Y1/2

Year

Autumn

Spring

Summer

Year

A

2021-2022

2023-2024

2025-2026

Memory Box/Our School

Bright Lights, Big Cities (UK – London, Scotland, Wales)

Travels with my suitcase (could include aspects of Paws, Claws and Whiskers)

Year

B

2022-2023

2024-2025

2026-2027

Super Heroes/Dinosaur Planet

Movers and Shakers (e.g.) Moon Zoom

Land Ahoy/Coastline/Seaside

Y3/4

Year

Autumn

Spring

Summer

Year

A

2021-2022

2023-2024

2025-2026

Through the Ages (H/G)

Stone Age to Iron Age

Traders and Raiders 1066 (H)

Anglo Saxons and Vikings

Flow or Rocking Rainforest (G)

Rivers

Year

B

2022-2023

2024-2025

2026-2027

Gods and Mortals (H/G)

Ancient Greece

I Am Warrior Rocks, Relics and Rumbles (H/G)

Romans

Scrumdiddlyumptious! (H/G)

Mayan

Y5/6

Year

Autumn

Spring

Summer

Year

A

2021-2022

2023-2024

2025-2026

Peasants, Pestilence

(Alternatives - A Child's War or Off with her head)

Post 1066

Mountains (see Misty Mountain Sierra Y4)

Geography

Sow, Grow and Farm

Geography – land use, trading, N/S America

Year

B

2022-2023

2024-2025

2026-2027

Pharaohs

Ancient Greece

Frozen Kingdom and Innuits

Geography

Fire, Damp and Davy Lamp

Local Study – history and geography

Y1/2

Y3/4

Y5/6

Road Trip USA

Country in Africa

Mighty Metals

Potions

Victorians

William Wordsworth

Hola Mexico

History KS1

Changes within living memory (where appropriate, these should be used to reveal aspects of change in national life)

Moon Zoom (Space Race/Moon Landing/Mars Rover)

Memory Box/School Days

Events beyond living memory that are significant nationally or globally.

Bright Lights, Big Cities (Fire of London)

The lives of significant individuals in the past who have contributed to national and international achievements.

Moon Zoom (Neil Armstrong, Tim Peake, Katherine Johnsons, Mae Jemison)

Superheroes (Florence Nightingale, Mary Seacole)

Land Ahoy/Coastlines (Cook, pirates, Grace Darling..)

Dinosaur Planet (Mary Anning)

Significant historical events, people and places in their own locality.

Significant events such as Olympics, Jubilee, World Cup

History KS2

Changes in Britain from the Stone Age to the Iron Age.

Through the Ages Y3/4 Year A

The Roman Empire and its Impact on Britain.

I am Warrior/ Rocks, Relics and Rumbles Y3/4

Britain's settlement by Anglo Saxons and Scots.

Traders and Raiders/1066 Y3/4

The Viking and Anglo Saxon struggle for the Kingdom of England.

A local history study

Firedamp and Davey Lamp Y5/6

A study of a theme in British history (post 1066)

Peasants, Princes and Pestilence (Medieval) Y5/6

Sow, Grow and Farm (Dig for Victory) Y5/6

Frozen Kingdom (Explorers- Scott, Shackleton, Titanic) Y5/6

(A Child's War, Off with her Head)

Early Civilizations achievements and an in-depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient

Egypt; The Shang Dynasty.

Pharaohs Y5/6

Ancient Greece

Gods and Mortals Y3/4

A non- European society that contrasts with British history

chosen from:

• Early Islamic Civilization
• Mayan Civilization
• Benin.

Innuits and Frozen Kingdom Y5/6

Scrumpdiddlyumptious (Mayans) Y3/4

[Road Trip USA Y3/4]

History of interest to pupils

Geography KS1

• Name and locate the words seven continents and five oceans. Name, locate and identify characteristics of the 4 countries and capital cities of the UK and its surrounding seas

Travels with my suitcase

Bright Lights, Big Cities

• Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK and a small area in a contrasting non-European country.

Travels with my suitcase

• identify seasonal and daily weather patterns in the UK and location of hot and cold areas of the world in relation to the Equator and North/South Poles

Moon Zoom (Neil Armstrong, Tim Peake, Katherine Johnsons, Mae Jemison)

Superheroes (Florence Nightingale, Mary Seacole)

Travels with my suitcase

• Use basic geographical vocabulary to refer to: key physical features, beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season, and weather

Key human features including city, town, village, factory, farm, house, office, port, harbour and shop

Land Ahoy (sea, ocean)

Dinosaur Planet

Travels with my suitcase

Memory Box/School Days

• Use world maps, atlases and globe to identify UK countries and countries, continents and oceans studied at this key stage

Land ahoy

Bright Lights, Big Cities

Travels with my suitcase/Paws, Claws and Whiskers

• Use simple compass directions and locational and directional language to describe the location of features and routes on a map.

Bright Lights, Big Cities

Travels with my suitcase

• Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.

Bright Lights, Big Cities

Dinosaur Planet/Enchanted Woodland

• Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Memory box, School Days

Geography KS2

• Locate the world's countries, with a focus on Europe and countries of particular interest to pupils.

• Locate the world's countries, with focus on North and South America and countries of particular interest to pupils.

Sow, grow and farm Y5/6

Inuits and Frozen Kingdom Y5/6

Gods and Mortals Y3/4

I am Warrior/Rocks, Relics and Rumbles Y3/4

Rocking Rainforests Y3/4

• Identify key geographical features of the countries of the United Kingdom, and show an understanding of how some of these aspects have changed over time. (Counties and Cities)

Sow, Grow and Farm Y5/6

Peasants, Princes and Pestilence Y5/6

Through the Ages Y3/4

Flow Y3/4

I am Warrior/Rocks, Relics and Rumbles Y3/4

Traders and Raiders Y3/4

• Locate the geographic zones of the world.

• Understand the significance of the geographic zones of the world. (longitude, latitude, equator, north and south hemispheres, Tropics of Cancer and Capricorn, Arctic and Antarctic Circles, GMT and time zones.

Frozen Kingdom Y5/6

Misty Mountains Y5/6

I am Warrior/Rocks, Relics and Rumbles Y3/4

• Understand geographical similarities and differences through the study of human and physical geography of a region or area in a European country.

• Understand geographical similarities and differences through the study of the human and physical geography of a region or area within North or South America.

Misty Mountain Y5/6

I am Warrior/Rocks, Relics and Rumbles Y3/4

Gods and Mortals Y3/4

Scrumdiddlyumptious Y3/4

• Describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle

• human geography, including: settlements, land use, economic activity including trade links and the distribution of natural resources including energy, food, minerals and water supplies.

Misty Mountains Y5/6

Frozen Kingdom Y5/6

Sow, Grow and Farm Y5/6

I am Warrior/Rocks, Relics and Rumbles Y3/4

Flow Y3/4

Rocking Rainforests Y3/4

Traders and Raiders Y3/4

Through the Ages Y3/4

Rocking Rainforests Y3/4

• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

Misty Mountains Y5/6

Frozen Kingdom Y5/6

Sow, Grow and Farm Y5/6

I am Warrior/Rocks, Relics and Rumbles Y3/4

Gods and Mortals Y3/4

Rocking Rainforests Y3/4

• Use the eight points of a compass, four-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build knowledge of the United Kingdom and the world.

Misty Mountains Y5/6

Sow, Grow and Farm Y5/6

• 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.

Sow, Grow and Farm Y5/6

D&T KS2

Design

· use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

· generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

All topics

Make

· select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

· select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Scrumdiddlyumptious (cooking – making apple pies/muffins/smoothies)

Scrumdiddlyumptious (design, make, strengthen product boxes)

Traders and Raiders (design, select material, make a bag)

Through the Ages (Make stone age huts, stone age brooches)

Rocking Rainforests/Flows (bridge building)

Gods and Mortals (3d masks)

I am Warrior/Rocks, Relics and Rumbles (Shields, pots/3d masks)

Misty Mountain (select materials and make 3D models)

Peasants, Pestilence and Plague (Medieval banquet)

Frozen Kingdom (soap carving)

Evaluate

· investigate and analyse a range of existing products

· evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

· understand how key events and individuals in design and technology have helped shape the world

Firedamp and Davy lamp (Davy lamps)

Peasants, Pestilence and Plague (trebuchet)

Technical knowledge

· apply their understanding of how to strengthen, stiffen and reinforce more complex structures

· understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

· understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

· apply their understanding of computing to program, monitor and control their products.

Flow (building bridges)

Scrumdiddlyumptious (design, make, strengthen product boxes)

Firedamp and Davy lamp (mining equipment)

Peasants, Pestilence and Plague (trebuchet)

Outside provider to provide workshops for gears, pulleys, cams, levers and linkages

Firedamp and Davy lamp (make a Davy lamp)

Cooking and Nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Key Stage 2

· understand and apply the principles of a healthy and varied diet

· prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

· understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Peasants, Pestilence and Plague (Medieval banquet)

Sow, Grow and Farm

Scrumdiddlyumptious

Pharaohs

Art KS1/2

Use Progression Goals when linking art activity to ensure progression and development of skills

Computing KS1/2

Pupils should be taught to:

· understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

· create and debug simple programs

· use logical reasoning to predict the behaviour of simple programs

· use technology purposefully to create, organise, store, manipulate and retrieve digital content

· recognise common uses of information technology beyond school

· use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

· Beebots

· Beebots

· Beebots

· Paint programs such as Tux

·

· Internet safety

· design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

· use sequence, selection, and repetition in programs; work with variables and various forms of input and output

· use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

· understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

· use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

· select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

· use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Stop animation

Online safety

Scratch or other coding

Powerpoints

Databases (eg top trumps)

Research and presentation skills (using search engines effectively and presenting work clearly)

Code making and code breaking

Music

Key Stage 1

Pupils should be taught to: ☘ use their voices expressively and creatively by singing songs and speaking chants and rhymes ☘ play tuned and untuned instruments musically ☘ listen with concentration and understanding to a range of high-quality live and recorded music ☘ experiment with, create, select and combine sounds using the inter-related dimensions of music.

Gloucestershire Music – Percussion

Sing a range of songs related to topics, seasons and celebrations

Opportunity for children to experiment with and make percussive instruments

Listen to a range of music related to topics.

Key Stage 2

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. Pupils should be taught to: ☘ play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression ☘ improvise and compose music for a range of purposes using the inter-related dimensions of music ☘ listen with attention to detail and recall sounds with increasing aural memory ☘ use and understand staff and other musical notations ☘ appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians ☘ develop an understanding of the history of music

Gloucestershire Music – Violin or Brass

One Voice Choir – Birmingham

Sing as a school and provide opportunities in and out of class to practise songs for plays, celebrations and assemblies

Provide a music based after school club such as choir and Ocarinas/Recorders

Listen to music by Great Composers

Science KS1

Year 1 Plants

· Pupils should be taught to: ☘ identify and name a variety of common wild and garden plants, including deciduous and evergreen trees ☘ identify and describe the basic structure of a variety of common flowering plants, including trees.

Memory Box

Year 1 Animals, including humans

· Pupils should be taught to: ☘ identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals ☘ identify and name a variety of common animals that are carnivores, herbivores and omnivores

· describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) ☘ identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

Paws, Claws and Whiskers/ Travels with my suitcase

Year 1 Everyday materials

· Pupils should be taught to: ☘ distinguish between an object and the material from which it is made ☘ identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock ☘ describe the simple physical properties of a variety of everyday materials ☘ compare and group together a variety of everyday materials on the basis of their simple physical properties.

Bright Lights, Big City

Year 1 Seasonal changes

· Pupils should be taught to: ☘ observe changes across the four seasons ☘ observe and describe weather associated with the seasons and how day length varies.

Memory Box

Year 2 Living things and their habitats

· Pupils should be taught to: ☘ explore and compare the differences between things that are living, dead, and things that have never been alive ☘ identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other ☘ identify and name a variety of plants and animals in their habitats, including microhabitats ☘ describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

Dinosaur Planet

Year 2 Plants

· Pupils should be taught to: ☘ observe and describe how seeds and bulbs grow into mature plants ☘ find out and describe how plants need water, light and a suitable

· temperature to grow and stay healthy

Land Ahoy/Coastline/Seaside

Year 2 Animals, including humans

· Pupils should be taught to: ☘ notice that animals, including humans, have offspring which grow into adults ☘ find out about and describe the basic needs of animals, including humans, for survival (water, food and air) ☘ describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Land Ahoy/Coastline/Seaside

Year 2 Uses of everyday materials

· Pupils should be taught to: ☘ identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses ☘ find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

Movers and Shakers

Science KS2

Lower KS2

Year 3 Plants

· Pupils should be taught to ☘ identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers ☘ explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant ☘ investigate the way in which water is transported within plants ☘ explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Through the Ages

Year 3 Animals, including humans

· Pupils should be taught to: ☘ identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat ☘ identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Rocks, Relics and Rumbles

I am Warrior

Tremors

Year 3 Rocks

· Pupils should be taught to: ☘ compare and group together different kinds of rocks on the basis of their appearance and simple physical properties ☘ describe in simple terms how fossils are formed when things that have lived are trapped within rock ☘ recognise that soils are made from rocks and organic matter

Rocks, Relics and Rumbles

I am Warrior

Tremors

Year 3 Light

· Pupils should be taught to: ☘ recognise that they need light in order to see things and that dark is the absence of light ☘ notice that light is reflected from surfaces ☘ recognise that light from the sun can be dangerous and that there are ways to protect their eyes ☘ recognise that shadows are formed when the light from a light source is blocked by an opaque object ☘ find patterns in the way that the size of shadows change.

Flow

Rocking Rainforest (Pillowell own topic)

Year 3 Forces and magnets

· Pupils should be taught to: ☘ compare how things move on different surfaces ☘ notice that some forces need contact between two objects, but magnetic forces can act at a distance ☘ observe how magnets attract or repel each other and attract some materials and not others ☘ compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials ☘ describe magnets as having two poles ☘ predict whether two magnets will attract or repel each other, depending on which poles are facing.

Traders and Raiders

· Year 4 Living things and their habitats

· Pupils should be taught to: ☘ recognise that living things can be grouped in a variety of ways ☘ explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment ☘ recognise that environments can change and that this can sometimes pose dangers to living things

Flow

Rocking Rainforest (Pillowell own topic)

Year 4 States of matter

· Pupils should be taught to: ☘ compare and group materials together, according to whether they are solids, liquids or gases ☘ observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) ☘ identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

Gods and Mortals

Year 4 Sound

· Pupils should be taught to: ☘ identify how sounds are made, associating some of them with something vibrating ☘ recognise that vibrations from sounds travel through a medium to the ear ☘ find patterns between the pitch of a sound and features of the object that produced it ☘ find patterns between the volume of a sound and the strength of the vibrations that produced it ☘ recognise that sounds get fainter as the distance from the sound source increases.

Scumpdiddlyumptious

Year 4 Electricity Statutory requirements Pupils should be taught to: ☘ identify common appliances that run on electricity ☘ construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers ☘ identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery ☘ recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit ☘ recognise some common conductors and insulators, and associate metals with being good conductors.

Through the Ages

Upper KS2

Year 5 Living things and their habitats

· Pupils should be taught to: ☘ describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird ☘ describe the life process of reproduction in some plants and animals.

Sow, Grow and Farm

Frozen Kingdom (Germination and Composting)

Year 5 Animals, including humans

· Pupils should be taught to: ☘ describe the changes as humans develop to old age

Pharaohs

Year 5 Properties and changes of materials

· Pupils should be taught to: ☘ compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets ☘ know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution ☘ use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating ☘ give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic ☘ demonstrate that dissolving, mixing and changes of state are reversible changes ☘ explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

Misty Mountains

Year 5 Earth and Space

· Pupils should be taught to: ☘ describe the movement of the Earth, and other planets, relative to the Sun in the solar system ☘ describe the movement of the Moon relative to the Earth ☘ describe the Sun, Earth and Moon as approximately spherical bodies ☘ use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Peasants, Princes and Pestilence

· Year 5 Forces

· Pupils should be taught to: ☘ explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object ☘ identify the effects of air resistance, water resistance and friction, that act between moving surfaces ☘ recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

Sow, Grow and Farm (Gravity, Resistance)

Fire Damp and Davy Lamp (Levers, Pulleys and Gears)

Year 6 Living things and their habitats

· Pupils should be taught to: ☘ describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals ☘ give reasons for classifying plants and animals based on specific characteristics.

Pharaohs

Year 6 Animals including humans

· Pupils should be taught to: ☘ identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood ☘ recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function ☘ describe the ways in which nutrients and water are transported within animals, including humans.

Misty Mountains

Year 6 Evolution and inheritance

· Pupils should be taught to: ☘ recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago ☘ recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents ☘ identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Frozen Kingdom, Inuits

Year 6 Light

· Pupils should be taught to: ☘ recognise that light appears to travel in straight lines ☘ use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye ☘ explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes ☘ use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

Peasants, Princes and Pestilence

Year 6 Electricity

· Pupils should be taught to: ☘ associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit ☘ compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches ☘ use recognised symbols when representing a simple circuit in a diagram.

Fire Damp and Davy Lamp