 2:
Create a book on 'Book Creator' or 2Simple which can then be shared online.
Discuss e-safety around putting your work online. Please click here for knowledge organiser |
Art | Mostly integrated through the theme of Florence Nightingale
Autumn 1 & 2:
Printing:
• Use repeating or overlapping shapes.
• Mimic print from the environment (e.g. wallpapers).
• Use objects to create prints (e.g. fruit, vegetables or sponges).
• Press, roll, rub and stamp to make prints.
(Printing Poppies using a variety of techniques and materials)
(Artist focus: William Morris) Click here for Knowledge Organiser | Mostly integrated through the theme of The Coronation
Spring 1:
Painting:
• Use thick and thin brushes.
• Mix primary colours to make secondary.
• Add white to colours to make tints and black to colours to make tones.
Drawing:
• Draw lines of different sizes and thickness.
• Show pattern and texture by adding dots and lines.
(Portraits of the Royal Family)
Click here for Knowledge Organiser
Spring 2
Digital Media:
Use a wide range of tools to create different textures, lines, tones, colours and shapes.
(Taught discretely alongside DT – carriages) Click here for Knowledge Organiser | Mostly integrated through the theme of Islands
Summer 1 & 2:
Textiles:
• Join materials using glue and/or a stitch.
• Use plaiting.
(Taught alongside DT – puppets)
Click here for Knowledge Organiser Sculpture:
• Use a combination of shapes.
• Include lines and texture.
• Use rolled up paper, straws, paper, card and clay as materials.
• Use techniques such as rolling, cutting, moulding and carving.
(Minibeast sculpture) Click here for Knowledge Organiser |
DT | Mostly integrated through the theme of Florence Nightingale
Autumn 1& 2:
Food Tech:
• Measure or weigh using measuring cups or electronic scales.
• Assemble or cook ingredients.
(Bread Making) Please click here for knowledge organiser | Mostly integrated through the theme of The Coronation
Spring 1 & 2:
Construction:
• Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products.
Computing
• Model designs using software.
(Making a carriage) Please click here for knowledge organiser | Mostly integrated through the theme of Islands
Summer 1 & 2
Textiles:
• Shape textiles using templates.
• Join textiles using running stitch.
• Colour and decorate textiles using a number of techniques (such as dyeing, adding sequins or printing).
(Puppets) Please click here for knowledge organiser |
Music | Taught discretely using Charanga Scheme alongside the theme of Florence Nightingale
Autumn 1: Exploring Simple Patterns How does music help us to make friends?
Autumn 2:
Focus on Dynamics & Tempo How does music teach us about the past?
Alongside Autumn 2: Christmas nativity - Little Angel gets her wings - Singing songs Click here for Knowledge Organiser | Taught discretely using Charanga Scheme alongside the theme of Coronation
Spring 1:
Exploring Feelings Through Music How does music make the world a better place?
Spring 2:
Inventing a Musical Story How does music teach us about our neighbourhood? Click here for Knowledge Organiser | Taught discretely using Charanga Scheme alongside the theme of Islands
Summer 1:
Music That Makes You Dance How does music make us happy?
Summer 2:
Exploring Improvisation How does music teach us about looking after our planet? Click here for Knowledge Organiser |
