| Autumn - Romans | Spring - Rainforests | Summer - Mayans/Extreme Earth |
English | Narrative
Write stories set in places pupils have been. (within legend story)
Write stories that include mythical, legendary or historical characters and events (Robin Hood)
Write letters. (Formal letters to Ufton)
Write fictional biographies. (Roman Gods?)
Non-fiction
Write recounts (informal diary linked to newspaper report)
Write explanations. (Digestive system)
Write non-chronological reports.
Write in a journalistic style. (Newspapers)
Write formally. Knowledge organisers coming soon! | Narrative
Write stories of adventure. (Warning story - Rainforest)
Write stories of mystery and suspense.
Write letters. (Informal letters - Roald Dahl?)
Non-fiction
Write non-chronological reports. (Rainforest)
Write arguments. (Rainforest Discussion text)
Write formally.
Poetry
Write haiku poems. (Rainforest) Knowledge organisers coming soon! | Narrative
Write letters (Formal thank you letter - Living Rainforest)
Non-fiction
Write instructions. (How to catch a dragon)
Write recounts. (Formal recount - Living Rainforest newsletter)
Write persuasively. (Dragons' Den)
Write non-chronological reports. (Dragons)
Write biographies. (David Attenborough)
Write formally. Knowledge organisers coming soon! |
Maths | Place Value
Addition and Subtraction
Length and Perimeter
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) Knowledge organisers coming soon! | Multiplication and Division
Area
Fractions
Decimals
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) Knowledge organisers coming soon! | Decimals
Money
Time
Statistics
Properties of Shape
Position and Direction Knowledge organisers coming soon! |
Science | Taught discretely:
Autumn 1 & 2:
Animals and humans - simple functions of the digestive system in humans, transportation of water and different types of teeth and their functions Please click here for knowledge organiser | Mostly integrated through the theme of Rainforests
Spring 1:
Living things and their habitats - food chains, identifying producers, predators and prey, classifying plants and animals using classification keys (look at animals in Rainforests). Please click here for knowledge organiser
Spring 1:
Evolution and inheritance - how animals resemble their parents and how they are suited to their environment (look at how Rainforest animals adapt to their environments).
Please click here for knowledge organiser
Spring 2:
Sound - sources, how sounds are made, volume and pitch (look at noises Rainforest animals make)
Please click here for knowledge organiser | Taught discretely:
Summer 1:
Electricity - common appliances, construct simple circuits and recognise conductors and insulators. Please click here for knowledge organiser
Mostly integrated through the theme of Extreme Earth
Summer 2:
Materials - states of matter - solids, liquids, gases, changes of state and evaporation and condensation in the water cycle. Please click here for knowledge organiser |
RE | Autumn 1:
Christianity
People of God - What is it like to follow God? Old Testament, Covenant, 'People of God', Noah's Ark, How some Christians choose to live their whole lives and in their church communities. Please click here for knowledge organiser
Autumn 2:
Christianity
The Christmas Story - What is the most significant part of the nativity story for Christians today? Christmas Symbols, Incarnation, Christingle. Please click here for knowledge organiser | Spring 1:
Buddhism
Buddha's Teachings - Is it possible for everyone to be happy? Life of the Buddha, Search for Enlightenment. Please click here for knowledge organiser
Spring 2:
Christianity
The Easter Story - Why do Christians remember the events of Holy Week every year? (Digging Deeper) Holy Week, Resurrection, The Last Supper, Judas' betrayal and Peter's denial, How Christians remember, celebrate and serve on Maundy Thursday, including Holy Communion
Please click here for knowledge organiser | Summer 1:
Buddhism
The Eight-Fold Path - Can the Buddha's teachings make the world a better place? The Eight-Fold Path, 3 Universal Truths, Suffering, Buddha's teachings, Right Speech. Please click here for knowledge organiser
Summer 2:
Buddhism
The Eight-Fold Path - What is the best way for a Buddhist to lead a good life? The Eight-Fold Path, Right Viewpoint, Right Awareness, Right Speech, Right Concentration, Right Action, Right Thought, Right Effort and Right Living
Please click here for knowledge organiser |
History | Mostly integrated through the theme of The Romans
Autumn 1 & 2 - The Roman Empire and its impact on Britain. History that is of an interest to pupils Please click here for Knowledge Organiser | Mostly integrated through the theme of Rainforest | Mostly integrated through the theme of Extreme Earth and Mayans
Summer 1 - Non-EU society that contrasts with British History (Mayans)
Summer 2 - Key events of the past (Pompeii) Please click here for Knowledge Organiser |
Geography | Mostly integrated through the theme of The Romans
Autumn 1 & 2:
Use maps to locate Rome and other important cities.
Identify countries that were invaded by the Romans on a map.
Use the 8 points of the compass to describe where these countries are located.
Identify settlements and land use.
Describe the physical geography of Rome and the lands they invaded. Knowledge organisers coming soon! | Mostly integrated through the theme of Rainforests
Spring 1 & 2:
Locate the world's countries with focus on South America.
Identify the Equator, Northern and Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic, Antarctic and time and date zones.
Use the 8 points of a compass, 4-figure grid references and symbols.
Locate the geographical zones (rainforests) of the world and describe them using geographical language (human and physical) - identify similarities and differences.
Use a wide range of geographical sources in order to investigate places and patterns Please click here for Knowledge Organiser | Mostly integrated through the theme of Extreme Earth and Mayans
Summer 1: Mayans
Locate the world's countries with focus on North and South America.
Identify where the main Mayan settlements were.
Use the language of human and physical geography to describe locations where the Mayans lived. Knowledge organisers coming soon!
Summer 2: Extreme Earth
Describe and understand key aspects of physical geography including volcanoes, earthquakes and the water cycle.
Use maps, atlases, globes and digital computer mapping to locate countries and describe features related to features studied. Knowledge organisers coming soon! |
PSHCE | Taught discretely using the Jigsaw scheme: Autumn 1:
Being me in my world
- Being part of a class team
- Being a school citizen
- Rights, responsibilities and democracy (school council)
- Rewards and consequences
- Group decision-making
- Having a voice
- What motivates behaviour
Please click here for knowledge organiser Please click here for Key Vocab
Taught discretely using the Jigsaw scheme:
Autumn 2:
Celebrating Difference
- Challenging assumptions
- Judging by appearance
- Accepting self and others
- Understanding influences
- Understanding bullying
- Problem-solving
- Identifying how special and unique everyone is
- First impressions Please click here for knowledge organiser | Taught discretely using the Jigsaw scheme: Autumn 1:
Dreams and Goals
- Hopes and dreams
- Overcoming disappointment
- Creating new, realistic dreams
- Achieving goals
- Working in a group
- Celebrating contributions
- Resilience
- Positive attitudes
Please click here for knowledge organiser Please click here for Key Vocab
Taught discretely using the Jigsaw scheme:
Autumn 2:
Healthy Me
- Healthier friendships
- Group dynamics
- Smoking
- Alcohol
- Assertiveness
- Peer pressure
- Celebrating inner strength Please click here for knowledge organiser | Taught discretely using the Jigsaw scheme: Autumn 1:
Relationships
- Jealousy
- Love and loss
- Memories of loved ones
- Getting on and Falling Out
- Girlfriends and boyfriends
- Showing appreciation to people and animals
Please click here for knowledge organiser Please click here for Key Vocab
Taught discretely using the Jigsaw scheme:
Autumn 2:
Changing Me
- Being unique
- Having a baby
- Girls and puberty
- Confidence in change
- Accepting change
- Preparing for transition
- Environmental change Please click here for knowledge organiser |
PE | Taught discretely
Autumn 1 & 2:
REAL PE
Personal and social cogs
Taking part in Gymnastics Activities
Please click here for knowledge organiser
Undertaking swimming and water safety.
Please click here for knowledge organiser | Taught discretely
Spring 1 & 2:
REAL PE
Cognitive and creative cogs
Taking part in Athletic Activities: Indoor Athletics and cross country.
Please click here for knowledge organiser
Play competitive games, and apply basic principles for attacking and defending
Please click here for knowledge organiser
To perform dances - Dance linked to production Please click here for knowledge organiser
Games: rugby | Taught discretely
Summer 1 & 2:
REAL PE
Applying physical skills and health and fitness cogs
Taking part in Athletics activities
Please click here for knowledge organiser
Play competitive games, and apply basic principles for attacking and defending
Please click here for knowledge organiser
Games: football, hockey, basketball
|
Computing | Taught discretely
Autumn 1:
To explore count controlled loops on Scratch.
Autumn 2:
To use IF THEN conditions to control events or objects and use variables when creating a helicopter game. Knowledge organisers coming soon! | Mostly integrated through theme of Rainforests
Spring 1 & 2:
To create and publish a piece of work online using Pobble, using advanced features of that application, with an understanding of how online services work. Knowledge organisers coming soon! | Taught discretely
Summer 1:
To use X & Y coordinates to place sprites and use simple code to create shape on Scratch
Mostly integrated through the theme of Extreme Earth
Summer 2:
To create a game which puts all of the children's current scratch skills together. Knowledge organisers coming soon! |
Art | Mostly integrated through the theme of The Romans
Autumn 1:
Printing:
• Use layers of two or more colours.
• Replicate patterns observed in natural or built environments.
• Make printing blocks (e.g. from coiled string glued to a block).
• Make precise repeating patterns.
(Print a Roman Mosaic) Please click here for Knowledge Organiser
Taught discretely:
Autumn 2:
Digital Media:
• Create images, video and sound recordings and explain why they were created.
(Interview Robin Hood, taught within English lessons) Click here for Knowledge Organiser | Mostly integrated through the theme of Rainforests
Spring 1:
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. Click here for Knowledge Organiser
Spring 2:
Collage:
• Select and arrange materials for a striking effect.
• Ensure work is precise.
• Use coiling, overlapping, tessellation, mosaic and montage.
Click here for Knowledge Organiser
(Artist investigation, use the painting to inspire the collage of the Rainforest) | Mostly integrated through the theme of Extreme Earth and Mayans
Summer 1 & 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.
• Use clay and other mouldable materials.
• Add materials to provide interesting detail.
(Create Mayan God Sculpture using clay) |
DT | Mostly integrated through the theme of The Romans
Autumn 1 & 2:
Construction:
• Choose suitable techniques to construct products or to repair items.
• Strengthen materials using suitable techniques.
(Bows and Arrows)
Please click here for knowledge organiser | Mostly integrated through the theme of Rainforests
Spring 1 & 2:
Materials
• Cut materials accurately and safely by selecting appropriate tools.
• Measure and mark out to the nearest millimetre.
• Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut outs).
• Select appropriate joining techniques.
(Making a Monsoon Proof Roof)
Please click here for knowledge organiser | Mostly integrated through the themes of Mayans and Extreme Earth
Summer 1 & 2:
Mechanics:
• Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears).
Construction:
• Choose suitable techniques to construct products or to repair items.
• Strengthen materials using suitable techniques.
Electrics and electronics:
• Create series and parallel circuits
(Wind Turbines)
Please click here for knowledge organiser |
Music | Taught discretely using Charanga Scheme alongside the topic of Romans
Autumn 1:
Mama Mia – Abba’s music
Autumn 2:
Recorders Click here for Knowledge Organiser | Taught discretely using Charanga Scheme alongside the theme of Rainforest
Spring 1:
Stop – Musical styles from around the world
Spring 2:
Lean on Me – Gospel and Religious Music
Alongside Spring 2:
Easter production Click here for Knowledge Organiser | Taught discretely using Charanga Scheme alongside the theme of Mayans
Summer 1:
Blackbird- Music of the Beatles
Taught discretely using Charanga Scheme alongside the theme of Extreme Earth
Summer 2:
Reflect, Rewind and Replay Click here for Knowledge Organiser |
MFL | Taught discretely using Salut! Scheme
Autumn 1 & 2:
My home, my town
Playtime
Cultures of countries/languages (core units 1-3) Please click here for knowledge organiser | Taught discretely using Salut! Scheme
Spring 1 & 2:
Describing people (Geography)
The body (core units 1-3) Please click here for knowledge organiser | Taught discretely using Salut! Scheme
Spring 1 & 2:
Sport (core units 1-3) Please click here for Knowledge Organiser |
