| Approx time taught per week | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Passport challenges | I can walk to the top of a hill. I can make a box for the disadvantaged. I can play Pooh sticks. I can hunt for fossils. | I can light a fire and roast marshmallows on it. | I can learn how to play a card game. I can tell my class about my favourite character from a book. | I can tell the time. | I can tie my own shoe laces. | I can pick fresh fruit or vegetables. I can eat something I have grown. | |
| 30 minutes | Latin | Etymology By the end of this segment children will understand the links between etymology and root words in English. Latin Knowledge Organiser | Verbs By the end of this segment children will start to understand verb endings in Latin. | Verbs and adverbs By the end of this segment children will continue to develop an understanding of verbs and start to understand adverbs in Latin. | Subject and object nouns By the end of this segment children will understand feminine and masculine nouns. | ||
| 2 hours | P.E. | Outdoor & adventurous By the end of this segment, Pupils develop problem solving skills through a range of challenges. Pupils work as a pair and small group to plan, solve, reflect and improve on strategies. They learn to be work collaboratively to overcome challenges. Pupils learn to orientate a map, identify key symbols and follow routes. Fundamentals By the end of this segment, Pupils will develop the fundamental skills of balancing, running, jumping, hopping and skipping. Pupils will develop their ability to change direction with balance and control. Pupils will be asked to observe improvements for their own and others’ performances | Ball Skills By the end of this segment, Pupils will have the opportunity to develop their accuracy and consistency when tracking a ball. They will explore a variety of throwing techniques and will learn to select the appropriate throw for the situation. They will develop catching with one and two hands as well as dribbling with feet and hands. These skills will then be applied to small group games. Football By the end of this segment, Pupils will be encouraged to persevere when developing competencies in key skills such as defending, attacking, sending, receiving and dribbling a ball. | Gymnastics By the end of this segment, Pupils focus on improving the quality of their gymnastic movements. They are introduced to the terms ‘extension’ and ‘body tension.’ They develop the basic skills of rolling, jumping and balancing and use them individually and in combination. Pupils develop their sequence work, collaborating with others to use matching and contrasting actions and shapes and develop linking sequences smoothly with actions that flow. Fitness By the end of this segment,Pupils will take part in a range of fitness challenges testing and record their scores. They will learn about different components of fitness; speed, stamina, strength, coordination, balance and agility. | Hockey By the end of this segment, Pupils will learn to contribute to the game by helping to keep possession of the ball, use simple attacking tactics using sending, receiving and dribbling a ball. They will start by playing uneven and then move onto even sided games. They will begin to think about defending and winning the ball. Pupils will be encouraged to think about how to use skills, strategies and tactics to outwit the opposition Athletics By the end of this segment, Pupils will develop basic running, jumping and throwing techniques. They are set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing. | Athletics By the end of this segment, pupils think about how to achieve their greatest possible speed, distance or accuracy and learn how to persevere to achieve their personal best. Pupils are also given opportunities to measure, time and record scores. Tennis By the end of this segment, pupils develop the key skills required for tennis such as the ready position, racket control and hitting a ball. They learn how to score points and how to use skills, simple strategies and tactics to outwit the opposition. Pupils are given opportunities to play games independently and are taught the importance of being honest whilst playing to the rules. | Rounders Pupils learn how to score points by striking a ball into space and running around cones or bases. When fielding, they learn how to play in different fielding roles. They focus on developing their throwing, catching and batting skills. In all games activities. Dance By the end of this segment, pupils create dances in relation to an idea including historical and scientific stimuli. Pupils work individually, with a partner and in small groups, sharing their ideas. Pupils develop their use of counting and rhythm. They will be given the opportunity to perform.. |
| 1 hour 30 minutes | Science | Light and shadow By the end of this segment children will know how shadows are created, why they can appear larger or smaller and how they move throughout the day. https://www.staffordleys.bepschools.org/wp-content/uploads/sites/23/2022/10/Light-and-Shadows.pptx.pdf | Rocks and fossils By the end of this segment children will know about the three main rock types and how they are formed. They will know how and why fossils are formed. Science Rocks And Fossils Knowledge organiser | Humans including animals - skeletons & nutrition By the end of this segment children will know the role of our skeleton and muscles, they will know which animals are vertebrates and invertebrates. They will know how nutrition and diet are important for maintaining health. Knowledge organiser Knowledge Organiser Animals and nutrition.pptx | Plants By the end of this segment children will know the main parts of a plant, what plants need to survive. They will carry out experiments about germination and will know about pollination and fertilisation. Knowledge Organiser Knowledge Organiser Plants.pptx | Simple forces, including magnetism By the end of this segment children will learn about forces including magnetism. Knowledge organiserForces and Magnets Knowledge Organiser.pptx | |
| 1 hour | History | Stone Age to Iron Age By the end of this segment children will know and understand the changes in Britain from the Stone Age through to the Iron Age. Children will understand how to look for evidence in the past and the importance of historical landmarks in the UK relating to the time period. Knowledge organiser Stone Age Knowledge Organiser correct.pptx | What is the Roman Empire & how did it affect Britain? By the end of this segment, children will know how, where and when the Roman empire began and its impact on Britain. They will look at why the Roman army was so powerful and will look at British resistance to Roman invasion e.g. Boudicca. Knowledge organiser Knowledge Organiser Romans | Undertake a local history study Richard the 3rd, Battle of Bosworth By the end of this segment, children will know how important King Richard III is to Leicester’s history. They will conduct a local history research project on Richard III. Knowledge organisers Richard 3rd Knowledge Organiser.pptx | |||
| 40 minutes | Geography | Derbyshire: A neighbouring county. By the end of this segment children will Know that the UK is split into counties and name some of the counties in our region. Know that different counties have different physical and human features and begin to identify these features in Derbyshire. Know and identify the symbols on a map of Ilam Derbyshire Know the 8 points on a compass. Know how to use 4 figure grid reference to find a specific location on a map. Know some features of a river. Knowledge organiserKnowl organiser Derbyshire 2022.pptx | Volcanoes & Earthquakes By the end of this segment he children will know the different parts of a volcano and be able to explain how a volcano is formed. The children will be able to explain what causes earthquakes and how they are measured. Knowledge organiser: Knowledge Organiser Volcanoes and Earthquakes | Europe: Poland By the end of this segment, the children will know some of the similarities and differences between the UK and Poland. Knowledge organiser: Europe knowledge organiser.pptx | |||
| 30 minutes | Art & Design | Create patterns and mosaics linked to the Romans By the end of this segment children will know about great artists and architects including: Antoni Gaudi. They will use sketchbooks to collect, record and evaluate ideas to create their own mosaics. | Sikh art in the style of Amrita Sher-Gil By the end of this segment children will improve mastery of techniques : acrylic painting and how to mix colours. They will learn about Amrita - Sher - Gil. | ||||
| 30 minutes | Computing | Computer systems and networks By the end of this segment, children will develop their understanding of digital devices, with an initial focus on inputs, processes, and outputs. They will also compare digital and non-digital devices and be introduced to computer networks, including devices that make up a network’s infrastructure, such as wireless access points and switches. Finally, learners will discover the benefits of connecting devices in a network. | Desktop Publishing By the end of this segment children will use text and images to communicate messages. They will use desktop publishing software considering choices of font size, colour and type to edit and improve pre-made documents. Learners will create a template for a magazine front cover. | Programming A- sequence in music By the end of this segment children will be introduced to a selection of motion, sound, and event blocks which they will use to create their own programs, featuring sequences. The final project is to make a representation of a piano. The unit is paced to focus on all aspects of sequences, and make sure that knowledge is built in a structured manner. Learners also apply stages of program design through this unit. | Creating media- animation By the end of this segment children will use a range of techniques to create a stop-frame animation using tablets. Next, they will apply those skills to create a story-based animation. This unit will conclude with learners adding other types of media to their animation, such as music and text. | Spreadsheets By the end of this segment children will learn what a spreadsheet is and how it can be used. They will be able to find a cell by its cell reference and input data into it. | Programming B-events in actions By the end of this segment, the children will begin by moving a sprite in four directions.. They then explore movement within the context of a maze, using design to choose an appropriately sized sprite. This unit also introduces programming extensions, through the use of Pen blocks. Learners are given the opportunity to draw lines with sprites and change the size and colour of lines. The unit concludes with learners designing and coding their own maze-tracing program. |
| 30 minutes | Design & Technology | Designing & making Sandwiches By the end of this segment children will know how to choose ingredients to create a balanced meal, to cut, chop, spread and grate ingredients, to evaluate their taste experience. | Levers and linkages By the end of this segment, children will know how to make and evaluate simple moving animals with linkages and understand movement including pivots. | Moving monsters By the end of this segment children will know about simple pneumatic systems. They will plan and make a moving monster with a simple pneumatic system. | |||
| 30 minutes | French | Introductions and learning animals By the end of this segment children will remember and pronounce accurately 16 French phonics sounds. Say and write a sentence starting with ‘voici’ and including two nouns joined with a conjunction. Understand that noun words are grouped into masculine and feminine and the determiners for each group are different Knowledge organiser French Autumn Knowledge organiser.pptx | Numbers and Colours By the end of this segment children will remember and pronounce accurately 23 French phonics sounds. Say, read and write (with mainly accurate spelling) numbers 0-12 and 12 colours. Culture: Recognise key dates in relation to Christmas in France. | Days of the Week By the end of this segment children will remember and pronounce accurately 26 French phonics sounds. Recognise, say, read and write (with mainly accurate spelling) the days of the week and numbers 13 – 20. Culture: Learn about La Fête des Rois. Knowledge organiser French Knowledge organiser Spring.pptx | Conversations and Months By the end of this segment children will hold a conversation with a partner with increasing confidence. Start to make grapheme/phoneme links. Recognise, say, read and write (with mainly accurate spelling) the months of the year and numbers 21 - 31. | Clothing and using a bilingual dictionary By the end of this segment children will understand, say, read and spell eight masculine nouns and one feminine noun, based on the animals. Revise the grammatical terms ‘noun’, adjective’, ‘determiner’ and ‘conjunction’. Explore and start to use a bilingual dictionary. French Knowledge Organiser Summer.pptx | |
| 30 minutes | Music | Group Singing Mama Mia By the end of this segment children will have learnt a song off by heart. They will have explored the genre of 1980s music and developed a send of pitch and rhythm. They will have had the opportunity to perform their song. | Ocarinas By the end of this segment children will have learnt to read notation for B, C and A and how to play this as a class ensemble. They will develop tonguing technique and start to experiment with dynamics. | Ocarinas By the end of this segment children will have learnt to read notation for high D and how to play as a duet. They will continue to develop tonguing technique and experiment further with dynamics | Listening and Appraising By the end of this segment children will have listened to a range of genres from Baroque through to 20th Century music. They will also have experienced music from different cultures. | Ocarinas By the end of this segment children will have learnt to read notation for high D, B, C and A and how to play as a class ensemble. They will compose a short piece | |
| Whole School Weekly Active Listening Programme | |||||||
| Purcell, Shostakovitch Sibelius, Stravinsky, Haydn, Verdi, Anna Klein, Elgar, Bologne | Grieg, Mussorgsky, Anna Meredith, Mozart, Prokofiev, Grażyna Bacewicz, Brahms and Tchaikovsky | Delia Derbyshire, Vivaldi, Gershwin, Florence Price and Steve Reich | Ravi Shankar, Villa Lobos, Hans Zimmer, John Adams, Kerry Andrew, JS Bach and Mason Bates | Beethoven, Bernstein, Copeland, Dvorak and Handel | Carl Orff, Vaughan Williams, Wagner and Sibelius | ||
| 30 minutes | Religious Education | Key Question: Why are festivals important to religious communities? By the end of this segment children will know similarities and difference between religious festivals and why they are so important to religious communities. Planned Festival Celebrations: Christianity through Harvest | Key question: Why are festivals important to religious communities? Planned Festival Celebrations: Hinduism through Diwali*, Christianity through Advent/Christmas*, Hanukkah* | Key question: What do different people believe about god? Why do people pray? By the end of this segment children will know what it means to have faith and understand peoples different beliefs about God. Sikhism By the end of this segment children will know where Sikhism was founded, what are the main Sikh beliefs,what special festivals they celebrate, what are key Sikh symbols and how Sikh’s worship. Knowledge Organiser Sikhism .pptx Key Question: – What is ‘good’ about Good Friday? By the end of this segment the children will know why Good Friday is good and the importance of this day to Christians. Planned Festival Celebrations: Christianity through Lent/Easter*, Sikhism through Vaisakhi*, Buddhism through Wesak (Wellbeing link) | Key question: Why is Jesus inspiring to some people? By the end of this segment the children will know why Jesus is inspiring to some people and why he is important to Christians. Festivals: Islam through Eid | Key question: Why is the Bible so important for Christians today? By the end of this segment the children will know that the Bible is made up of different books and is used publicly and privately for Christians. | |
| 30 minutes | PSHE/RSE | Me, Myself & I - beginning & belonging.By the end of this segment children will know how people may feel when Starting something new. They will know how they can make other people feel welcome. Citizenship - Rights, Rules & responsibilities By the end of this segment the children will know the importance of rules and why we have them. They will know how to manage their feelings and calm down including who they can talk to when they need help. | Me, Myself & I - Friends & family By the end of this segment children will know how to be a good friend and listen to & support others. They will know how to cope with changes in relationships. | Relationships - Healthy & safer lifestyles. By the end of this segment children will know what their body can do and why it is special. They will know how to keep clean And how different illnesses and diseases spread and what can Ido to prevent this? | Citizenship - Working together By the end of this segment children will know their strengths and what skills they need to develop. They will know how to listen to others. And share their own views and opinions. They will know about perseverance & overcoming obstacles and about giving & receiving constructive feedback. | Diversity & Communities By the end of this segment children will know about their own personal identity and the different communities in Britain and LFE & will celebrate their differences. They will know some of the needs of and show how to care for the local environment.and protect local habits. They will take part in Make a Difference Day where they plan and carry out activities to make a difference in their local community. | Myself and My Relationships - Managing Change By the end of this segment children will know about changes.& Separation and how people feel when things change or people or pets die? They will know how people might behave when feeling these emotions and how to make the best of new situations? |
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