William Ford Junior School - Creative and Wellbeing

Art

Year THree

Autumn – TOPIC NAME
Overview	Students take on the role of a team of young museum curators, archaeologists, and exhibition designers tasked with curating a new children's exhibit on Ancient Egyptian Art at a fictional local museum.
Career/Mantle and Spirituality	The museum has just received a mysterious crate of Egyptian artefacts (replicas), and it’s up to your team to: Research the artefacts Understand the stories they tell (including religious beliefs, daily life, and symbolism) Recreate ancient-style artwork Prepare labels and explanations for a family-friendly exhibition Present your findings to real visitors (e.g., school open day, or a local library display).
Key vocabulary	Prehistoric, Ancient, archaeologist, exhibition, mysterious, curator.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Art and Design skills in Y2.
Optional home learning	Pupils would benefit from researching different artistic prehistoric pieces. Click on this website for further support: Egyptian Art \| The Metropolitan Museum of Art (metmuseum.org)

Spring – Developing Drawing Skills
Overview	Pupils develop drawing skills by using a variety of lines, marks, and shading to show texture, tone (light and dark), and form. They learn to recognise organic and geometric shapes and begin to draw 3D forms. Shading techniques, such as blending and varying pressure, help make drawings look more realistic. Pupils also learn that artists experiment with different materials and can create art in many ways, for different purposes, including decoration, expression, and exploring ideas.
Career/Mantle and Spirituality	Pupils are commissioned by the hotel manager of their volcanic Island (curriculum link to geography volcano unit) to produced some digital art based on floral designs. Pupils discuss the concept of God as a creator and an artist. Discussions are based on: Genesis 1:31 God looked at everything he had made, and it was very good. Is God an artist? How do other artists gain inspiration from God and the bible? Can we contemplate the beauty of God’s designs?
Key vocabulary	Artist, geometric, line, refine, shape, sketch, organic, blend, even tones, observation, organic, digital art, illustrator, product, purpose style
Pupils will be assessed through:	Final piece of digital art, drawing a framed selection onto a larger scale.
Previous skills and knowledge to be revisited	Art and Design skills in Y2. Egyptian art, involving shading, tone and use of colour.
Optional home learning	Explore the web-based digital art software Sketchpad - Draw, Create, Share! Explore the work of the following artists who use digital art: Katie Daisy. and Sara Boccaccini Meadows.

Summer – Sculptures
Overview	Sculpture and 3D: Abstract shape. Pupils draw a cardboard model from different angles, focusing on shapes in the positive and negative space to achieve an abstract effect. Following this, pupils plan and create an abstract sculpture based on play equipment, combining shapes together to make an interesting free-standing sculpture.
Career/Mantle and Spirituality
Key vocabulary	Sculpture, abstract, model, angle, positive space, negative space, combining
Pupils will be assessed through:	Pupils are assessed on their final sculpture model, produced by planning, constructing and combining shapes.
Previous skills and knowledge to be revisited	Art and Design skills in Y2. Brief look at sculpture during artist study.
Optional home learning	Pathway website introducing sculpture: Pathway: Playful Making Key Stage Two Sculptures \| Art and Design Topic \| Hands-On Education

Year Four

Autumn – Paisley Patterns
Overview	Paisley patterns - How can we use traditional Paisley patterns to create beautiful, meaningful designs for our India Day costumes?
Career/Mantle and Spirituality	Pupils use the Mantle of the Expert approach to give children a real-world purpose for their learning. The class will take on the role of expert textile designers working for a fashion company that has been asked to create unique Paisley pattern designs for costumes to be worn on the school’s upcoming India Day. Through this role, children explore the cultural origins of the Paisley pattern, develop their design skills and work collaboratively to produce patterns that are meaningful, attractive and culturally respectful. This imaginative context helps to deepen engagement, encourage ownership of learning and connect art to a wider cultural celebration.
Key vocabulary	Paisley – a decorative teardrop-shaped pattern with roots in Persian and Indian design Pattern – a repeated decorative design Motif – a single design or symbol used in a pattern Teardrop – the main shape of the Paisley design, rounded with a pointed tip Outline – the outer edge or shape of something Detail – small features or decorations added to a design Layer – different levels or sections in a design Symmetry – when both sides of something are the same or very similar Balance – when colours and shapes are used evenly throughout a design
Pupils will be assessed through:	Pupils will be assessed through final outcome piece, where pupils will make India day costumes, using design skills and working collaboratively to produce patterns.
Previous skills and knowledge to be revisited	Patterns in prehistoric art and Egyptian art in Y3. Design skills in Y3.
Optional home learning	Pupils can explore motifs and paisley patterns: Motifs - Pattern - Higher Art and Design Revision - BBC Bitesize Painted Paisley Designs.pages (is51.org)

Spring – Art through the ages – Prehistoric Art
Overview	The pupils will study Art through the ages by: Investigating the art to discover how and why it was created. Recreating prehistoric art using ancient techniques (e.g. charcoal, natural pigment painting, scratching into clay). Curating an interactive exhibition for a museum or school display to educate the public on the creativity of early humans. Reflecting on how human creativity connects across time—including to their own artistic abilities.
Career/Mantle and Spirituality	Pupils discuss the concept of God as a creator and how he has been present through history. Discussions are based on: Genesis 1:26 Then God said, ‘Let us make all human beings in our image and likeness’. Discussion questions such as: How can men and women both be made in God's image? What is the purpose of art? What evidence is there of God throughout the ages?
Key vocabulary	Curate, prehistoric, ancient techniques, interactive, exhibition
Pupils will be assessed through:	Over a number of pieces of art, throughout this unit, that recreate prehistoric art using ancient techniques.
Previous skills and knowledge to be revisited	Art and design skills in Y3.
Optional home learning	Pupils would benefit from researching different artistic prehistoric pieces. Click on this website for further support:Cave painting Facts for Kids (kiddle.co)

Summer – Craft and Design – Fabric of nature
Overview
Career/Mantle and Spirituality	Pupils discuss the concept of God in nature and how he has been present in nature and its creation. Discussions are based on: Psalm 19:1: "The heavens declare the glory of God; the skies proclaim the work of his hands" Discussion questions, such as: If you could be any animal or plant God made, which would you be and why? If nature is like a "painting" by God, what does it tell us about the "Artist"?
Key vocabulary	Nature, creation, imagery, mood board, repeating pattern
Pupils will be assessed through:	A number of pieces of work, based on repeating patterns and rainforest art.
Previous skills and knowledge to be revisited	Art and design skills in Y4, Paisley patterns at the beginning of Y4.
Optional home learning	Pupils can explore rainforests and the fabric of nature through the following websites: What is a rainforest habitat? - BBC Bitesize Get arty outdoors and make a forest mandala - Parents' Toolkit - BBC Bitesize

Year fIve

Autumn One – I need Space
Overview	I need space unit – based on the space race and retro-futurism, linked to our other cross-curricular units in Science and French.
Career/Mantle and Spirituality	The pupils become science documentary creators, as they are contacted by a professor from the BBC who creates science documentaries called: Stargazing. The pupils receive a letter from BBC who have commissioned 3 new episodes of Stargazing and would like Year 5 to make these episodes, based on: The solar system Night and day Lunar month.
Key vocabulary	Lunar, solar system, stargazing, commissioned, waxing gibbous, waning, crescent, milky way, planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn Uranus, Neptune, Pluto.
Pupils will be assessed through:	Final piece of art, based on pupils creative imagination of what the future would/could look like, if we lived in space.
Previous skills and knowledge to be revisited	Art and design skills in Y3 and Y4.
Optional home learning	Pupils would benefit from home study, using the following links: NASA Art Program \| National Air and Space Museum (si.edu) What was the space race? - BBC Newsround

Spring – Portraits - Art and Design skills
Overview	Pupils will learn how to create a collage and draw this from observation, successfully upscaling a drawing and painting accurately.
Career/Mantle and Spirituality	Pupils will explore spiritual themes and links from the Bible, to use imagination and visualisation to create an original piece of artwork.
Key vocabulary	art medium atmosphere background carbon paper collage composition continuous line drawing evaluate justify mixed media portrait
Pupils will be assessed through:	Final piece of art work, using portraits and skills and knowledge learnt throughout the unit to create a collage, using observation and upscaling.
Previous skills and knowledge to be revisited	Art and design skills in Y3 and Y4. Previous unit in Y5 on space and introduction to collage.
Optional home learning	Pupils would benefit from home learning, by visiting this website: KS1 / KS2 Art and Design: How to draw a lifelike self-portrait or portrait - BBC Teach

Summer – Architecture Formal elements
Overview	Pupils will study various architecture, including architecture from the infamous London skyline,
Career/Mantle and Spirituality	Pupils will take on the role of architects, by studying and learning how to be an architect, transforming the look of a building in the style of a famous artist, designing a building in an architectural style, as well as designing a monument.
Key vocabulary	Architect, architecture, design, monument, transform.
Pupils will be assessed through:	A number of artistic pieces, including architectural design and planning and construction of a ‘monument’.
Previous skills and knowledge to be revisited	Art and design skills in Y3 and Y4. Previous unit in Y5 on space and introduction to collage. Portrait and collage design in previous unit in Y5.
Optional home learning	Pupils would benefit from home study, using the following links: How to become an architect: Tegan's story - BBC Bitesize Architectural styles you didn’t know you knew - BBC Bitesize

Year Six

Autumn – Repeated patterns
Overview	Pupils study repeated patterns, through the inspiration of Zentangles and other works from William Morris.
Career/Mantle and Spirituality	The children are recruited as expert designers at The Pattern Studio, a fictional design company that has just been commissioned by a modern interior design firm or eco-conscious clothing brand to create a pattern collection inspired by the classic work of William Morris—but with a modern twist.
Key vocabulary	Zentangles, repeated patterns, William Morris, modern, interior design, printing, press.
Pupils will be assessed through:	A number of pieces of artwork, including repeated pattern design, print press, and final piece of printing work.
Previous skills and knowledge to be revisited	Artist studies in Y4 and Y5. Paisley patterns at the beginning of Y4.
Optional home learning	Pupils would benefit from home study, using the following links: https://williammorrissociety.org/wp-content/uploads/2019/10/Printmaking-resource.pdf Zentangle Art for Kids Project

Spring – Painting – Artist study
Overview	Pupils use inspiration from a number of artists, as well as their own creativity and imagination to paint in a range of styles, producing a final piece of work inspired by their artist study.
Career/Mantle and Spirituality	Link to spirituality through exploring the concept of God as an artist, and how we can take inspiration form nature, as well as other aritists. Discussion based on: Exodus 35:31 ‘He has filled him with the Spirit of God, in wisdom and understanding, in knowledge and all manner of workmanship, to design artistic work.’ Discussion questions such as: How does God enable us to learn from others? Is God an artist? Can we be artists? How is art important for our sense and feelings?
Key vocabulary	Abstract, imagery, inspiration, composition, effect, formal elements.
Pupils will be assessed through:	Pupils will be assessed through their final piece, where they will generate an idea, demonstrating some inspiration from their chosen artist, producing a final piece of work, selecting appropriate tools and materials to create an intended effect.
Previous skills and knowledge to be revisited	Artist studies in Y4 and Y5. Paisley patterns at the beginning of Y4.
Optional home learning	Pupils would benefit from home study, using the following links: KS2 Art and Design - BBC Bitesize Year 6 Art ideas, lesson planning and resources \| PlanBee

Summer – Photography
Overview	Photography unit, where pupils create a photo montage using secondary source photographs, as well as exploring abstract art through photography.
Career/Mantle and Spirituality	Link to spirituality through exploring the concept of God as an artist, and how we can take inspiration form nature, as well as other aritists. Discussion based on the following: Psalm 46:10 Be still and know that I am God. Discussion questions: Why is it important to look at ourselves? Why is self-image so important and should this be so important in our society? What is the purpose of photography and how has it shaped the world we live in?
Key vocabulary
Pupils will be assessed through:	Pupils will be assessed through a number of pieces of artwork including: Using secondary source photographs to create a photo montage. Using text and image to create meaningful photo posters Adapting a digital photograph using editing tools
Previous skills and knowledge to be revisited	Artist study in Y6 and Y5. Use of photography in Portrait unit in Y5.
Optional home learning	Pupils would benefit from home study, using the following links: Photography - KS2 Art and Design - BBC Bitesize KS1 / KS2 Art and Design: How to photograph a moving object - BBC Teach

Music

Year THree

Autumn – Creating compositions in response to an animation (Theme: Mountains)
Overview	“How can we use sound and music to bring a mountain story to life?” This enquiry will guide the children's investigation into storytelling through music, encouraging them to explore how rhythm, dynamics, pitch, and timbre can represent landscapes, emotions, and narrative shifts.
Career/Mantle and Spirituality	A fictional animation studio called Alpine Tales Studios, which is producing a short animated film called “Echoes in the Mountains.” The animation is nearly finished, but the studio urgently needs a team of music specialists to design, compose, and perform the soundtrack and soundscape for key scenes.
Key vocabulary	Texture, dynamics, layers, rhythm, pitch, timbre, landscapes, emotions
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Rhythm and pitch skills in Y2.
Optional home learning	Pupils would benefit from exploring the following: How melody and pitch work in music? - BBC Bitesize

Spring – Jazz
Overview	Pupils study the genre of Jazz, exploring Ragtime music, as well as improvising and composing a scat singing performance with sounds and words. Pupils also learn how to compose and play a jazz motif fluently, using swung quavers.
Career/Mantle and Spirituality	Pupils discuss the spiritual aspect of singing, melodies and rhythm in the Bible. Discussions are based on: Ephesians 5:19 “singing and making melody to the Lord with your heart.” It is to him and about him that we sing! Discussion questions such as What is rhythm? Why do we need rhythm in life? How is singing and music important for our well-being?
Key vocabulary	Improvisation jazz motif off-beat pitch Ragtime rhythm scat singing straight quaver strung quaver swing music
Pupils will be assessed through:	A number of musical pieces, including learning how to compose and play a jazz motif fluently, using swung quavers, as well as improvising and composing a scat singing performance.
Previous skills and knowledge to be revisited	Rhythm and pitch skills in Y2. Creating compositions in Y3.
Optional home learning	Pupils would benefit from exploring the following: Jazz - Popular music styles - National 5 Music Revision - BBC Bitesize

Summer – Royal Ballet
Overview	Royal Ballet unit, incorporating Music and Dance. Pupils learn how to share and create dance phrases with a partner and in a small group, as well as performing these phrases in a dance.
Career/Mantle and Spirituality	Pupils look at the spiritual concept of expression and how we can communicate through music and movement and how this is also a spiritual practice (worship). Discussion based on: Romans 12:2 Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Discussion questions such as: How can we express our love and joy? How does God communicate to us? How can we communicate ourselves through music and movement?
Key vocabulary	Sculpture, abstract, model, angle, positive space, negative space, combining
Pupils will be assessed through:	Pupils are assessed on their dance phrases in small groups, as well as showing dynamic, rhythmic and expressive qualities clearly and with control.
Previous skills and knowledge to be revisited	Rhythm and pitch skills in Y2. Creating compositions in Y3.
Optional home learning	Pupils would benefit from exploring the following: The Royal Ballet School Royal Ballet and Opera Schools

Year Four

Autumn and Spring - Recorders
Overview	Recorders – Becoming Professional Musicians. Pupils learn how to successfully play the recorder, learning the following skills: Learn how to hold and play the recorder correctly. Practise playing notes clearly and producing a good sound. Learn how to play simple tunes. Understand how musicians work together to create music. Practise playing different notes and simple harmonies/chords as a group. Rehearse together to prepare for a final performance
Career/Mantle and Spirituality	Mantle / Career Focus Brief: Becoming Professional Musicians Scenario Title: The Young Recorder Ensemble Introduction to the Scenario The class has been chosen to become a group of young professional musicians in training. A music organisation has discovered that your class shows great musical potential and has invited you to form a Recorder Ensemble. Your job is to practise, improve your musical skills, and prepare a performance that could impress audiences and music teachers who are looking for future professional musicians.
Key vocabulary	Recorder Melody Rhythm Note Pitch Tempo Ensemble
Pupils will be assessed through:	Pupils will be assessed through final outcome piece, where pupils will perform a short musical piece for an audience (such as another class, teachers, or parents). The audience will be looking for musicians who can: Play the correct notes Keep a steady rhythm Work well as a group Perform with confidence
Previous skills and knowledge to be revisited	Rhythm and pitch skills in Y2. Creating compositions in Y3.
Optional home learning	Pupils can explore motifs and paisley patterns: Composing with the sounds around us - BBC Bitesize

Summer – Djembe Drumming
Overview	The pupils will study and practice Djembe drumming, learning how to maintain a steady beat, gaining an understanding of the connection between tempo and pulse, performing at different tempos and understanding the difference between long and short notes. This will all culminate in pupils learning to play an African tune: Conga.
Career/Mantle and Spirituality	Pupils discuss the concept of God as a communicator and how we can communicate with him through song and movement. Discussions are based on: Romans 12:2 Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Discussion questions such as: How can we express our love and joy? How does God communicate to us? How can we communicate ourselves through music and movement?
Key vocabulary	Rhythm, tempo, tone, bass and pitch.
Pupils will be assessed through:	Pupils will be assessed through final piece where pupils will play an African tune: Conga. Skills will be assessed to gage pupils understanding of the connection between tempo and pulse, performing at different tempos and understanding the difference between long and short notes.
Previous skills and knowledge to be revisited	Rhythm and pitch skills in Y2. Creating compositions in Y3. Recorders unit in Y4.
Optional home learning	Pupils would benefit from researching rhythm as well as the basics of djembe drumming. The instruments and rhythms of Africa - Music of Africa - OCR - GCSE Music Revision - OCR - BBC Bitesize

Year fIve

Autumn – Blues
Overview	Music - Blues unit – based on the space race and retro-futurism, linked to our other cross-curricular units in Science and French.
Career/Mantle and Spirituality	The pupils take on the role of a team of young Music Historians and Performers who have been contacted by The National Museum of Music and Memory. The museum is designing a brand-new exhibit called: “The Sound of the Soul: A Journey Through the Blues.” The museum needs a group of experts to: Understand and explain the history and feeling behind the Blues. Learn how to confidently perform the 12-bar Blues. Improvise music using the Blues scale. Compose short original pieces that express emotion and tell a story. Present a final Blues Showcase Performance to visitors (e.g. parents, other classes, or staff).
Key vocabulary	Blues, 12-bar blues, scale, compose, improvise, express, soul
Pupils will be assessed through:	Pupils are assessed through a number of pieces, including composing short original pieces that express emotion and tell a story, as well as presenting a final Blues Showcase Performance to visitors (e.g. parents, other classes, or staff).
Previous skills and knowledge to be revisited	Rhythm and pitch skills in Y2. Creating compositions in Y3. Recorders unit in Y4.
Optional home learning	Pupils would benefit from home study, using the following links: Musical journeys: Jazz and blues music - BBC Bitesize

Spring – Loops and remixing
Overview	Pupils will take on the role of DJs, whilst learning how to use effects, such as looping and remixing selecting a section of a tune and perform it as a loop, as well as combining loops to create a remix.
Career/Mantle and Spirituality	Pupils will take on the career aspect, of being DJs and music composers, whilst learning how to use effects, such as looping and remixing selecting a section of a tune and perform it as a loop, as well as combining loops to create a remix.
Key vocabulary	accuracy backbeat body percussion fragment layers loop looped rhythm melody melody line notation ostinato remix rhythm riff
Pupils will be assessed through:	Final piece of ‘remix’ music, combining all the skills taught over the unit.
Previous skills and knowledge to be revisited	Rhythm and pitch skills in Y2. Creating compositions in Y3. Recorders unit in Y4. Blues in Y5.
Optional home learning	Pupils would benefit from home learning, by visiting this website: How to create music by remixing existing tracks - BBC Teach

Summer – Musical Theatre
Overview	Pupils will take on the role of Musical Theatre producers, conductors and music creators, as they select appropriate existing music for their scene to tell the story of a journey, as well as performing in time with their groups, ensuring smooth transitions between spoken dialogue, singing and dancing.
Career/Mantle and Spirituality	Pupils will take on the role of Musical Theatre producers, conductors and music creators, as they use a school experience (Lion King educational visit), to inspire them to create a piece of musical theatre, using iPads (Garage band) for resources.
Key vocabulary	action song backdrop book musical character song choreographer composer comic opera costumes designer dialogue director duet ensemble
Pupils will be assessed through:	A number of musical theatre creations, culminating in a final musical theatre soundtrack.
Previous skills and knowledge to be revisited	Rhythm and pitch skills in Y2. Creating compositions in Y3. Looping and Remixing in Y5.
Optional home learning	Pupils would benefit from home study, using the following links: Let's Perform plays \| National Theatre

Year Six

Autumn – Advanced Rhythms
Overview	During this unit, pupils consolidate their learning, by exploring rhythmic patterns in order to build a sense of pulse and using this understanding to create a composition. Pupils will explore rhythmic patterns, using knowledge of rhythmic notation to notate own composition.
Career/Mantle and Spirituality	Link to spirituality through exploring the concept of God as a communicator and how we can express our communication in a variety of ways. Discussion based on: Romans 12:2 Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Discussion questions such as: How can we express our love and joy? How does God communicate to us? How can we communicate ourselves through music and movement?
Key vocabulary	Rhythmic, composition, pulse, pattern, notation, Kodaly music method.
Pupils will be assessed through:	A number of pieces of music, including developed rhythmic patterns, as well as their own composition.
Previous skills and knowledge to be revisited	Rhythm and pitch skills in Y2. Creating compositions in Y3. Looping and Remixing in Y5.
Optional home learning	Pupils would benefit from home study, using the following links: https://www.bbc.co.uk/bitesize/articles/zw4k7v4

Spring – Film Music
Overview	Pupils study background music in films, appraising different musical features in a variety of film contexts, identifying and understanding composing techniques, as well as creating and notating musical ideas and gaining the skills to play a sequence of musical ideas to convey emotion.
Career/Mantle and Spirituality	Pupils take on the role of Film Music producers and film composers, as they study background music in films, appraising different musical features in a variety of film contexts, identifying and understanding composing techniques, as well as creating and notating musical ideas and gaining the skills to play a sequence of musical ideas to convey emotion.
Key vocabulary	accelerando body percussion brass characteristics chords chromatics clashing composition conversation convey crescendo descending
Pupils will be assessed through:	Pupils will be assessed through their final piece, where they will notate musical ideas and use taught skills to play a sequence of musical ideas to convey emotion.
Previous skills and knowledge to be revisited	Rhythm and pitch skills in Y2. Creating compositions in Y3. Looping and Remixing in Y5. Advanced Rhythms in Y6.
Optional home learning	Pupils would benefit from home study, using the following links: https://www.bbc.co.uk/bitesize/articles/zmnk47h

Summer – Theatrical Production Music
Overview	Theatrical Production Music unit, where pupils appraise different musical features used in production contexts, interpreting and using different emotions in sounds and scenes to practice and perform a scene in a production, as well as being part of a sequence of musical ideas to convey emotion.
Career/Mantle and Spirituality	Link to spirituality through exploring the concept music and worship in the Bible and how we can express ourselves through music and worship. Discussion based on the following: Psalm95:1-2 ‘Come, let’s sing for joy to the Lord. Let’s shout praises to the Rock who saves us.2 Let’s come to him with thanksgiving. Let’s sing songs to him.’ Discussion questions, such as: How can you express yourself and also praise and worship God? How can we give glory to God? How is music a form of expression?
Key vocabulary	Theatrical, production, ensemble, climax, compose, convey, appraise, tempo, dynamics.
Pupils will be assessed through:	Pupils will be assessed through a number of pieces of musical work throughout their end of year musical production.
Previous skills and knowledge to be revisited	Creating compositions in Y3. Looping and Remixing in Y5. Advanced Rhythms in Y6. Film music in Y6.
Optional home learning	Pupils would benefit from home study, using the following links: https://www.bbc.co.uk/teach/school-radio/articles/z66jwty

PE

Year THree

Autumn 1 – Hockey and Gymnastics
Overview	During Autumn 1, pupils will begin Gymnastics, by developing travel, dismounts, balance and roll techniques, as well as learning the rules and techniques of the sport of Hockey, as well as developing their striking, intercepting and stopping techniques.
Key vocabulary	Gymnastics: Symmetry, Asymmetry, Flight, Crouch, Inclined, Arch, Body tension, Balance, Stretch, Push, Control, Precision. Hockey: Dribble, passing, tackle, shooting, possession, and defence.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Gymnastics rolls and balances in KS1.
Optional home learning	Pupils would benefit from exploring the following: Gymnastics from the BBC - CBBC - BBC Holding the hockey stick - Hockey - essential skills and techniques - GCSE Physical Education Revision - AQA - BBC Bitesize

Autumn 2 – Tag Rugby and Handball
Overview	During Autumns 2, pupils will learn the basics of Tag Rugby, including leaning how to pass, ‘tackle’ and use teamwork to outwit their opponent. As well as this, pupils will learn an alternative sport: Handball, applying and developing their throwing, catching and teamwork skills.
Key vocabulary	Tag Rugby: Attack, defence, tag, tagger, ball carrier, try, interception, and dodge. Handball: Attacker, explore, space, apply, defender, attack, possession, shoulder pass, intercepting.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Invasion games in PE in Y2.
Optional home learning	Pupils would benefit from exploring the following: How to Play Tag Rugby- Primary School PE Handball low catching technique - Handball - essential skills and techniques - GCSE Physical Education Revision - Eduqas - BBC Bitesize

Spring 1 – Netball and Football
Overview	During Spring 1, pupils will develop further invasion games skills, as well as passing and moving, control and dribbling skills in football, as well as learning the rules and techniques of the sport of Netball.
Key vocabulary	Football: Dribbling, passing, tackling, shooting, positions, goalkeeper, defender, attacker. Netball: Chest pass, bounce pass, footwork, dodging, marking, interception, possession.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Invasion games in PE in Y2. Skills learnt from Tag Rugby in Y3.
Optional home learning	Pupils would benefit from exploring the following: Football scoring, rules and officials - Association football - factfile - GCSE Physical Education Revision - WJEC - BBC Bitesize Netball scoring, rules and officials - Netball - factfile - GCSE Physical Education Revision - OCR - BBC Bitesize

Spring 2 – Tennis and Cricket
Overview	During Spring 2, pupils will develop their striking and fielding techniques, in Cricket, as well as developing a range of skills, such as throwing, striking, intercepting, racquet handling, volleying and serving skills in Tennis.
Key vocabulary	Tennis: Forehand, backhand, serve, volley, gameplay, rally, court, net, racket. Cricket: Batting, bowling, fielding, wicket, stumps, runs, crease, boundary.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Invasion games in PE in Y2. Skills learnt from Netball, football and Tag Rugby in Y3.
Optional home learning	Pupils would benefit from exploring the following: Tennis basic serve - Tennis - essential skills and techniques - GCSE Physical Education Revision - OCR - BBC Bitesize Cricket scoring, rules and officials - Cricket - factfile - GCSE Physical Education Revision - OCR - BBC Bitesize

Summer 1 – Dance (Royal Ballet) and Boccia
Overview	During Summer 1, pupils will begin by receiving high quality dance provision, from the Royal Ballet, creating and performing dance phrases, as well as learning a Paralympic sport: Boccia - developing passing and moving skills, as well as accuracy.
Key vocabulary	Dance (Royal Ballet): Create, Adapt, Link, Actions, Gestures, Partner, Perform, Dynamic, Rhythmic, Control, Fluency, Movement. Boccia: Preparation, precision, accuracy, ability, control, glide.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Invasion games in PE in Y2. Skills learnt from Netball, football and Cricket in Y3.
Optional home learning	Pupils would benefit from exploring the following: The Royal Ballet School

Summer 2 – Rounders and Athletics
Overview	During Summer 2, pupils will develop their striking and fielding techniques, in Rounders. Finally, pupils will take part in Athletics, developing movements including running, jumping, throwing and catching, and skills of agility, balance and coordination
Key vocabulary	Rounders: Striking, throwing, catching, and the long barrier. Athletics: Take-off, stride pattern, relay, javelin, shot put, and technique.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Invasion games in PE in Y2. Skills learnt from Netball, football and Cricket in Y3.
Optional home learning	Pupils would benefit from exploring the following: Get Inspired: How to get into rounders - BBC Sport Athletics scoring, rules and officials - Athletics - factfile - GCSE Physical Education Revision - AQA - BBC Bitesize

Year Four

Autumn 1 – Basketball and Fitness
Overview	During Autumn 1, pupils will be applying and developing handling, passing and moving techniques in Basketball, as well as improving their stamina, endurance, strength and agility in fitness.
Key vocabulary	Basketball: dribble, pivot, pass, shoot, rebound, defence, control, possession, passing. Fitness: stamina, agility, flexibility, strength, sprint, relay, dribble, and travelling.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	This unit builds upon prior knowledge gained in Year 3 in which pupils developed fundamental skills, extending their agility, balance, striking and catching skills.
Optional home learning	Pupils would benefit from exploring the following: Basketball from the BBC - CBBC - BBC

Autumn 2 – Football and Tag Rugby
Overview	During Autumn 2, pupils will further the invasion games skills, through Football and Tag Rugby, learning passing and moving skills, attack and defence, as well as teamwork tactics.
Key vocabulary	Body position, accuracy, kicking, speed, strength, reaction, agility, outwitting.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Invasion games in PE in Y3. Skills learnt from Netball, football and Basketball in Y3 and Y4.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/subjects/zbhy4wx

Spring 1 – Handball and Gymnastics
Overview	During Spring 1, pupils will learn an alternative sport: Handball, applying and developing their throwing, catching and teamwork skills. Following this, pupils will continue to develop their gymnastic techniques and apparatus skills in gymnastics.
Key vocabulary	Gymnastics: Symmetry, Asymmetry, Flight, Crouch, Inclined, Arch, Body tension, Balance, Stretch, Push, Control, Precision. Handball: attacking (passing, shooting, creating space) and defending (marking, intercepting, reducing space).
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Gymnastics in PE Y3. Invasion games in PE in Y3. Skills learnt from Netball, football and Basketball in Y3 and Y4.
Optional home learning	Pupils would benefit from exploring the following: What is Handball? - CBBC

Spring 2 – Goalball and Dance
Overview	During Spring 2, pupils will begin by learning to dance, using the musical theatre genre. Pupils will continue to develop their rhythmic, expressive and performance skills. Additionally, pupils will learn a Paralympic sport: Goalball - developing passing and moving skills, as well as accuracy and listening skills.
Key vocabulary	Choreography, Motif, Projection, and specific steps like Chassé, Pivot Turn, and Grapevine.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Gymnastics in PE Y3. Invasion games in PE in Y3. Skills learnt from Netball, football and Basketball in Y3 and Y4.
Optional home learning	Pupils would benefit from exploring the following: KS2 Dance: Dance Workshop - BBC Teach

Summer 1 – Tennis and Rounders
Overview	During Summer 1, pupils will take part in the seasonal sports of Rounders and Tennis, by developing a range of skills, such as throwing, striking, intercepting, racquet handling, volleying and serving skills.
Key vocabulary	Tennis: Serve, tactics, forehand, outwit, backhand, space, doubles, accuracy, serve, forehand, volley, backhand. Rounders: Backstop, bowler, batter, 1st-4th base/post, no-ball, half/full rounder, stumped, and obstruction.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Gymnastics in PE Y3. Invasion games in PE in Y3. Skills learnt from Netball, football and Basketball in Y3 and Y4.
Optional home learning	Pupils would benefit from exploring the following: Get Inspired: How to get into rounders - BBC Sport Tennis - an overview and history of the sport - Tennis - factfile - GCSE Physical Education Revision - WJEC - BBC Bitesize

Summer 2 – Athletics and Cricket
Overview	During Summer 2, pupils will take part in the seasonal sports of Athletics and Cricket. Pupils will enhance their athletic skills and performance, by developing their strength, agility and balance, through track and field even
Key vocabulary	Athletics: Acceleration, pacing, stamina, technique, power, relay, long jump, triple jump, javelin, and shot put. Cricket: Bowler, batter, wicket, fielding, and runs, along with techniques like the short barrier and grip.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Invasion games in PE in Y3. Skills learnt from Netball, football and Basketball in Y3 and Y4. Tennis and Rounders in Y4.
Optional home learning	Pupils would benefit from exploring the following: Athletics - an overview and history of the sport - Athletics - factfile - GCSE Physical Education Revision - AQA - BBC Bitesize Cricket - an overview and history of the sport - Cricket - factfile - GCSE Physical Education Revision - Edexcel - BBC Bitesize

Year fIve

Autumn 1 – Hockey and Gymnastics
Overview	During Autumn 1, pupils will refine their ability to perform gymnastics sequences, culminating in a gymnastic performance, based on the learnt sequences, as well as this, pupils will develop dribbling, shooting and team tactics, in Hockey.
Key vocabulary	Hockey: Dribbling. Goal. Hockey. Hockey stick. Passing. Push pass. Roll. Scoring. Shooting. Gymnastics: Symmetrical/asymmetrical shapes, apparatus, sequences, traveling, and rolls.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Gymnastics in PE in Y3 and Y4. Skills learnt from Netball, football and Basketball in Y3 and Y4. Tennis and Rounders in Y4.
Optional home learning	Pupils would benefit from exploring the following: Hockey dribbling technique - Hockey - essential skills and techniques - GCSE Physical Education Revision - WJEC - BBC Bitesize

Autumn 2 – Handball and Tag Rugby
Overview	During Autumn 2, pupils will consolidate their invasion game ability in Handball, applying and developing their throwing, catching and teamwork skills. Additionally, pupils will also consolidate their knowledge and development of Tag Rugby, honing and progressing their passing and moving skills, attack and defence, as well as teamwork tactics.
Key vocabulary	Handball: Attacking (passing, shooting, creating space) and defending (marking, intercepting, reducing space). Tag Rugby: Try, evasion, tagging, possession, and turnover.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Gymnastics in PE in Y3 and Y4. Skills learnt from Netball, football and Basketball in Y3 and Y4. Tennis and Rounders in Y4. Hockey in Y5.
Optional home learning	Pupils would benefit from exploring the following: What is Handball? - CBBC The rules of touch rugby - BBC Newsround

Spring 1 and 2 – Swimming and Football/Boccia.
Overview	During the Spring term, pupils will take part in an extended programme of swimming lessons, across the term, learning to develop their swimming ability, by learning a range of strokes effectively, as well as developing their football skills and techniques, focusing on positioning, set pieces and game play tactics. Additionally, pupils will learn a Paralympic sport: Boccia - developing passing and moving skills, as well as accuracy.
Key vocabulary	Swimming: Front crawl, backstroke, breaststroke, butterfly, float, sculling, kicking, reach. Football: Pitch, referee, goal line, possession, offside, corner kick, and penalty. Boccia: Boccia, bowls, throw, aim, precision, accuracy.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Prior swimming lessons outside of school. Skills learnt from Netball, football and Basketball in Y3 and Y4. Tennis and Rounders in Y4. Hockey in Y5.
Optional home learning	Pupils would benefit from exploring the following: Swimming from the BBC - CBBC - BBC

Summer 1 – Cricket and Tennis
Overview	During Summer 1, pupils will be applying and developing hand-eye-coordination, bowling, wicket-keeping and the rules and tactics of Cricket, as well as deepening the ability, understanding and skill-set in tennis, by learning over arm serve, whilst also focusing on accuracy when rallying.
Key vocabulary	Cricket: Crease, stumps, bails, over, wicket-keeper, pitch, boundary. Tennis: Forehand, backhand, serve, rally, volley, baseline, love (zero), deuce (40-40), fault.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Tennis and Rounders in Y4. Ball skills from Football and Hockey in Y5.
Optional home learning	Pupils would benefit from exploring the following: lta-youth-schools---out-of-hours-resource.pdf I Can Do It, You Can Too - Series 1: 5. Cricket and Scoring a Goal - BBC iPlayer

Summer 2 – Athletics and Rounders
Overview	During Summer 2, pupils will enhance their athletic abilities, by developing pacing strategies and control and accuracy when jumping and throwing, as well as extending their ball skills, and hand-to-eye coordination in Rounders.
Key vocabulary	Athletics: Acceleration, stamina, relay, baton, stride, reaction time, relay changeover. Rounders: Bowler, backstop, deep fielder, rounder, half-rounder, tactical skills, long barrier, short barrier, stumping.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Tennis and Rounders in Y4. Skills learnt from Tennis, Cricket, Football and Hockey in Y5.
Optional home learning	Pupils would benefit from exploring the following: Physical Education/PSHE KS2 & KS3: Olympic Spark: Fire Up Your Future - BBC Teach Get Inspired: How to get into rounders - BBC Sport

Year Six

Autumn 1 – Handball and Tag Rugby
Overview	During Autumn 1, pupils will refine and enhance their ability, understanding and skills in handball, as they learn how to use power and agility in a team format, as well as enhancing their skill and ability of Handball, refining their positioning skills as well as arranging and managing tournaments.
Key vocabulary	Handball: Jump shot, pivot/circle, goalkeeper, 3-step/3-second rule, dribbling, blocking, interception, fast break. Tag Rugby: Tag, try, evasion, tagging, possession, and turnover.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Tennis and Rounders in Y4. Skills learnt from Tennis, Cricket, Football and Hockey in Y5.
Optional home learning	Pupils would benefit from exploring the following: Primary School PE- How to Play Handball

Autumn 2 – Hockey and Gymnastics
Overview	During Autumn 2, pupils will develop their own complex sequences, as well as combining and performing gymnastic actions, shapes and balances. In addition, pupils will enhance footwork skills, bat and ball skills, as well as attacking and shooting skills in Hockey.
Key vocabulary	Hockey: Obstruction, centre pass, clearing, cross. tackle, ball control, pivoting, outwit. Gymnastics: Symmetrical/asymmetrical shapes, apparatus, sequences, travelling, and rolls.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Gymnastics in Y3, Y4 and Y5. Skills learnt from Tennis, Cricket, Football and Hockey in Y5.
Optional home learning	Pupils would benefit from exploring the following: A gymnast describes and practises her floor routine - Geometry: Video playlist - BBC Bitesize

Spring 1 – Football and Goalball
Overview	During Spring 1, pupils will enhance their techniques for passing, controlling, dribbling and shooting as they refine their attacking and defending ability in football and Goalball, a sport used in the Paralympics.
Key vocabulary	Football: Pressure, accuracy, possession, interception, marking (player/space), transition, tactics. Goalball: Sole, plant, pass, point, touches, dribble, outside, score, space, invasion, aware, inside, tackle, attacking, defending.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Gymnastics in Y3, Y4 and Y5. Skills learnt from Tennis, Cricket, Football and Hockey in Y5.
Optional home learning	Pupils would benefit from exploring the following: Goalball - an overview and history of the sport - Goalball - factfile - GCSE Physical Education Revision - AQA - BBC Bitesize

Spring 2 – Basketball and Dance
Overview	During Spring 2, pupils will be working creatively and imaginatively, whilst learning the 'Afro beats' genre of dance, practicing and performing expressive dance, with fluency and control. In addition, pupils will enhance footwork skills, attacking and shooting skills in Basketball.
Key vocabulary	Basketball: Pivoting, passing, chest pass, overhead pass, bounce pass, outwit. Dance: Motif, unison, canon, dynamics, sharp, smooth, spatial awareness, and structure.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Basketball in Y4. Skills learnt from Tennis, Cricket, Football and Hockey in Y5.
Optional home learning	Pupils would benefit from exploring the following: Basketball scoring, rules and officials - Basketball - factfile - GCSE Physical Education Revision - AQA - BBC Bitesize KS2 Dance: Dance Workshop - BBC Teach

Summer 1 – Fitness and Cricket
Overview	During Summer 1, pupils will learn how to live a healthy lifestyle, by working on stamina, endurance, speed and power in fitness, as well as applying and developing hand-eye-coordination, bowling, wicket-keeping and the rules and tactics of Cricket.
Key vocabulary	Fitness: Agility, stamina, power, coordination, technique, and strength. Cricket: Over (six balls), wicket keeper, crease, innings, dismissals, LBW, stumped, run out.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Skills learnt from Tennis, Cricket, Football and Hockey in Y5. Fitness in Y4.
Optional home learning	Pupils would benefit from exploring the following: Kristana - Be active - BBC Teach The cricket long barrier technique - Cricket - essential skills and techniques - GCSE Physical Education Revision - WJEC - BBC Bitesize

Summer 2 – Swimming and Athletics
Overview	During Summer 2, pupils will continue to enhance their swimming ability, learning to swim proficiently, as well as refining their athletic ability, pacing strategies and taking part in organised events in Athletics.
Key vocabulary	Swimming: Stamina, streamlining, and competitive strokes, alongside essential safety terms like hazard identification and water survival. Athletics: Sprint, stamina, relay changeover, acceleration, trajectory, triple jump.
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Skills learnt from Tennis, Cricket, Football and Hockey in Y5. Handball and Cricket in Y6. Swimming programme in Y5.
Optional home learning	Pupils would benefit from exploring the following: Athletics - GCSE Physical Education - BBC Bitesize

PSHE

Year THree

Autumn 1 – Families and Relationships
Overview	This unit supports pupils as they deepen their understanding of relationships, communication, and diversity. It introduces key vocabulary and concepts such as empathy, trust, stereotype, bullying, and open questions, helping pupils recognize the importance of listening, respecting differences, and resolving conflicts. The unit also addresses the impact of bullying, and emphasizes the significance of seeking help from trusted adults when needed. By exploring family dynamics, friendship challenges, and the effects of stereotypes, pupils are encouraged to develop empathy and effective communication skills.
Career/Mantle and Spirituality
Key vocabulary	bullying communicate empathy open questions similar solve stereotype sympathy trust
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Relationships in PSHE Y2.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/articles/zdvn6v4

Autumn 2 – Health and wellbeing
Overview	This unit supports pupils as they explore personal health, emotional wellbeing, and self-identity. It introduces vocabulary and concepts such as belonging, resilience, balance, diet, identity, and relaxation, helping pupils understand how various factors contribute to overall wellbeing. The unit encourages pupils to engage in activities like keeping a healthy diary, practising relaxation techniques, and recognising their strengths to foster a positive self-image and healthy lifestyle. Through engaging with these topics, pupils develop strategies to maintain their physical and mental health and know when to seek support from trusted adults.
Career/Mantle and Spirituality
Key vocabulary	alone balance barriers belonging identity lonely resilience
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Health and safety in PSHE Y2.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/subjects/zbhy4wx

Spring 1 – Citizenship
Overview	This unit is designed to support the pupils as they explore their role as citizens and how they can contribute positively to their communities. It introduces key vocabulary such as democracy, rights, responsibilities, equality, and respect, helping the pupils understand the importance of fairness and working together. The pupils will also learn how rules and laws protect individuals and why respecting different viewpoints is essential for a harmonious society.
Career/Mantle and Spirituality
Key vocabulary	charity community consequence council councillor law recycling rights United Nations (UN)
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Citizenship in PSHE Y2.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/articles/zbdysk7

Spring 2 – Economic wellbeing
Overview	This unit is designed to help pupils understand core economic concepts such as budgeting, spending, saving, and the emotional impact of money. It introduces key vocabulary including budget, digital wallet, fair trade, profession, and stereotype, supported by clear definitions and visuals. Pupils explore different payment methods—like cash, bank cards, and online banking—and consider how job choices should reflect personal interests and skills rather than gender stereotypes. This resource supports financial literacy and encourages open-minded thinking about future aspirations and responsible money management.
Career/Mantle and Spirituality
Key vocabulary	account assumption budget career continuum digital trade fair trade feeling profession stereotype
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Money in PSHE Y2.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/articles/zfvwjsg

Summer – Safety and the changing body
Overview	This unit is designed to support pupils as they develop strategies for staying safe both online and in everyday life. It introduces key vocabulary such as cyberbullying, anaphylaxis, casualty, fake, and influence, encouraging pupils to recognise potential risks and seek help from trusted adults. The unit highlights practical advice like marking suspicious emails as spam, understanding the importance of kindness online, and remembering road safety through “Stop, Look and Listen”. It builds pupils’ confidence in making informed choices and knowing when and how to ask for support.
Career/Mantle and Spirituality
Key vocabulary	allergic anaphylaxis bullying casualty choice cyberbullying decision distraction fake influence injuries
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Online safety in PSHE Y2.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/teach/class-clips-video/articles/zf8jqp3

Year Four

Autumn 1 – Families and Relationships
Overview	This unit supports pupils as they explore respectful relationships, personal boundaries, and the impact of their behaviour on others. It introduces key vocabulary and concepts such as bystander, stereotype, bullying, bereavement, authority, and respect, helping pupils understand the importance of kindness, empathy, and cultural diversity. The unit also emphasizes the significance of seeking help from trusted adults and recognizing the rights individuals have over their own bodies. By addressing topics like gender stereotypes and the effects of actions on others, pupils are encouraged to reflect on their interactions and develop positive social skills. This unit reinforces key concepts, fostering emotional intelligence and promoting inclusive behaviours.
Career/Mantle and Spirituality
Key vocabulary	act of kindness authority bereavement boundaries bystander permission
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Relationships in PSHE Y3.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/articles/zdvn6v4

Autumn 2 – Health and wellbeing
Overview	This unit supports pupils as they explore key aspects of personal health and emotional wellbeing. It introduces vocabulary and concepts such as resilience, self-esteem, balanced diet, physical activity, and relaxation, helping pupils understand how to care for their physical and mental health. The unit also covers practical topics including goal setting, managing emotions, and seeking support from trusted adults. By engaging with these topics, pupils develop strategies to maintain a healthy lifestyle and enhance their overall wellbeing.
Career/Mantle and Spirituality
Key vocabulary	emotions fluoride healthy intense emotions mental health relaxation resilience skill visualise
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Health and safety in PSHE Y2.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/subjects/zbhy4wx

Spring 1 – Citizenship
Overview	This unit is designed to support the pupils as they explore their rights, responsibilities, and roles in their communities. It introduces key vocabulary such as democracy, law, influence, debate, and representation, helping the pupils understand how society is organised and how individuals can contribute to positive change. The pupils will also learn about decision-making, the importance of respecting different opinions and engaging in discussions about fairness and equality.
Career/Mantle and Spirituality
Key vocabulary	authority cabinet community council council officer diversity environment human rights local government protect
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Citizenship in PSHE Y3.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/articles/zbdysk7

Spring 2 – Economic wellbeing
Overview	This unit is designed to support pupils in understanding how financial literacy and career choices impact personal and social wellbeing. It introduces key concepts such as budgeting, tracking spending, and evaluating value for money, alongside practical vocabulary like bank account, career satisfaction, influence, and security. Pupils learn to identify and challenge stereotypes, explore the changing nature of work, and understand that career paths are influenced by a range of factors. This resource encourages thoughtful financial decision-making and opens discussion about future aspirations and opportunities.
Career/Mantle and Spirituality
Key vocabulary	bank account bank statement career career satisfaction influence password perspective satisfaction security
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Economic wellbeing in PSHE Y3.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/articles/zfvwjsg

Summer – Safety and the changing body
Overview	This unit is designed to support pupils as they learn how to stay safe in a range of everyday and online contexts. It introduces key vocabulary such as age restriction, law, genitals, hygiene, puberty, and asthma, alongside important concepts like recognising reliable online information, understanding the risks of sharing personal data, and the dangers of tobacco use. Pupils are also taught the PANTS rule to help them recognise and respond to unsafe or inappropriate behaviour. It provides practical guidance on getting help, including how to contact Childline and what to do in an emergency.
Career/Mantle and Spirituality
Key vocabulary	Age restriction Asthma Breasts Genitals Law Penis Private Protect Puberty
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Safety and the changing body in PSHE Y3.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/teach/class-clips-video/articles/zf8jqp3

Year fIve

Autumn 1 – Families and Relationships
Overview	This unit supports pupils as they explore the complexities of relationships, self-respect, and social dynamics. It introduces key vocabulary and concepts such as attributes, bystander, marriage, bullying, and cyberbullying, helping pupils understand the importance of empathy, respect, and effective communication. The unit also addresses the impact of stereotypes related to gender, race, and religion, encouraging pupils to challenge discriminatory attitudes and behaviours. This unit reinforces key concepts, fostering a deeper understanding of healthy relationships and personal identity.
Career/Mantle and Spirituality
Key vocabulary	attributes bullying bystander cyberbullying marriage secret wedding
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Relationships in PSHE Y2.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/articles/zdvn6v4

Autumn 2 – Health and wellbeing
Overview	This unit supports pupils as they explore key aspects of personal health and emotional wellbeing. It introduces vocabulary and concepts such as relaxation, goal setting, responsibility, and protection, helping pupils understand how to care for their physical and mental health. The unit also covers practical topics including healthy eating, the importance of sleep, and sun safety. It is ideal for pupils to develop strategies to maintain a healthy lifestyle and know when to seek support from trusted adults.
Career/Mantle and Spirituality
Key vocabulary	fail goal protect relaxation responsibility steps
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Health and wellbeing in PSHE Y3 and Y4.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/subjects/zbhy4wx

Spring 1 – Citizenship
Overview	This unit is designed to support the pupils as they develop their understanding of democracy, laws, and individual rights. It introduces key vocabulary such as justice, equality, human rights, influence, and community, helping the pupils understand how rules and responsibilities shape society. The pupils will also learn about different forms of government, the role of elected representatives, and how they can actively participate in their communities.
Career/Mantle and Spirituality
Key vocabulary	defendant environment freedom of expression government House of Commons human rights judge jury Member of Parliament (MP) parliament
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Citizenship in PSHE Y4.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/articles/zbdysk7

Spring 2 – Economic wellbeing
Overview	This unit is designed to help pupils develop an understanding of financial decision-making, career aspirations, and the impact of spending. It introduces key terminology such as allocate, loan, interest, prioritise, and risk, while prompting pupils to consider how borrowing, budgeting, and managing expenditure affect their financial wellbeing. Through real-life contexts, pupils explore how to make money go further, why it’s important to avoid online scams, and how personal choices can influence financial outcomes. The resource also encourages reflection on career goals and the importance of equal opportunity in the world of work.
Career/Mantle and Spirituality
Key vocabulary	allocate borrow commitment expenditure impact income loan prioritise repayment risk
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Economic wellbeing in PSHE Y4.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/articles/zfvwjsg

Summer – Safety and the changing body
Overview	This unit is designed to support pupils as they learn about the physical and emotional changes that occur during puberty, and how to stay safe both online and in real life. It introduces accurate vocabulary relating to human anatomy and reproduction—including menstruation, fallopian tubes, scrotum, and genitals—as well as guidance on recognising and responding to unsafe situations. Pupils are reminded of the THINK framework (True, Helpful, Inspiring, Necessary, Kind) when communicating online, and are taught how to access support through trusted adults, Childline, and emergency services.
Career/Mantle and Spirituality
Key vocabulary	acquaintance bladder breasts bleeding cervix choice consent decision egg/ovum erection fallopian tube genitals
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Safety and the changing body in PSHE Y4.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/teach/class-clips-video/articles/zghnf82

Year Six

Autumn 1 – Families and Relationships
Overview	This unit supports pupils as they navigate complex social and emotional topics, including respect, conflict resolution, grief, and stereotypes. It introduces key vocabulary and concepts such as respect, conflict, grief, stereotype, and authority, helping pupils understand the importance of empathy, effective communication, and seeking support when needed. The unit also emphasizes strategies for resolving disagreements and highlights the significance of challenging stereotypes to foster inclusive relationships.
Career/Mantle and Spirituality
Key vocabulary	authority conflict earn expectation grief grieving resolve respect stereotype
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Relationships in PSHE Y2.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/articles/zdvn6v4

Autumn 2 – Health and wellbeing
Overview	This unit supports pupils as they prepare for the transition to secondary school by deepening their understanding of physical and mental health. It introduces vocabulary and concepts such as vaccination, habit, growth mindset, resilience, and responsibility, helping pupils recognise the importance of maintaining healthy routines and making informed choices. The unit encourages pupils to develop positive habits, understand the role of vaccinations in disease prevention, and explore relaxation techniques like meditation and mindfulness. Through this unit, pupils will be able to engage with strategies to manage their wellbeing and know when to seek support from trusted adults.
Career/Mantle and Spirituality
Key vocabulary	antibodies growth mindset habit qualities responsibility skill vaccination
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Health and wellbeing in PSHE Y5 and Y4.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/subjects/zbhy4wx

Spring 1 – Citizenship
Overview	This unit is designed to support the pupils as they explore the role of democracy, human rights, and social responsibilities. It introduces key vocabulary such as justice, activism, diversity, government, and participation, helping the pupils understand how individuals and groups can influence decision-making and social change. The pupils will also learn about the importance of respecting different beliefs, the impact of laws, and how they can contribute positively to their communities.
Career/Mantle and Spirituality
Key vocabulary	authority conflict earn expectation grief grieving protected characteristics resolve respect stereotype
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Citizenship in PSHE Y5.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/articles/zbdysk7

Spring 2 – Economic wellbeing
Overview	This unit is designed to help pupils understand key aspects of managing money and navigating the world of work. It introduces important vocabulary such as earnings, money management, roles and responsibilities, and transactions, alongside concepts like budgeting, saving, responsible attitudes towards gambling, and privacy. Pupils explore how financial decisions vary across life stages, the importance of workplace skills, and the role of higher education. It provides a strong foundation for developing lifelong financial literacy and career awareness.
Career/Mantle and Spirituality
Key vocabulary	earnings educational requirements expenses gambling responsibilities risks safeguard university valuables workplace
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Economic wellbeing in PSHE Y5.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/bitesize/articles/zfvwjsg

Summer 1 – Identity
Overview	This unit is designed to enable pupils to understand the factors which make up identity, as well as helping pupils to understand that images can be manipulated by the professional media but also by individuals and that they are not realistic. Topics covered are: ‘What is identity?’ and ‘Identity and body image.’
Career/Mantle and Spirituality
Key vocabulary	Change Identity Images Manipulation Media
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Safety and the changing body in PSHE Y5.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/teach/class-clips-video/articles/zghnf82

Summer 2 – Safety and the changing body
Overview	This unit is designed to support pupils as they develop an informed understanding of puberty, reproduction, and online safety. It introduces accurate scientific vocabulary including fertilisation, sperm duct, ejaculation, ovaries, uterus, conception, and sexual intercourse, giving pupils clarity about physical development and human reproduction. Pupils also explore digital safety through key concepts such as cyberbullying, internet trolling, and the THINK framework—True, Helpful, Inspiring, Necessary, Kind—for online behaviour. Guidance on seeking support from trusted adults, Childline, or emergency services helps equip pupils to make safe, respectful, and responsible choices.
Career/Mantle and Spirituality
Key vocabulary	alcohol bladder breasts cervix conception cyberbullying egg or ovum erection fallopian tube fertilisation genitals labia menstruation/period
Pupils will be assessed through:	Teacher assessment, against the end of unit outcomes.
Previous skills and knowledge to be revisited	Safety and the changing body in PSHE Y5.
Optional home learning	Pupils would benefit from exploring the following: https://www.bbc.co.uk/teach/class-clips-video/articles/zghnf82

Our curriculumn intent applied to Creative and Wellbeing

Our school intent

How we apply this in Creative and Wellbeing

To be successful:

Pupils are exposed to a variety of career options so, post education, they can work diligently in a career where they can be successful and not just survive.
All pupils have the skills that employers’ value to support their success.
Pupils are exposed to an ambitious and engaging curriculum.
All pupils achieve well in order that they have a firm baseline to be successful at secondary school.

Through creative subjects and topics, such as Art, Music and PE, pupils are able to express themselves and we pride ourselves at William Ford, in the support in which we provide for our pupils, enabling every pupil to reach their potential and beyond, academically and emotionally. Pupils are exposed to a wide variety of career opportunities and the learning in creative subjects lends itself well to purposeful learning. During pupil voice, pupils clearly aspire to pursue careers in the sport and fitness industry, as well as in art and music. We have a school choir, as well as a weekly band practice across all year groups, run by iRock. Many pupils have experienced being part of productions, music festivals and events within school and externally. For the past 3 years, we have hosted a successful Community Music Festival, here at William Ford which has had a great impact on the wider community. These experiences, coupled with our excellent music provision has further inspired pupils to aspire to be a musician or to work in the music and film industry. We are involved in community art projects, as well as collaborating with secondary schools and having visits from illustrators, in conjunction with our enterprise projects. We also have an in-house live and functioning radio station, named William Ford Radio, which is also teaching pupils vital life and social skills, as well as inspiring them to work towards a career in TV and Radio. As well as this, we offer a varied, ambitious art curriculum including topics, such as artist focusses and photography. This has inspired many pupils to want to pursue a career involving art.

Through creative subjects and topics, such as Art, Music and PE, pupils are able to express themselves and we pride ourselves at William Ford, in the support in which we provide for our pupils, enabling every pupil to reach their potential and beyond, academically and emotionally. Through our varied curriculum, delivered by sports coaches, who are part of our partnership with West Ham Football Club, our Mini Marathon scheme, our encouragement of walking, scooting and biking to school, our alternative sport provision, as well as our many varied after school clubs, we are addressing the statistics related to the borough of Barking and Dagenham and providing our pupils who may be reluctant to participate in team games and competitive clubs to participate and experience other ways to exercise and to succeed academically and emotionally. Through the Art club, run every lunch time, as well as our Art specialist and specific Art room, we offer effective support to all pupils, ensuring they have the space and time to express themselves and pursue their artistic goals and aspirations.

To be healthy:

To be physically healthy – to understand the importance of exercise and healthy eating; providing support to pupils where needed.
To be mentally healthy – to develop resilience and emotional well-being, understanding the importance of self-care, mindfulness, and seeking support when needed.
To be spiritually healthy – to be confident in their own beliefs but curious to find out more, including about the beliefs of others.

In creative and well-being, we promote healthy lifestyles by exposing children to a range of physical activities, including alternative and paralympic sports in PE, trips and visits including climbing, kayaking and archery, as well as various purposeful clubs, such as specific Girls and Boys football clubs. This empowers pupils and enables all pupils to experience sport in a variety of ways that in turn has generated aspirational influences, with many of our children wanted to pursue a career in the sport and health industries.

In creative and well-being, we are equipping pupils with vital cooking and preparing food skills, as well as educating pupils on healthy foods, healthy choices and how to be creative with a healthy menu, through our regular cooking classes, run by our Chef-teacher, who has worked in catering for 20+ years. Pupils follow a programme or planning, creating, cooking and evaluating on a bi-weekly basis, with our Chef-teacher. This has become a vital and engaging aspect of our curriculum.

In creative and well-being, we provide engaging, enriching activities and experiences which allow our pupils to make purposeful choices, as well as adopting a healthy lifestyle and contributing to the community. In PSHE, we have a carefully thought-out curriculum which covers topics, such as Health and Well-being, Safety and the Changing body as well as Family and Relationships and Economic well-being. Through the units mentioned, as well as the multiple well-being initiatives that we run, such as our recent whole school project, supported by the Institute of Imagination, where the pupils learned to look inward, looking at ways to better themselves, pupils are able to make decisions to adopt a healthy lifestyle.

Our faith-based ethos is at the centre of everything we do at William Ford and each of our creative subjects are underpinned by our vision and values. Each topic starts with a ‘Big question’ which allows pupils to engage with their spirituality. In PSHE, our curriculum caters to allowing pupils to feel respected, confident in their own beliefs, to be tolerant of other beliefs, as well as creating curiosity about the world around them.

To be fulfilled:

To develop cultural capital, experiencing a range of places, environments and activities.
To promote the benefits of positive behaviour, ensuring sufficient intrinsic and extrinsic rewards are evident.
To provide support where necessary with mental and behavioural support.

Through our ambitious and creative curriculum, we enable pupils to develop rich cultural capital, of which they would not normally experience. This is partly through our offer and promise of ‘11 engaging activities’. Our sports premium is focused on giving pupils opportunities, such as experiencing alternative sports and events, such as taking part in archery, kayaking and watching a live sports event. Through our varied curriculum, delivered by sports coaches, who are part of our partnership with West Ham Football Club, our Mini Marathon scheme, our encouragement of walking, scooting and biking to school, our alternative sport provision, as well as our many varied after school clubs, we are addressing the statistics related to the borough of Barking and Dagenham and providing our pupils who may be reluctant to participate in team games and competitive clubs to participate and experience other ways to exercise and to succeed academically and emotionally. Through the Art club, run every lunch time, as well as our Art specialist and specific Art room, we offer effective support to all pupils, ensuring they have the space and time to express themselves and pursue their artistic goals and aspirations.

In creativity and well-being, we enable all pupils to explore their creative traits, as well as expressing their opinions, beliefs and differences. Through our music curriculum, pupils are able to discuss and explore their favourite genres of music, learning how to agree and disagree in a pleasant manor, as well as expressing themselves through units such as: Looping and remixing, where through our excellent computing provision, using state of the art music resources and software, pupils learn how to create their own piece of music, using looping and remixing techniques. This enables pupils to explore and express themselves in groups, disagreeing and compromising, whilst working towards their end outcome. Our big questions and values feed into every unit and pupils discuss these and make links to faith, beliefs and attitudes towards learning and life.

To be empowered to make a difference:

To develop cultural capital, experiencing a range of places, environments and activities through our 11 engaging experiences.
Pupils support and develop their local community, ensuring it is a desirable place to live, work and raise a family.
Pupils recognise their role within the national and global community.

At William Ford, ‘Pupil voice’ is very important to us and we have two different pupil councils, including: Worship council and School council. These pupil groups are diplomatically voted for, and pupils have a key part in the changes, improvements and developments of the school. Through our pupil-created collective worship topics, as well as multiple community events, including community breakfasts, Easter Celebrations, 'Ford Fest’ and our iSingPop Christmas concert, pupils are able to understand and contribute to making a difference to the community in which they live, through acting generously.

Through community month, enterprise week and regular work in the community: working with the local care home, the local Dagenham arts community group, supporting and communicating with our ‘neighbours’ in Columbia, through Stand by Me, pupils are able to recognise their role within the local, national and global community. Art, music and PSHE are at the forefront of these community projects, as we invest in singing and spending time with the residents at the local care home; we design artistic pieces to be part of our community and we recognise the benefits of well-being of collaborating with the community.

Diversity across Creative and Wellbeing

Art

Across the curriculum, our pupils study a range of artists and techniques from across Europe and the world including the famous Ghanian sculptor El Anatsui and Nigerian sculptor Sokari Douglas Camp.

Music

Pupils enjoy and experience a range of different musical styles and genres including traditional African songs, Indian music (including the festival of Holi), samba and carnival. The school has also supported and attended various events that celebrate diversity in all its forms.

PE

The pupils are given the opportunity to learn Paralympic sports such as goalball which enables pupils to experience football without sight and boccia which gives pupils the experience of bowls with limited or no lower body function. Our work with the Royal Ballet School ensures stereotypes about dance are broken as ballet is seen for all rather than just white, middle class European girls. The school is proud of many of our pupils, including black African boys, who have furthered their talents in this area and regularly attend the Royal Ballet School in Covent Garden, London. The school has attended local Panathlon events (as part of our 11 experiences) where our SEND children have won two trophies.

SKills Progression

Art

Generating ideas

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Begin to generate ideas from a wider range of stimuli, exploring different media and techniques.

Basic research skills, across the curriculum.

Begin to generate ideas from a range of stimuli

To begin to carry out simple research and evaluation as part of the making process

To begin to generate ideas from a range of stimuli

To use research and evaluation of techniques to develop their ideas and plan more purposefully for an outcome

Develop ideas more independently from their own research.

Explore and record their plans, ideas and evaluations to develop their ideas towards an outcome.

Draw upon their experience of creative work and their research

To develop their own starting points for creative outcomes.

This will lead on to developing self-confidence and a wide range of artistic skills.

Identification and awareness of creative skills and how to use research to develop ideas.

Use of sketch books

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Experiment in sketchbooks, using drawing to record ideas.

Use sketchbooks to help make decisions about what to try out next.

To begin to use sketchbooks for a wider range of purposes.

To use sketch books to record things using drawing and annotations, planning and taking next steps in a making process.

To use sketchbooks purposefully

To use sketchbooks to improve understanding,

develop ideas and plan for an outcome.

To confidently use sketchbooks for purposes

To use sketchbooks to record observations and research, testing materials and working towards an outcome more independently.

To use a systematic and independent approach

To use learnt skills to research,

test and develop ideas and plans using sketchbooks.

This will lead on to a greater level of respect, understanding

and skills based on a local influencer.

This will lead onto the pupil having the ability to use a sketchbook and research as an aid to future artistic projects.

Making skills

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Further develop mark-making within a greater range of media, demonstrating increased control.

Develop observational skills to look closely and reflect surface texture through mark-making.

Experiment with drawing on different surfaces, and begin to explore tone using a variety of pencil grade (HB, 2B, 4B) to show form, drawing light/dark lines, patterns and shapes.

Confidently use of a range of materials, selecting and using these appropriately

with more independence.

Draw with expression and begin to experiment with gestural and quick sketching.

Developing drawing through further direct observation, using tonal shading and starting to apply an understanding of shape to communicate form and proportion.

Apply observational skills, showing a greater awareness of composition and demonstrating the beginnings of an individual style.

Use growing knowledge of different drawing materials, combining media for effect.

Demonstrate greater control over drawing tools to show awareness of proportion and perspective, continuing to

develop use of tone and more intricate mark making.

To use a broader range of stimulus to draw from: culture,

Architecture and photography. Begin to develop drawn ideas as part of an exploratory journey.

Apply known techniques with a range of media, selecting these independently in response to a stimulus.

Draw in a more sustained way, revisiting a drawing over time and applying their understanding of tone, texture,

line, colour and form.

Draw expressively in their own personal style in response to their choice of stimulus, showing the ability to develop a drawing independently.

Apply new drawing techniques to improve their mastery of materials and techniques

Push the boundaries of mark-making to explore new surfaces, e.g. drawing on clay, layering media and

incorporating digital drawing techniques.

This will lead on to a wider variety

of artistic skills, a purposeful skill in

a technology-evolving world:

photography.

Evaluating and analysing

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Explain their ideas and opinions about their own and other’s art work, giving reasons.

Begin to talk about how they could improve their own work.

Confidently explain their ideas and

opinions about their own and other’s art work, giving reasons.

Use sketchbooks as part of the problem-solving process and

make changes to improve their work.

Build a more complex vocabulary when discussing their own and others’ art.

Evaluate their work more regularly and independently

during the planning and making process.

Discuss the processes used by themselves and by other artists, and describe the particular outcome achieved.

Use their knowledge of tools, materials and processes to try alternative solutions and make improvements to their work.

Give reasoned evaluations of their own and others work which takes account of context and intention.

Independently use their knowledge of tools, materials and

processes to try alternative solutions and make

improvements to their work.

This will lead on to a greater

understanding and awareness of

the impact of art on society.

Understanding of how art can enable you to make your voice be heard.

Music

Singing songs with control and using the voice

expressively.

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Finding singing

voice and

beginning to sing

confidently.

Recognising how

singing voice can

change and using

this to match a

range of simple

songs.

Recognising

dynamics, tempo

and pitch and

beginning to use

them while

singing.

Noticing how

singing makes

you feel.

Finding singing

voice and singing

confidently in a

group setting.

Understanding how to use voice effectively in a group setting.

Understanding dynamics, tempo and pitch and mostly using

them while singing.

Noticing how singing makes you feel and

beginning to convey emotion while singing.

Finding singing voice and beginning to sing

confidently

individually.

Understanding how to use voice effectively in

group and individual

settings.

Understanding

dynamics, tempo and pitch and using them while singing.

Noticing how singing makes you feel and how you can convey

emotion while singing.

Finding singing voice and singing confidently in group and individual settings.

Recognising why we warm up our voice and doing so, with support.

Recognising the

importance of controlled breathing when singing and

beginning to practice this independently.

Singing with

expression and

meaning. Understanding

how to sing with others and structure songs

using more than

one voice.

Finding singing voice and singing confidently in group and individual settings with an

audience.

Understanding why

we warm up our voice and doing so

independently or with a peer.

Singing with

controlled breathing

and an awareness of pitch. Singing with

expression and

meaning.

Understanding how

to sing with others

and structure songs

using more than one voice- adapting their voice independently

to fit with those

around them.

This will lead on to developing self-confidence and musical skill-level, enabling pupils to compose and perform a song.

Controlling rhythm and pulse

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Identify rhythm in

songs and being

able to clap along

following the

teacher.

Being able to hear

a rhythm and

repeat it with adult

support.

Beginning to

identify the tempo

of a pulse.

Understanding

how to move your

body in time to a

pulse.

Independently

identifying rhythm

in songs and being

able to clap along

with peer support.

Being able to hear

a rhythm and

repeat it back

independently.

Identifying the

tempo of a pulse.

Beginning to

identify different

styles of music and

recognising how

different cultures/

genres use rhythm

differently with

adult support.

Independently

identifying

rhythm in songs

and being able

to clap along.

Being able to hear a rhythm and repeat it

back with increasing

confidence.

Identifying the

tempo of a

pulse.

With increasing

independence,

identifying

different styles

of music and

how different

cultures/ genres

use rhythm

differently

Independently

identifying rhythm

in songs and being

able to clap along

with confidence.

Being able to hear a

rhythm and repeat it back with

confidence.

Identifying the tempo of a pulse and beginning to

control individual

pulse.

Recognising the

importance of

keeping a steady

beat. Identifying different styles of music and how different

cultures/ genres

use rhythm

differently.

Keeping rhythm in a

group with

increasing

independence.

Independently

identifying rhythm in songs and being able to clap along with confidence.

Being able to hear a

rhythm and repeat it back with confidence.

Identifying the tempo of a pulse and controlling individual pulse.

Recognising the

importance of

keeping a steady beat and doing so with increasing confidence.

Identifying different

styles of music and

how different

cultures/ genres use rhythm differently.

Independently

keeping rhythm in a

group.

This will lead on to developing self-confidence and musical

skill-level, enabling pupils to compose and perform a song.

Listening in depth and evaluation

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Understanding

that songs have

different dynamics

and tempo and

beginning to

describe these.

Beginning to

recognise different

genres with

increasing

independence.

Beginning to

recognise different

instruments used

in songs

independently.

Using feeling

words to describe

known and

unknown songs.

Recognising

dynamics and

tempo and

describing these.

Beginning to

identify different

genres by making

links to instruments used

in known songs.

Identifying how

different songs

make us feel.

Hearing melody

and recalling.

Beginning to match pitch. Picking out

individual instruments in song

Identifying

dynamics and

tempo by ear.

Identifying

different genres by

instruments used.

Identifying how

different songs

make us feel.

Hearing melody

and recalling with

increasing length.

Beginning to

match pitch with

increasing

confidence.

Picking out individual

instruments in songs with increasing

confidence.

Identifying pitch

and singing it back

in a group.

Identifying

different genres

by ear.

Beginning to pick out different instruments or

layers that you wouldn’t usually listen out for.

Recognising how

songs can change

our emotions and

why and

beginning to

explain this.

Listening to each other and giving constructive

criticism with peer

or adult support.

Identifying pitch

and singing it back

independently.

Mastering identifying

different genres

by ear.

Picking out different

instruments or

layers that you

wouldn’t usually

listen out for.

Recognising how

songs can change

our emotions and

why and

explaining this

with increasing

confidence.

Listening to each

other and giving

constructive

criticism.

This will lead on to

developing self-confidence and musical skill-level, enabling pupils to compose

and perform a song.

Composition and performance skills

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Building

confidence to

perform in groups

with an audience.

Building

confidence to

sing in front of

other people in

small groups or as

a class or year

group.

Building

confidence to

perform with the

class or in small

groups with an

audience.

Understanding the

term ‘stage

presence’ and

beginning to

become aware of

own.

Beginning to be

aware of other

performers in the

group (eg.

blending) with

adult support.

Beginning to

compose song and

lyrics using known

rhymes or songs.

Beginning to

compose own

rhythm using basic

notation with

adult support.

Confidently

performing with

class or in small

groups and

beginning to feel

confident to

perform solo.

Understanding the

term ‘stage

presence’ and being aware of own in small groups.

Beginning to be

aware of other

performers in the

group (eg. Blending)

independently.

Composing song and lyrics using known rhymes or songs and building confidence to perform to the

class.

Beginning to

compose own

rhythm using basic

notation

independently or in small groups.

Confidently

performing with class or in small groups and feeling confident to

perform solo for small audiences.

Building confidence

and being aware of

stage presence.

Being aware of other performers in the group, eg. blending.

Beginning to

independently

compose song and

lyrics and building

confidence to

perform to the class.

Composing own

rhythm using basic

notation. Understanding the audience and

beginning to adapt

own stage presence

to fit. Giving and receiving feedback.

Confidently performing with class, small groups

and solo.

Building confidence and being aware of stage presence.

Being aware of other performers in the group, eg. blending and offering constructive feedback to support where necessary.

Independently

composing song and lyrics and building confidence to perform.

Composing own rhythm with increasing confidence.

Understanding the

audience and adapting own stage presence to fit. Giving and receiving constructive feedback.

This will lead on to advanced

rhythms, dynamics, pitch and

tone, in Year 6.

PE

Acquiring & developing skills expressively.

Selecting and applying skills, tactics and composition

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Pupils explore simple skills. They copy, remember, repeat and explore simple actions with control and coordination.

They vary skills,

actions and ideas

and link these in

ways that suit the

activities. They

begin to show

some understanding of

simple tactics and

basic compositional

ideas.

Pupils select and use skills, actions and ideas appropriately, applying them with co-ordination and control.

They show that

they understand

tactics and

composition by

starting to vary

how they

respond.

Pupils link skills,

techniques and

ideas and apply

them appropriately.

Their performance

shows control and

fluency.

Their performance

shows that they

understand tactics

and composition.

They vary their

responses

appropriately.

Pupils link skills, techniques and ideas and apply them accurately and appropriately.

Their performance shows precision, control and fluency.

Their performance

shows that they

understand tactics

and composition.

Pupils select and combine their skills, techniques and ideas and apply them accurately and appropriately, consistently showing precision, control and fluency.

When performing,

they draw on

what they know

about strategy,

tactics and

composition.

This will lead on to developing further dance skills, as well as tactics in invasion games.

This will lead on to developing

further flexibility and creative and

expressive abilities, as well as

knowing how to play effectively

as part of a team.

Evaluating and improving performance

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

They talk about

differences between their

own and others’

performance and

suggest

improvements.

They can see how

their work is similar to and different from others’ work and use this

understanding to

improve their own

performance.

They compare and

comment on skills, techniques and ideas used in their own and others’ work, and use their understanding to

improve their

performance.

They compare and

comment on

skills, techniques

and ideas used in

their own and

others’ work.

They use their

understanding to

improve their

performance,

advising others

using appropriate

terminology.

They analyse and

comment on skills

and techniques

and how these are

applied in their

own and others’

work.

They modify and refine skills and

techniques to

improve their

performance.

This will lead on to refining further gymnastic sequence routines, as well as tactics for outwitting your opponent.

PSHE

Being me in my world

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Know how to make

their class a safe

and fair place

Show good listening

skills

Be able to work cooperatively

Recognise own

feelings and know

when and where to

get help

Recognise the

feeling of being

worried

Make other people feel valued

Develop compassion and empathy for others

Be able to work collaboratively

Recognise self-worth

Identify personal strengths. Recognise feelings of happiness, sadness, worry and fear in themselves and others

Be able to set a personal goal

Identify the feelings associated with being included or excluded

Be able to take on a role in a group discussion / task and contribute to the overall outcome

Know how to regulate my emotions

Can make others feel cared for and welcome

Recognise the feelings of being motivated or unmotivated

Can make others feel valued and included

Be able to help friends make positive choices

Empathy for people whose lives are different from their own

Consider their own actions and the effect they have on themselves and others

Be able to work as part of a group, listening and contributing effectively

Be able to identify what they value most about school Identify hopes for the school year

Understand why the school community benefits from a Learning Charter

Be able to help friends make positive choices

Know how to regulate my emotions

Know own wants and needs

Be able to compare their life with the lives of those less fortunate

Demonstrate empathy and understanding towards others

Can demonstrate attributes of a positive role-model

Can take positive action to help others

Be able to contribute towards a group task Know what effective group work is

Know how to regulate my emotions. Be able to make others feel

welcomed and valued

This will lead on to developing self-confidence, empathy and tolerance as pupils move onto KS3.

Celebrating difference

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Use the ‘Solve it together’ technique to calm and resolve conflicts with friends and family

Be able to ‘problem-solve’ a bullying situation accessing appropriate support if necessary

Be able to show appreciation for their families, parents and carers

Empathise with people who are bullied

Employ skills to support someone who is bullied

Be comfortable with

the way they look

Try to accept people

for who they are

Be non-judgemental

about others who

are different

Identify influences

that have made

them think or feel

positively/negatively

about a situation

Identify feelings

that a bystander

might feel in a

bullying situation.

Identify reasons

why a bystander

might join in with

bullying.

Revisit the ‘Solve it together’ technique

to practise conflict

Appreciate the value of happiness regardless of material wealth

Identify their own culture and different

cultures within their class community

Identify their own attitudes about people

from different faith and cultural backgrounds

Develop respect

for cultures

different from

their own

Identify a range

of strategies for

managing their

own feelings in

bullying

situations

Empathise with people who are different and be aware of my own

feelings towards them

Identify feelings

associated with

being excluded

Be able to

recognise when

someone is

exerting power

negatively in a

relationship

Be able to vocalise their

thoughts and feelings about prejudice and

discrimination and why it happens

Use a range of

strategies when

involved in a

bullying situation

Be comfortable with

the way they look

Try to accept people

for who they are

Be non-judgemental

about others who

are different

Identify influences

that have made

them think or feel

positively/negatively

about a situation

Identify feelings

that a bystander

might feel in a

bullying situation

Identify reasons

why a bystander

might join in with

bullying

Revisit the ‘Solve it

together’ technique

to practise conflict

and bullying scenarios

This will lead on to a greater level of respect, understanding and empathy towards those they live and work with, in society.

Hopes and dreams

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Can break down a goal into small steps

Can manage feelings of

frustration linked to facing obstacles

Imagine how it

will feel when

they achieve

their dream/ ambition

Recognise other

people’s

achievements in

overcoming

difficulties

Recognise how

other people can

help them to

achieve their

goals

Have a positive

attitude

Can identify the feeling of disappointment

Be able to cope

with disappointment

Can identify what

resilience is

Help others to cope with disappointment

Can talk about

their hopes and

dreams and the

feelings

associated with

these

Verbalise what they would like their life to be like when they

are grown up

Appreciate the

contributions

made by people

in different jobs

Reflect on the

differences between their own learning

goals and those of someone from a different culture

Celebrate an

achievement with

a friend.

Appreciate the

differences between

themselves and

someone from a

different culture

Understand why

it is important to

stretch the boundaries of their current

learning

Be able to give praise and compliments to

other people when they

recognise that person’s

achievements

Empathise with people who are suffering or living in difficult

situations

Set success

criteria so that

they know when

they have

achieved their

goal

Recognise things

that they do well

Explain how they

learn best

Recognise their

own feelings when

faced with a

challenge/obstacle

Recognise how

they feel when

they overcome a

challenge/obstacle

Can store feelings

of success so that

they can be used

in the future

This will lead on to a deeper understanding of courageous advocacy and how we can all make small actions, that can contribute to making a positive difference.

Healthy me

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Feel positive

about caring for

their bodies and

keeping it healthy

Have a healthy

relationship with

food

Desire to make

healthy lifestyle

choices

Identify when a

feeling is weak

and when a

feeling is strong

Express how it

feels to share

healthy food with

their friends

Respect their

own bodies and

appreciate what

they do

Can take

responsibility for

keeping

themselves and

others safe

Identify how they

feel about drugs

Can express how

being anxious or

scared feels

Able to set

themselves a

fitness challenge

Recognise what it

feels like to make

a healthy choice

Can identify the

feelings that they

have about their

friends and different

friendship groups

Recognise

negative feelings

in peer pressure

situations

Can identify the

feelings of anxiety and fear associated with

peer pressure

Can tap into their

inner strength

and know-how to

be assertive

Recognise how

different people and groups they interact with impact on them

Respect and

value their own

bodies

Can reflect on their own body image and know

how important it is that this is positive

Recognise

strategies for

resisting pressure

Can identify ways

to keep

themselves calm

in an emergency

Can make informed

decisions about

whether or not

they choose to

smoke when they

are older

Are motivated to

care for their own

physical and

emotional health

Suggest strategies

someone could

use to avoid

being pressured

Can use different

strategies to manage stress and pressure

Are motivated to

find ways to be happy and cope with life’s

situations without using

drugs

Identify ways that

someone who is

being exploited

could help

themselves

This will lead on to a deeper understanding of mental health and well-being, as well as awareness and understanding of the effects of substance misuse.

Relationships

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Can identify the

responsibilities

they have within

their family

Know how to access help if they are

concerned about

anything on social

media or the internet

Can empathise

with people from

other countries

who may not

have a fair job or

are less fortunate

Understand that

they are connected to the global community

in many different

ways

Can use Solve it

together

Can identify

feelings and

emotions that

accompany

jealousy

Can suggest positive

strategies for managing

jealousy

Can identify

people who are

special to them

and express why

Can identify the

feelings and

emotions that

accompany loss

Can suggest strategies for managing loss

Can suggest

strategies for

building self-esteem of

themselves and

others

Can identify when

an online community/ social media group feels risky, uncomfortable, or unsafe

Can suggest

strategies for

staying safe

online/ social

media

Can say how to

report unsafe

online/social

network activity

Can identify when

an online game is

safe or unsafe.

Recognise that people can get problems with

their mental health and that it is nothing to be

ashamed of

Can help themselves and others when

worried about a

mental health

problem

Recognise when

they are feeling

grief and have

strategies to

manage them

Demonstrate ways they could stand up for

themselves and their friends in situations where others are trying

Can express how

it feels to be part

of a family and to

care for family

members

Can say what

being a good

friend means

Can identify

forms of physical

contact they

prefer

Can say no when they receive a touch they don’t like

Can show skills of

Friendship. Can praise

themselves and

others

This will lead on to a deeper understanding of the concept of loss and strategies to handle the challenging time, in their adult lives.

Changing me

Prior Skills

Year 3

Year 4

Year 5

Year 6

Future Skills

Can express how

they feel about

puberty

Can say who they

can talk to about

puberty if they

have any worries

Can suggest ways

to help them

manage feelings

during changes

they are more

anxious about

Can identify stereotypical

family roles and

challenge these

ideas, e.g. it may

not always be

Mum who does

the laundry

Can express how

they feel about

babies

Can appreciate

their own uniqueness and that of others

Can express any concerns they have

about puberty

Have strategies for

managing the

emotions relating to change

Can express how they feel about having children when they are

grown up

Can say who they can talk to about

puberty

Can celebrate what they like about their own and others’ self- image and body image

Can suggest ways to boost self-esteem

of self and others

Recognise that puberty is a natural process that happens to

everybody and that

it will be OK for

them

Can ask questions

about puberty to

seek clarification

Can express how they feel about having a romantic relationship when they are an adult

Recognise ways

they can develop

their own self esteem

Can express how they feel about the changes that will happen to them during puberty

Understand that

mutual respect is

essential in a

boyfriend/girlfriend

relationship and

that they shouldn’t

feel pressured into

doing something

that they don’t

want to

Recognise how

they feel when

they reflect on the

development and

birth of a baby

Can express how

they feel about

becoming a

teenager

Understand and accept that change is a natural part of getting older

Can suggest ways to manage change, e.g. moving to a new class

Can identify some things that have changed and some things that have stayed the same since being a baby (including the body)

Can express how they feel about having children

when they are an

adult

Can express why they enjoy learning about development

This will lead on to a greater understanding and awareness of conception, pregnancy and birth in the eyes of a parent.

William Ford C. of E.
Junior School

Creative and Wellbeing - Art, Music, PE, PSHE, RSHE

Art

Year THree

Year Four

Year fIve

Year Six

Music

Year THree

Year Four

Year fIve

Year Six

PE

Year THree

Year Four

Year fIve

Year Six

PSHE

Year THree

Year Four

Year fIve

Year Six

Our curriculumn intent applied to Creative and Wellbeing

Diversity across Creative and Wellbeing

SKills Progression

Art

Music

PE

PSHE