| Autumn | Spring | Summer |
English | Narrative
Write stories that include mythical, legendary or historical characters and events (within Egyptian adventure story)
Write stories of adventure. (Egyptian story)
Write letters. (within recount)
Non-fiction
Write recounts. (Howard Carter's diary - informal)
Write explanations. (Egyptians?)
Write non-chronological reports.
Write biographies. (Egyptians?)
Write formally. | Narrative
Write stories of mystery and suspense. (Iron Man?)
Non-fiction
Write instructions.
Write non-chronological reports. (Binfield)
Write in a journalistic style. (Newspaper report linked to Class text)
Write formally.
Poetry
Write cinquain poems. | Narrative
Write stories set in places pupils have been.
Write letters. (Formal)
Non-fiction
Write recounts. (Informal)
Write persuasively.
Write formally. |
Maths | Place Value
Addition and Subtraction
Multiplication and Division
Understand the properties of shapes (taught through lesson starters in Maths and PE)
Describe position, direction and movement (taught through lesson starters in Maths and PE)
Use algebra (Covered as part of the “Add and subtract” threshold concept in the form of missing number problems and as part of the “Multiply and divide” threshold concept in the form of missing number problems) | Multiplication and Division
Money
Statistics
Length and Perimeter
Fractions
Understand the properties of shapes (taught through lesson starters in Maths and PE)
Describe position, direction and movement (taught through lesson starters in Maths and PE)
Use algebra (Covered as part of the “Add and subtract” threshold concept in the form of missing number problems) | Fractions
Time
Properties of Shape
Mass and Capacity
Describe position, direction and movement (taught through computing) |
Science | Mostly integrated through the theme of Ancient Egyptians
Taught discretely:
Autumn 1:
Light and seeing - sources, reflections, light travels in a straight line, how it affects seeing and shadows. Please click here for knowledge organiser
Taught discretely:
Autumn 1:
Earth and Space - movement of the Earth relative to the sun and the Moon relative to the earth. Please click here for knowledge organiser
Autumn 2:
Forces - compare how things move on different surfaces, pyramid stones. Please click here for knowledge organiser | Mostly integrated through the theme of Binfield Local study
Spring 1:
Animals and humans - identify the need for the right food types and amount of nutrition - identify that humans and some animals have skeletons and muscles for support, protection and movement (look at animals in Binfield). Please click here for knowledge organiser
Taught discretely:
Spring 2:
Forces -magnets, attract and repel, compare and group according to magnetic / non-magnetic. Please click here for knowledge organiser | Taught discretely:
Summer 1:
Plants - functions of each part, requirements for life, pollination and their life cycle.
Please click here for knowledge organiser
Taught discretely:
Summer 1:
Evolution and inheritance - how plants resemble their parents and adapt to their environment.
Please click here for knowledge organiser
Mostly integrated through the theme of Stone Age to Iron Age
Summer 2:
Materials - rocks, fossils and how they are made, soil - made from rocks and other matter. (How the Stone Age to Iron Age people used materials for tools, weapons and making fire).
Please click here for knowledge organiser |
RE | Autumn 1:
Christianity
Jesus' Miracles - Could Jesus heal people? Where these miracles or is there some other kind of explanation? Jesus and the Blind Man, The Paralysed Man, Miracles
Please click here for knowledge organiser
Autumn 2:
Christianity
The Christmas Story - What is the Trinity? (Digging Deeper) The Trinity, Jesus' baptism by John the Baptist, The Grace (Corinthians), Beliefs about God the Trinity , The idea of God in Christianity, Own ideas about what the God of Christianity is like, Descriptions of God (symbols, similes, metaphors, songs, stories, poems, art)
Please click here for knowledge organiser | Spring 1:
Sikhism
The Amrit Ceremony and the Khalsa - Does joining the Khalsa make a person a better Sikh? Khalsa, Amrit, 5 Ks Please click here for knowledge organiser
Spring 2:
Christianity
The Easter Story - Why do Christians call the day Jesus died 'Good Friday'? (Core) Holy Week, Resurrection, Entry into Jerusalem and the death and resurrection of Jesus, How Christians mark the Easter events in their church communities, Palm Sunday, Good Friday and Easter Sunday Please click here for knowledge organiser | Summer 1:
Sikhism
Sharing and Community - Do Sikhs think it is important to share? Vaisakhi, Divali, Guru Hargobind, Gurdwara, Guru Granth Sahib, Langar
Please click here for knowledge organiser
Summer 2:
Sikhism
Prayer and Worship - What is the best way for a Sikh to show commitment to God? 5 Ks, Amrit and Khalsa Recap, Worship, Guru Granth Sahib, Mool Mantar, 3 Golden Rules, Gurdwara
Please click here for knowledge organiser |
History | Mostly integrated through the theme of Ancient Egyptians
Autumn 1 & 2:
Early civilization achievements. History that is of an interest to pupils (Ancient Egyptians) Click here for Knowledge Organiser | Mostly integrated through the theme of Binfield
Spring 1 & 2:
Local history study. (Linked to Geography, looking at maps from different eras) Knowledge organiser coming soon! | Mostly integrated through the theme of Stone Age to Iron Age
Summer 1:
Changes in Britain from Stone Age to Iron Age, Themes in British history. (Stone Age) Knowledge organiser coming soon!
Summer 2:
Changes in Britain from Stone Age to Iron Age, Themes in British history. (Bronze Age & Iron Age) Please click here for Knowledge Organiser |
Geography | Mostly integrated through the theme of Ancient Eyptians
Autumn 1 & 2:
Use maps, atlases, globes and digital computer mapping to locate Egypt and describe its features using the language of physical and human geography
(settlements, land use, economic activity including trade links
and the distribution of natural resources including energy, food, minerals and water supplies) Knowledge organiser coming soon! | Mostly integrated through the theme of
Binfield Local Study
Spring 1 & 2:
Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies
Use maps to show how Binfield has changed over time.
Use the 8 points of the compass, four figure grid references, symbols and keys (including the use of OS maps)to build knowledge of the local area. Please click here for Knowledge Organiser | Mostly integrated through the theme of Stone Age to Iron Age
Summer 1 & 2:
Name and locate countries and cities of the UK and use geographical language to describe them.
In terms of human geography, describe settlements and land use. Knowledge organiser coming soon! |
PSHCE | Taught discretely using the Jigsaw scheme: Autumn 1:
Being me in my world
- Setting personal goals- Self-identity and worth
- Positivity in challenges
- Rules, rights and responsibilities
- Rewards and consequences
- Responsible choices
- Seeing things from others’ perspectives
Please click here for knowledge organiser Please click here for Key Vocab
Taught discretely using the Jigsaw scheme:
Autumn 2:
Celebrating Difference
- Families and their differences
- Family conflict and how to manage it (child-centred)
- Witnessing bullying and how to solve it
- Recognising how words can be hurtful
- Giving and receiving compliments Please click here for knowledge organiser | Taught discretely using the Jigsaw scheme: Autumn 1:
Dreams and Goals
- Difficult challenges and achieving success
- Dreams and ambitions
- New challenges
- Motivation and enthusiasm
- Recognising and trying to overcome obstacles
- Evaluating learning processes
- Managing feelings
- Simple budgeting
Please click here for knowledge organiser Please click here for Key Vocab
Taught discretely using the Jigsaw scheme:
Autumn 2:
Healthy Me
- Exercise
- Fitness challenges
- Food labelling and healthy swaps
- Attitudes towards drugs
- Keeping safe and why it’s important online and off line scenarios
- Respect for myself and others
- Healthy and safe choices Please click here for knowledge organiser | Taught discretely using the Jigsaw scheme: Autumn 1:
Relationships
- Family roles and responsibilities
- Friendship and negotiation
- Keeping safe online and who to go to for help
- Being a global citizen
- Being aware of how my choices affect others
- Awareness of how other children have different lives
- Expressing appreciation for family and friends
Please click here for knowledge organiser Please click here for Key Vocab
Taught discretely using the Jigsaw scheme:
Autumn 2:
Changing Me
- How babies grow
- Understanding a baby’s needs
- Outside body changes
- Inside body changes
- Family stereotypes
- Challenging my ideas
- Preparing for transition Please click here for knowledge organiser |
PE | Taught discretely
Autumn 1 & 2:
REAL PE
Personal and social cogs
Taking part in Athletic activities: Indoor Athletics & Cross Country
Please click here for knowledge organiser
To perform dances - Egyptian Dance
Please click here for knowledge organiser
Play competitive games, and apply basic principles for attacking and defending
Please click here for knowledge organiser
Games: tag rugby | Taught discretely
Spring 1 & 2:
REAL PE
Cognitive and creative cogs
Play competitive games, and apply basic principles for attacking and defending
Please click here for knowledge organiser
Please click here for knowledge organiser
Games: basketball, football, tennis
Taking part in Gymnastics Activities
Please click here for knowledge organiser | Taught discretely
Summer 1 & 2
REAL PE
Applying physical skills and health and fitness cogs
Taking part in Outdoor Adventurous Activities.
Please click here for knowledge organiser
Play competitive games, and apply basic principles for attacking and defending
Please click here for knowledge organiser
Please click here for knowledge organiser
Games: tennis, cricket
Taking part in Athletics activities.
Please click here for knowledge organiser |
Computing | Mostly integrated through the theme of Egyptians
Autumn 1:
To use Scratch to create a game which involves movement, sound and variables.
Please click here for knowledge organiser
Autumn 2:
To create a timetable quiz on scratch using reporter operators.
Please click here for knowledge organiser. | Mostly integrated through the theme of Binfield
Spring 1:
To devise and construct a database which shows the population growth over time. Knowledge organiser coming soon!
Taught discretely:
Spring 2:
To explore and create shapes sequences using Scratch Knowledge organiser coming soon! | Mostly integrated through the theme of Iron Age to Stone Age
Summer 1 & 2:
To use some advance features of an application (word) in order to contribute to online blogs/pages.
E-Safety- give clear examples of therisks in posting online and to understand 'copyright'. Knowledge organiser coming soon! |
Art | Mostly integrated through the theme of Ancient Egyptians
Autumn 1:
Textiles:
• Shape and stitch materials.
• Use basic cross stitch and back stitch.
• Colour fabric.
• Create weavings.
• Quilt, pad and gather fabric.
(Taught alongside DT Textiles Banners) Please click here for Knowledge Organiser
Autumn 2:
Sculpture:
• Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials).
• Include texture that conveys feelings, expression or movement.
(Egyptian cartouches) Please click here for Knowledge Organiser | Mostly integrated through the theme of Binfield Local Study
Spring 1 & 2:
Painting:
• Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines.
• Mix colours effectively.
• Use watercolour paint to produce washes for backgrounds then add detail.
• Experiment with creating mood with colour.
(Sketch and paint landscapes) Please click here for Knowledge Organiser | Mostly integrated through the theme of Stone Age to Iron Age
Summer 1 & 2:
Drawing:
• Use different hardnesses of pencils to show line, tone and texture.
• Annotate sketches to explain and elaborate ideas.
• Sketch lightly (no need to use a rubber to correct mistakes).
• Use shading to show light and shadow. Please click here for Knowledge Organiser
• Use hatching and cross hatching to show tone and texture.
(Use charcoal and pastels to create cave paintings of the stone age) |
DT | Mostly integrated through the theme of Ancient Egyptians
Autumn 1 & 2:
Textiles:
• Understand the need for a seam allowance.
• Join textiles with appropriate stitching.
• Select the most appropriate techniques to decorate textiles.
(Egyptian Banners) Please click here for knowledge organiser | Mostly integrated through the theme of Binfield Local Study
Spring 1 & 2:
Food Tech
• Prepare ingredients hygienically using appropriate utensils.
• Measure ingredients to the nearest gram accurately.
• Follow a recipe.
• Assemble or cook ingredients (controlling the temperature of the oven or hob, if cooking).
(Sandwiches) Please click here for knowledge organiser | Mostly integrated through the theme of Stone Age to Iron Age
Summer 1 & 2:
Construction
• Choose suitable techniques to construct products or to repair items.
• Strengthen materials using suitable techniques.
(Making a roundhouse) Please click here for knowledge organiser
Extra: Ufton Court Trip |
Music | Taught discretely using Charanga Scheme alongside the theme of Ancient Egyptians
Autumn 1:
Let your spirit fly (R&B)
Autumn 2:
Glockenspiels (stage 1) Click here for Knowledge Organiser | Taught discretely using Charanga Scheme alongside the theme of Binfield
Spring 1:
Three Little Birds – Reggae – Bob Marley
Spring 2:
Dragon Song
Alongside Spring 2:
Easter production Click here for Knowledge Organiser | Taught discretely using Charanga Scheme alongside Stone Age to Iron Age
Summer 1:
Bringing us together – Disco Music
Summer 2:
Reflect, Rewind and Replay Click here for Knowledge Or |
MFL | Taught discretely using Salut! Scheme
Autumn 1 & 2:
Greetings (core units 1-3)
At School
Cultures of countries/languages.
Please click here for knowledge organiser | Taught discretely using Salut! Scheme
Spring 1 & 2:
Cultures of countries / languages
Food (DT) (core units 1-3) Please click here for Knowledge Organiser | Taught discretely using Salut! Scheme
Summer 1 & 2:
Animals (core units 1-3) Please click here for knowledge organiser |
