Our curriculum map links and home learning ideas
Maths
Year Three
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Autumn One – Place Value and Addition and Subtraction |
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Overview |
In this topic, children will continue to develop their understanding of place value up to 1000 using a variety of concrete resources. They will also recognise the place value of each digit in a three-digit numbers (hundreds, tens and ones).
Students will begin to add and subtract numbers mentally using a variety of methods and eventually moving onto using the formal written method of column addition and subtraction. |
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Key vocabulary |
Place value, hundreds, tens, ones, partition, dienes, addition, total, subtraction, greater and less than. |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Recognise place value of each digit in a 2-digit number, compare and order numbers from 0-100, count in steps of 2, 3, and 5 from 0 and recall and use addition and subtraction facts to 20 and 100. |
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Optional home learning |
https://www.thenational.academy/pupils/programmes/maths-primary-year-3/units/representing-3-digit-numbers-comparing-and-positioning-on-number-lines/lessons |
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Autumn Two – Addition and Subtraction and Multiplication and Division |
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Overview |
Students will continue to practice their addition and subtraction skills and apply this to missing number problems and worded problems. They will also begin to understand how to use the inverse operation.
In the topic of Multiplication and Division, children will begin to learn their multiplication and division facts for the 3, 4 and 8 multiplication tables. Students will begin to apply this to a variety of mathematical problems where they will use their knowledge of arrays to solve the questions. |
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Key vocabulary |
Addition, total, subtraction, estimate, inverse, multiplication, division, repeated addition, sharing, grouping |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Recall and using multiplication and division facts for the 2, 5, and 10 times table, arrays and repeated addition. |
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Optional home learning |
https://www.bbc.co.uk/bitesize/topics/zk24xg8
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Spring One – ‘Multiplication and Division’ and ‘Length and Perimeter’ |
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Overview |
Students will continue to develop their multiplication knowledge and will begin to solve 2 digits by 1 digit multiplication and the same with division.
In the topic of Length and Perimeter, children will be able to convert between mm, cm and metres and finding equivalent lengths. They will also learn how to calculate the perimeter of simple shapes. |
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Key vocabulary |
multiplication, division, repeated addition, sharing, grouping, measure, compare, add, subtract, metres, centimetres, millimetres, mass, kilograms, grams, volume, capacity, litres, millilitres |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Recall and using multiplication and division facts for the 2, 5, and 10 times table, arrays and repeated addition, using rulers to measure, measure length. |
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Optional home learning |
https://www.bbc.co.uk/bitesize/topics/z7hwnk7
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Spring Two – ‘Fractions’ and ‘Mass and Capacity’ |
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Overview |
Students will continue to develop their knowledge of fractions by understanding denominators and numerators and that fractions are part of a whole. They will also compare and order fractions of different denominators as well as finding equivalent fractions on a number line. |
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Key vocabulary |
Denominator, whole, numerator, unit fractions, non-unit fractions, equivalent fractions, compare, measure, scales, mass, kilograms and grams, volume, capacity, millilitres and litres |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Recognise a ½, 1/3, ¼, 2/4 and ¾, finding fractions of an amount, recognise equivalent fractions e.g. 2/4 = ½, measure using standard units e.g. mass = grams and kilograms, comparing and ordering measurements. |
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Optional home learning |
https://www.bbc.co.uk/bitesize/topics/znbtrmn
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Summer One – Fractions, Money and Time. |
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Overview |
In this unit of fractions, pupils build on their understanding of fractions by adding and subtracting fractions, partitioning the whole, finding fractions of an amount and applying this to reasoning problems.
In the unit ‘Money and Time’, pupils build on their understanding of money by recognising coins and notes and counting amounts in pounds and pence. They learn to convert between £ and p and develop fluency in adding and subtracting money, including finding change. Pupils will also develop their ability to tell the time to the nearest minute on an analogue and digital clock and us vocabulary such as: am and pm.
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Key vocabulary |
Adding, subtracting, fractions, numerator, denominator, partitioning, whole, pounds, pence, change, analogue, digital, am, pm, minutes, hours, o’clock, seconds, |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Recognise a ½, 1/3, ¼, 2/4 and ¾, finding fractions of an amount, recognise equivalent fractions e.g. 2/4 = ½, recognise and know the value of different coins, finding totals of amounts using coins and notes, tell the time to the nearest 5 minutes, minutes in an hour and hours in a day. |
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Optional home learning |
https://www.thenational.academy/pupils/programmes/maths-primary-year-3/units/tell-the-time-to-the-nearest-minute-and-compare-units-of-time/lessons |
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Summer Two – Time, Shape and Statistics |
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Overview |
In this unit, pupils will continue to develop their understanding of the time (see previous term). In addition to this, the pupils will learn how to draw 2-D shapes and make 3-D shapes, recognise angles as a property of a shape or a description of a turn, identifying right angles and horizontal and vertical lines. Children will also learn about perpendicular and parallel lines.
In the unit of Statistics, pupils will interpret data using a bar chart, pictograms and tables as well as solving one-step and two-step questions. |
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Key vocabulary |
Right angles, acute, obtuse, horizontal, vertical, parallel, perpendicular, quadrilateral, square, triangle, pentagon, hexagon, rectangle, symmetry, polygon, square-based pyramid, cuboid, cone, cube, cylinder, edges, faces, vertices, sphere |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Identify and describe properties of 2D and 3D shapes, recognise lines of symmetry, contructing and interpreting pictograms, tally charts and block diagrams. |
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Optional home learning |
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Year Four
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Autumn One – ‘Place Value’ and ‘Addition and Subtraction’ |
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Overview |
In topic of Place Value, children will extend their understanding of place value to numbers up to 10,000. They will recognise the value of each digit in four-digit numbers and use this knowledge to partition, compare and order numbers. Pupils will also learn to round numbers to the nearest 10, 100 and 1,000, and count in multiples of 6, 7, 9, 25 and 1,000.
In the topic of Addition and Subtraction, pupils will build on their understanding of addition and subtraction by working with numbers up to 4 digits. They will continue to develop mental strategies and use these alongside formal written methods, including column addition and subtraction with exchanging. Pupils will solve increasingly complex problems, including multi-step calculations, and learn to estimate and check answers for accuracy. |
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Key vocabulary |
Place value, thousands, partition, recombine, rounding, digit, addition, subtraction, exchange, regrouping, estimate, inverse, difference, total |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Recognise the place of each 3-digit number, compare and ordering numbers up to 1000, read and write numbers in words and numerals, count in multiples of 4,8, 50 and 100, recall and use addition and subtraction facts to 20 and 100, use formal methods, adding and subtracting numbers mentally (including a 3-digit number and ones, tens and hundred) |
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Optional home learning |
https://www.bbc.co.uk/bitesize/topics/zh4skhv
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Autumn Two – ‘Measurement’ and ‘Multiplication and Division’ |
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Overview |
In the topic of Measurement, the pupils will be introduced to the concept of area as the amount of space inside a shape. They will learn to measure area by counting squares. Pupils will also explore how to calculate area of rectilinear shapes.
In the topic of multiplication and division, pupils will develop their understanding of multiplication and division, building on prior knowledge to work with larger numbers and more efficient strategies. They will focus on securing their recall of all multiplication and division facts up to the 12 × 12 times tables, improving both speed and accuracy. Pupils will explore the relationship between multiplication and division. |
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Key vocabulary |
Area, square units, rectilinear, multiply, divide, factor, multiples, array, equal groups, commutative, product |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Recognise and name common 2D shapes, recall and use multiplication and division facts for the 2, 3, 4, 5, 8, and 10 times table, use arrays and repeated addition, understand the inverse relationship. |
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Optional home learning |
https://www.bbc.co.uk/bitesize/topics/zm36g2p
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Spring One – ‘Multiplication and Division’ and ‘Length and Perimeter’ |
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Overview |
In this topic of Multiplication and Division, pupils will develop their knowledge further by understanding how to multiply and divide by 10 and 100. They will also apply their understanding of their times table facts by being able to multiply and divide up to a 3-digit number by a 1-digit number.
In the topic of Length and Perimeter, children will understand how to measure in kilometres and metres and find the perimeter of rectilinear shapes and regular polygons. They will also learn how to find missing lengths in rectilinear shapes. |
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Key vocabulary |
Kilometres, metres, perimeter, rectilinear, polygons, factors, factor pairs, formal and informal methods, multiplication, division |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Multiplication and division facts up to 12 x 12, understand that perimeter is the distance around a shape, measuring, comparing and ordering lengths using standard units. |
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Optional home learning |
https://www.bbc.co.uk/bitesize/topics/zm36g2p
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Spring Two – Fractions and Decimals |
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Overview |
In the topic of Fractions, pupils will develop their understanding of fractions as numbers. They will learn about mixed number and improper fractions and how to convert between the two. They will continue to develop their understanding of equivalent fractions as well as adding and subtracting fractions from whole amounts.
In the topic of Decimals, the pupils will understand their place value of numbers focusing on tenths and hundredths. Pupils will also compare and order decimals and round decimals to the nearest whole number. |
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Key vocabulary |
Fraction, unit and non-unit fraction, denominator, numerator, whole, simplify, mixed number fractions, improper fractions, |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Counting up and down in tenths, finding fractions of an amount, adding and subtracting fractions with the same denominator under 1 whole, comparing and ordering unit fractions. |
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Optional home learning |
https://www.bbc.co.uk/bitesize/topics/zyd3jfr
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Summer One – Decimals, Money and Time |
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Overview |
In the unit of Decimals, pupils will develop their understanding of decimals by partitioning, comparing and ordering decimal numbers as well as understanding that a half and a quarter as a decimal.
In the unit of Money, pupils will apply their learning of decimals to write money using decimals. They will develop this further by converting between pounds and pence and applying their understanding to real-life problem-solving activities.
In the unit of Time, pupils will be able to read, write and convert time between analogue and digital 12- and 24-hour clocks. They will also solve problems that involves converting from hours to minutes, minutes to seconds, years to month and weeks to days. |
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Key vocabulary |
Decimals, tenths, hundredths, decimal point, compare, order, rounding, half, quarter, pounds, pence, change, analogue, digital, hours, minutes, seconds, years, months, week, day |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Adding and subtracting amounts of money to give change, reading the time to the nearest minute, record and compare time in terms of seconds, minutes and hours, know the number of seconds in a minute, number of days in each month and year. |
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Optional home learning |
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Summer Two – Shape, Statistics and ‘Position and Direction’ |
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Overview |
In the topic of shape, pupils will compare and classify geometric shapes such as quadrilaterals and triangles on their properties. They will also continue to develop their understanding of angles and will be able to identify acute and obtuse angles. Furthermore, they will identify lines of symmetry in 2-D shapes.
In the topic of Statistics, pupils will continue to interpret data from different times of charts as well as focusing on line graphs and drawing line graphs.
In the topic of Position and Direction, pupils will learn how to plot points on a coordinate quid in the first quadrant only. They will also be able to describe movements of the shape known as translation. |
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Key vocabulary |
Quadrilaterals, geometric, triangles, rectangles, acute, obtuse, right-angles, symmetry, line graphs, interpret, data, quadrant, x and y axis, translation, coordinates. |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Draw 2-D shapes and make 3-D shapes, recognised 2-D and 3-D shapes, recognising that angles as a property of a shape or a description of a turn, horizontal and vertical lines, perpendicular and parallel lines, interpret and presenting data in bar charts, pictograms and tables. |
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Optional home learning |
https://www.bbc.co.uk/bitesize/topics/zvmxsbk |
Year Five
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Autumn One – ‘Place Value’ and ‘Addition and Subtraction’ |
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Overview |
In the topic of Place Value, the pupils will develop their understanding of numbers up to 1,000,000. They will be able to partition compare and order as well as reading and writing numbers up to 1,000,000. Furthermore, they will also be able to round numbers within 1,000,000.
In the Addition and Subtraction topic, pupils will use the formal written methods to solve addition and subtraction problems with numbers more than 4 digits. They will continue to develop mental strategies such as: using related number facts, partitioning etc as well as this being applied to a variety of multi-step addition and subtraction problems. |
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Key vocabulary |
Place value, ten thousands, hundred thousands, million, partition, recombine, rounding, order and compare, inverse, addition, subtraction, multi-step problems, exchanging. |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Recognise place value of each digit in a 4-digit number, find 1000 more or less than a given number, round any number to nearest 10, 100 or 1000, order and compare numbers beyond 1000, add and subtract numbers up to 4 digits using the formal written methods, estimating and using the inverse operation to check answers |
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Optional home learning |
https://www.bbc.co.uk/bitesize/topics/zkvxb7h
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Autumn Two – ‘Multiplication and Division’ and Fractions |
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Overview |
In this unit of Multiplication and Division, pupils will learn about multiples and factors and prime, square and cubed numbers. They will also further develop their knowledge of multiplying and dividing by 10, 100 and 1000.
In the topic of Fractions, pupils will be able to recognise equivalent fractions, convert improper to mixed number fractions and vice versa and be able to compare and order fractions that are less than and greater than 1 with different denominators. They will also be able to add and subtract fractions of different denominators and from mixed numbers. |
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Key vocabulary |
Multiples, factors, multiplication, division, prime numbers, squared numbers, cubed numbers, equivalent fractions, denominator, numerator, improper, mixed number fractions |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Adding and subtracting fractions with the same denominator, fractions of an amount with harder fractions and quantities, understanding families of common equivalent fractions, recall multiplication and division facts up to 12x12, multiply a 2-digit and 3-digit number by a 1-digit number. |
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Optional home learning |
https://www.bbc.co.uk/bitesize/topics/zwbtrmn
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Spring One – ‘Multiplication and Division’ and ‘Fractions’ |
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Overview |
In Multiplication and Division, the pupils will apply the formal written method to multiply 4-digit numbers by a 2-digit number by the end of this unit. They will also be able to use the formal method for division with a 4-digit number by a 1-digit number as well as finding remainders in context.
In this topic of Fractions, pupils will learn how to multiply a fraction by a whole number, a mixed number fraction by a whole number, finding a fraction of an amount as well as applying that understanding to finding the whole e.g. 2/5 of ____ = 12. |
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Key vocabulary |
Formal written method, remainders, mixed number fraction, improper fraction, integer, multiplication, division |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Adding and subtracting fractions with the same denominator, fractions of an amount with harder fractions and quantities, understanding families of common equivalent fractions, recall multiplication and division facts up to 12x12, multiply a 2-digit and 3-digit number by a 1-digit number. |
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Optional home learning |
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Spring Two – ‘Decimals and Percentages’, ‘Perimeter and Area’ and ‘Statistics’ |
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Overview |
In the unit of Decimals and Percentages, pupils will further develop their understanding up to 3 decimal places. They will also be able to order and compare decimals up to 3 decimal places as well. As they advance throughout this unit, pupils will apply this understanding to percentages and will be able to understand percentages as fractions and as decimals.
In the topic of ‘Area and Perimeter’, they will be able to find the perimeter and area of regular polygons, compound shapes and rectilinear shapes.
In the ‘Statistics’ unit, pupils will be able to solve problems using information presented in a line graph. They will also be able to interpret information in tables and timetables. |
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Key vocabulary |
Common denominator, percentage, equivalent, thousandth, rectilinear shapes, polygons, line graph, timetable |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Recognise and write decimal equivalents of any number of tenths or hundredths, write decimal equivalents to ¼, ½, ¾, round decimals to the nearest whole number, compare numbers up to 2 decimal places, find the area of rectilinear shapes by counting squares, measure and calculate the perimeter of rectilinear figures, interpreting information in bar charts and time graphs. |
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Optional home learning |
https://www.bbc.co.uk/bitesize/topics/zy68h4j
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Summer One – Shape, Position and Direction and Decimals |
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Overview |
In the unit of Shape, children will be able to measure angles up to 180° as well as classifying and recognising angles. They will apply this understanding to drawing lines and angles accurately. As they progress through this topic, pupils will begin to solve and calculate angles around a point, on a straight line and apply this to their understanding of properties of shape.
In the topic of Position and Direction, children will continue to develop their understanding of reading and plotting coordinates on a quadrant and applying this to problem-solving questions. They will then move onto translation and translation with coordinates
In the Decimals unit, pupils will begin to add and subtract decimals up to 3 decimal places, as well as using their understanding of place value to add and subtract decimals of different numbers in decimal places. The pupils will also practice and master how to multiply and divide by 10, 100 and 1000. |
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Key vocabulary |
Reflex angles, angles around a point, straight line angles, regular, irregular, polygons, quadrant, translation, reflection, coordinates, x and y axis, thousandths, hundredths, tenths, multiply and divide. |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Compare and classify geometric shapes, identify acute and obtuse angles, identify lines of symmetry in 2-D shapes, describe positions on a 2-D grid as coordinates in the first quadrant, describe movements of translations, plot specified points to complete a given polygon, compare and order numbers up to 2 decimal places, round decimals to the nearest whole number, multiplying and dividing by 10 and 100, write decimal equivalents of any number of tenths or hundredths, write decimal equivalents of ¼ , ½, ¾ |
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Optional home learning |
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Summer Two – Negative Numbers, Converting units and Volume |
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Overview |
In the unit of Negative numbers, pupils will be able to understand negative numbers, compare and order negative numbers as well as finding the difference between negative numbers. This will be applied to real life problems involving temperature or floor levels.
In the unit of Converting Units, pupils will begin to be more confident in converting between different units of metric measures. They will then move onto understanding and using approximate equivalences between metric units and imperial units such as: inches, pounds and pints.
In the topic of Volume, pupils will be introduced to this concept through counting cubes to help them understand volume. This unit will also cover their understanding of capacity and estimating capacity. |
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Key vocabulary |
Negative numbers, temperature, metric, imperial, volume, capacity |
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Pupils will be assessed through: |
Teacher assessment Pixl termly assessment |
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Previous skills and knowledge to be revisited |
Count backwards through 0 to include negative numbers, converting between different metric units e.g. km to m. |
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Optional home learning |
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Year SIx
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Autumn One – Place Value and Four Operations |
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Overview |
In the unit of Place Value, pupils will be able to read, write, order and compare numbers up to 10,000,000. They will also be able to partition these numbers as well as determine the value of each digit. Pupils will also become proficient in rounding any whole numbers as well as using and applying negative numbers.
In the topic of Four Operations, pupils will continue to master the use of the formal written methods of long multiplication, short division, long division, addition and subtraction. They will be able to multiply up to a 4-digit by a 2-digit number and divide a 4-digit by a 2-digit number. They will be able to identify common factors, multiples and prime numbers. Additionally, the pupils will be able to solve multi-step problems, deciding which operations and methods to use and why. |
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Key vocabulary |
Place value, rounding, negative numbers, long multiplication, factors, multiples, prime numbers, long division, remainders. |
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Pupils will be assessed through: |
Teacher assessment Example SATs test papers |
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Previous skills and knowledge to be revisited |
Read, write, order and compare numbers up to 1,000,000, round any number up to 1,000,000, interpret negative numbers in context, add and subtract numbers with more than 4 digits using the formal written method, multiply and divide a 4-digit by a 1-digit number. |
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Optional home learning |
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Autumn Two – Fractions and Converting Units |
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Overview |
In this unit of fractions, pupils will continue to master their understanding of equivalent fractions and apply this to: comparing and ordering fractions of different denominators, adding and subtracting any two fractions, adding and subtracting mixed number fractions, multiplying and dividing fractions by an integer and finding a fraction of an amount.
In the unit of Converting Units, pupils will continue to consolidate and deepen their understanding of converting and calculating with metric measures, converting between miles and kilometres and solving problems involving imperial measures. |
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Key vocabulary |
Mixed number fractions, improper fractions, equivalent, simplify, integers, metric, imperial |
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Pupils will be assessed through: |
Teacher assessment Example SATs test papers |
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Previous skills and knowledge to be revisited |
Add and subtract fractions of different denominators, recognise and convert between mixed and improper fractions, multiply proper fractions and mixed numbers by whole numbers, identify and write equivalent fractions. |
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Optional home learning |
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Spring One – Ratio, Algebra and Decimals |
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Overview |
In the unit of Ratio, pupils will be taught about using ratio language and the ratio symbol as well as making the connection of ratio with fractions and multiplication and division. This will then be applied to creating scale drawings as well as solving problems involving ratio.
In the unit of Algebra, pupils will be introduced to 1 and 2-step function machines, forming expressions and substitution, forming equations as well as solving 1 and 2 –step equations.
In the unit of Decimals, pupils will continue to master and deepen their understanding of decimals and will apply this to a variety of problems. They will continue to practice multiply and dividing by 10, 100 and 1000, adding and subtracting decimals, and multiply and dividing decimals by an integer. |
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Key vocabulary |
Ratio, scale, proportion, integer, decimals, place value, place value holder. |
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Pupils will be assessed through: |
Teacher assessment Example SATs test papers |
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Previous skills and knowledge to be revisited |
Multiplying and dividing by 10, 100 and 1000; recognise and use thousandths, tenths and hundredths; read, write, order and compare numbers up to 3 decimal places; rounding decimals |
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Optional home learning |
https://www.bbc.co.uk/bitesize/topics/zg36g2p/articles/z2p6tyc
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Spring Two – ‘Fraction, Decimals and Percentages’, ‘Area, perimeter and volume’ and Statistics |
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Overview |
In the unit of Fractions, Decimals and Percentages, pupils will be taught that these concepts are all linked and are able to find equivalent fractions, decimals and percentages (FDP). They will also be able to order and compare FDP. This will then move onto finding a percentage of an amount with multiple steps.
In the unit of Area, Perimeter and Volume, pupils will be taught how to find the area of a triangle and a parallelogram as well as recapping over what perimeter and area is. This will then move onto calculating the volume of a cube or cuboid. |
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Key vocabulary |
Percentages, order, compare, place value holder, pie charts, mean, volume |
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Pupils will be assessed through: |
Teacher assessment Example SATs test papers |
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Previous skills and knowledge to be revisited |
Read and write decimal numbers as fractions; recognise the per cent symbol; write percentages as a fraction; complete, read and interpret information in tables, including timetables. |
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Optional home learning |
https://www.bbc.co.uk/bitesize/articles/zb6gvwx
https://www.bbc.co.uk/bitesize/topics/z84skhv
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Summer One – ‘Shape’ and ‘Position and Direction’ |
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Overview |
In the unit of Shape, pupils will be taught to measure and classify angles, calculate angles around a point and a straight line and vertically opposite angles. This will then be applied to angles in triangles, quadrilaterals and polygons. Pupils will also be exposed to circles and key terminology such as: radius, diameter and circumference. This will then be moved onto recognising the nets of 3-D shapes.
In the unit of Position and Direction, pupils will continue to deepen their understanding of reading and plotting coordinate points across all four quadrats as well as solving problems with coordinates. This will also be applied to translations and reflections. |
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Key vocabulary |
Protractor, acute, obtuse, reflex, right angles, straight line angles, radius, diameter, circumference, isosceles, scalene, equilateral, quadrants, coordinates. |
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Pupils will be assessed through: |
Teacher assessment Example SATs test papers |
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Previous skills and knowledge to be revisited |
Draw given angles and measure them in degrees; identify angles at a point and a straight line; find missing lengths and angles; identify, describe and represent the position of a shape following a reflection or translation. |
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Optional home learning |
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Summer Two – Themed Projects, consolidation and problem-solving |
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Overview |
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Career/Mantle and Spirituality |
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Key vocabulary |
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Pupils will be assessed through: |
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Previous skills and knowledge to be revisited |
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Vocabulary |
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Optional home learning |
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Science
Year Three
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Overview |
In the Year 3 Animals Including Humans unit, pupils learn that animals, including humans, need the right types and amounts of nutrition to stay healthy, and that they cannot make their own food but get nutrition from what they eat. They are introduced to the different types of skeletons (endoskeleton, exoskeleton, and hydrostatic skeleton) and the main functions of a skeleton: support, protection, and movement. Pupils also learn that muscles work in pairs to move the skeleton, and they explore examples of how bones and muscles help humans and animals carry out everyday actions. |
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Career/Mantle and Spirituality |
Children take on the role of nutrition advisors. They will work in groups where they are given a ‘client’ and will design a simple nutrition and exercise plan. |
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Key vocabulary |
Skull, function, spine, femur, ribcage, skeleton, support, movement, protect, insect, exoskeleton, vertebrate, invertebrate, spine, muscles, bicep, tricep, relax, contract, nutrition, balanced diet, food groups, carnivore, herbivore omnivore. |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In Key Stage 1, pupils learned that animals, including humans, need food and water to survive, and that exercise and hygiene help to keep them healthy. They explored the basic parts of the human body and their functions, and identified common animals, including those that are carnivores, herbivores, and omnivores. They also found out about life cycles in simple terms, such as how animals grow from young to adult. |
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Optional home learning |
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Autumn Two – Light |
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Overview |
Pupils learn that light is a form of energy that helps us see. They explore different sources of light (natural and artificial) and understand that darkness is the absence of light. Pupils are introduced to the concepts of reflection and refraction, discovering how light travels in straight lines and can be reflected by shiny surfaces. They also learn about shadows — how they are formed, how they change depending on the light source, and what they can tell us about the position of the light. |
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Career/Mantle and Spirituality |
"Your word is a lamp to my feet and a light to my path." How can we use what we know about light to help others find their way — both in science and in life?
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Key vocabulary |
Light, eyes, light sources, natural light sources, artificial light sources, reflect, opaque, translucent, transparent, shadow, form, variable, investigate, |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In Key Stage 1, pupils explored basic sensory experiences of light — such as noticing differences between light and dark, identifying light sources like the sun or lamps, and understanding safety around the sun (e.g., not looking directly at it). They also began simple observations of the world around them, including weather and day/night patterns. |
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Optional home learning |
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Spring One – Rocks |
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Overview |
Pupils will explore different kinds of rocks and soils. Within this topic, pupils will be taught to: compare and group together different kinds of rocks based on appearance and simple physical properties; describe how fossils are formed and recognise that soils are made from rocks and organic matter. |
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Career/Mantle and Spirituality |
Pupils will be come Geologists during this unit.
Psalm 18:2:"The Lord is my rock, my fortress, and my deliverer; my God is my rock, in whom I take refuge." This verse uses the metaphor of a rock to describe God’s strength, stability, and reliability, which can provide a deeper connection when considering actual rocks in nature. Just like a rock is strong and never moves, how can we trust God to help us stay strong and brave when things are hard? |
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Key vocabulary |
Hard, soft, shiny, dull, rough, smooth, fossils, sedimentary, soils, organic matter |
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Pupils will be assessed through: |
Teacher assessment |
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Optional home learning |
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Spring Two – Forces and Magnets |
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Overview |
In the Forces and Magnets unit, Year 3 children learn about different forces such as pushes and pulls, and how they affect the movement of objects. They explore the concept of friction and how it can slow things down, as well as the force of gravity that pulls objects towards the Earth. Children also investigate magnetic forces, discovering how magnets attract and repel certain materials, and learn to identify which materials are magnetic. They carry out practical activities to observe the effects of these forces and develop an understanding of how forces are used in everyday life. |
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Career/Mantle and Spirituality |
Children will explore the role of becoming a toy designer. During this topic, the children will apply their knowledge to design their own magnetic maze for people to play. |
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Key vocabulary |
Push, pull, force, contact, movement, direction, friction, smooth, rough, fast, slow, force, magnet, attract, repel, poles, north, south, |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In Key Stage 1, children are introduced to the basic concepts of forces, focusing on simple pushes and pulls. They learn that forces can make objects move, stop, or change direction, and they explore how different forces act on everyday objects. The concept of gravity is introduced, with children understanding that it pulls things down towards the Earth. They also begin to investigate the effects of friction, noticing how it can slow down moving objects. Through practical activities, they explore the force of pushing and pulling in different contexts, such as moving toys or objects, and start to develop a basic understanding of how forces work in the world around them. |
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Optional home learning |
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Summer One – Plants |
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Overview |
In the Year 3 plants unit, students learn about the essential parts of plants (roots, stems, leaves, and flowers) and their functions. They explore the process of photosynthesis, understanding how plants use sunlight, water, and carbon dioxide to make their food. The unit also covers the life cycle of plants, from seed germination to flowering, and discusses how plants reproduce through seeds. Students are introduced to the different types of plants, their habitats, and the importance of plants to humans and animals. Hands-on activities like planting seeds and observing growth allow students to apply their knowledge of plant care and growth processes. |
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Career/Mantle and Spirituality |
The children will become “Plant Investigators” in a special plant research mission. Their goal is to unlock the mysteries of how plants grow, thrive, and reproduce. Over the course of six lessons, students will take on various roles in their research team, uncovering the hidden wonders of flowering plants, and ultimately presenting their findings as plant experts |
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Key vocabulary |
Roots, stem, truck, leaves, flowers, absorb, transport, attract, pollinate, sunlight, water, warmth, pistil, stamen, pollen, seed, dispersal, |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In KS1 Science, pupils learn to identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. They explore the basic structure of plants, identifying parts such as roots, stems, leaves and flowers, and begin to understand the functions of these parts. Pupils investigate what plants need to grow and stay healthy, including water, light and a suitable temperature, and observe how plants grow and change over time from seeds and bulbs. |
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Optional home learning |
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Year Four
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Autumn One – Living things and their habitats |
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Overview |
Pupils learn how to group living things in a variety of ways based on their characteristics. They explore different types of habitats and how living things depend on each other and their environment for survival. They are introduced to classification keys and learn how to use them to identify and sort living organisms. Pupils also begin to understand that environments can change, and that this can pose dangers to living things. |
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Career/Mantle and Spirituality |
Pupils will be come conservationists working for an environmental organisation tasked with protecting a nature reserve. |
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Key vocabulary |
Mammal, bird, fish, amphibian, reptile, vertebrate, invertebrate, arachnid, exoskeleton, skeleton, habitat, classification, environment, pollution, deforestation, climate, adapt, conservation, biodiversity, organism. |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In Year 2, pupils identified and named a variety of plants and animals in their habitats, including microhabitats. They learned about basic food chains and the role of predators and prey. They also explored how animals obtain their food and how different living things are suited to their environments. |
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Optional home learning |
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Autumn Two – States of Matter |
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Overview |
Pupils are introduced to the basic concepts of states of matter, focusing on solids, liquids, and gases. They learn to identify and describe the properties of each state: solids have a fixed shape and volume, liquids have a fixed volume but take the shape of their container, and gases do not have a fixed shape or volume and expand to fill available space. Students explore how matter can change states through processes like melting, freezing, and evaporation. They also investigate how temperature affects these changes, such as how heating causes solids to melt into liquids and how cooling causes liquids to freeze into solids. |
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Career/Mantle and Spirituality |
The spirituality focus comes from Jerimiah 10:13, |
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Key vocabulary |
Liquid, gas, particle, heating, cooling, solid, melting, freezing, evaporation, condensation, precipitation, water cycle |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In Key Stage 1, students are introduced to the basic concepts of states of matter by exploring the properties of materials and observing how they can change. They learn to identify solids, liquids, and gases, and recognize simple changes in states, such as water freezing into ice or melting back into liquid. Through everyday examples, like how ice melts or water evaporates, they begin to understand how temperature can cause materials to change state. This foundation prepares them for more detailed study of states of matter in later years. |
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Optional home learning |
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Spring One – Sound |
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Overview |
Children will learn that sound is made when objects vibrate, and that these vibrations travel through air (or other materials) as sound waves. They will explore how sound gets louder or fainter depending on the distance from the sound source. The unit also covers how different materials and vibrations affect the pitch and volume of sounds, and how humans and animals perceive sound. |
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Career/Mantle and Spirituality |
"Let everything that has breath praise the Lord." How do you think sound helps us praise and talk to God?" What sounds do you hear around you that remind you of God's creation?" How can we use our voices or other sounds to show kindness or love?" Why is it important to listen carefully to the sounds around us?"
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Key vocabulary |
Vibration, sound, travel, pitch, frequency, volume, soundwaves, ear, eardrum, cochlea, auditory nerve |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In KS1, children learn the basic concepts of sound. They explore how sound is produced when objects vibrate, and how sound travels through different materials. Children also learn to identify different sounds in their environment and recognize that sounds can be loud or soft. They start to understand that sounds can be heard from different distances and that they get fainter as they move away from the source. |
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Optional home learning |
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Spring Two – Electricity |
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Overview |
Pupils are introduced to the basics of electricity. They learn what electricity is, where it comes from, and how it is used safely in everyday life. Pupils are taught to identify common appliances that use electricity and to understand the difference between mains and battery-powered devices. They also explore how to construct simple circuits using components such as cells, wires, bulbs, switches, and buzzers, and investigate how these circuits work. |
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Career/Mantle and Spirituality |
Children take on the tole of electrical engineers and product designers. The hook is that they are working for a company tasked with developing safe and effective torches. |
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Key vocabulary |
Electricity, battery, mains, appliance, cells, wires, bulbs, switches, buzzer, circuit, component, conductor, insulator |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In earlier years, pupils have explored basic physical phenomena such as light, sound, and forces. They have also developed general working scientifically skills, including making observations, asking questions, and recording results. While they may not have studied electricity formally before Year 4, they are likely to have encountered electrical appliances and basic concepts through everyday experiences and prior discussions in class. |
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Optional home learning |
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Summer One – Animals including humans |
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Overview |
Pupils will learn about the human digestive system, including the main parts and their functions, such as the mouth, oesophagus, stomach, and intestines. They explore the different types of human teeth—incisors, canines, and molars—and their roles in breaking down food, as well as the importance of dental hygiene. Pupils also study food chains, identifying producers, consumers, predators, and prey, and understanding how energy is transferred between living things. |
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Career/Mantle and Spirituality |
Pupils will take on the role of a team of dentists and nutrition advisors working to improve children’s health in a fictional school or community. As ‘experts’, they investigate how the digestive system works, the functions of different teeth, and how diet affects both dental and overall health |
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Key vocabulary |
Carnivore, herbivore, omnivore, incisors, canines, molars, chewing, cutting, premolars, enamel, dentine, pulp, root, crown |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Before Year 4, pupils will have learned in Year 2 about the basic needs of animals and humans for survival—such as food, water, and air—and the importance of exercise, hygiene, and a healthy diet. In Year 3, they explored the role of nutrition more deeply, learning that animals, including humans, cannot make their own food and get nutrition from what they eat. They also studied skeletons and muscles, understanding how they support movement and protect the body. |
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Optional home learning |
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Year Five
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Autumn One – Earth and Space |
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Overview |
Pupils will explore the wonders of the universe by learning about the solar system, the planets, and celestial bodies like stars, moons, and asteroids. They study the Earth’s place in the solar system and how it orbits the Sun, as well as the movement of the Moon around Earth and its phases. Pupils will also examine the role of gravity in space and learn about space exploration, including the history of space missions and technology used by astronauts. |
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Career/Mantle and Spirituality |
Children will produce a documentary/podcast on space. This gives them the opportunity to creatively share their learning in an engaging format. |
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Key vocabulary |
Earth, planets, Sun, solar system, Moon, celestial body, orbit, stationary, moon, phase, lunar |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In Key Stage 1, children learn about the Sun, Moon, and stars, and discover that the Earth orbits the Sun, creating day and night. They explore the planets in our solar system and the phases of the Moon. Basic ideas about space travel and astronauts are also introduced, helping children develop a simple understanding of space. |
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Optional home learning |
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Autumn Two – Forces |
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Overview |
Pupils learn about different types of forces, including gravity, friction, air resistance, and water resistance. They explore how forces affect movement and investigate how mechanisms such as levers, pulleys, and gears help us to use forces more effectively. Pupils understand that some forces need contact between objects, while others (like gravity and magnetic force) act at a distance. |
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Career/Mantle and Spirituality |
Pupils take on the role of trainee paratroopers in a special forces science unit. Before they are cleared for real mission, they must understand how forces like gravity, air resistance, and friction affect safe parachute drops and landings. Their mission is to test different parachute designs, investigate the effects of surface materials and air resistance, and advise on gear and landing techniques |
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Key vocabulary |
Forces, gravity, air resistance, friction, newtons, moving surfaces |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In Year 3, pupils were introduced to magnetic forces and simple ideas about contact and non-contact forces. They explored how some materials attract or repel and started to understand movement and push/pull forces in basic terms. |
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Optional home learning |
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Spring One – Forces (see above) |
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Overview |
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Career/Mantle and Spirituality |
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Key vocabulary |
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Pupils will be assessed through: |
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Previous skills and knowledge to be revisited |
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Vocabulary |
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Optional home learning |
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Spring Two – Properties and changes of Materials |
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Overview |
Pupils will learn about how to compare and group together everyday materials on the basis of their properties; know that some materials will dissolve in liquid to form a solution; use their knowledge of solids, liquids and gases to decide how mixtures might be separated; and to demonstrate that dissolving, mixing and changes of state are reversible changes. |
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Career/Mantle and Spirituality |
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Key vocabulary |
Transparency, hardness, insulating, conducting, thermal insulation, evaporating, filtering, sieving, melting, dissolving, reversible and irreversible. |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
The topic builds upon the Year 3 curriculum, where they learnt about magnetism as well as exploring and comparing the properties of a broad range of materials. |
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Optional home learning |
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Summer One – Living things and their habitats |
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Overview |
Pupils will learn about the life cycles of different living things, including mammals, amphibians, insects and birds. They will explore how living things grow and change over time, identifying the stages in each life cycle and comparing how these stages differ between animal groups. Pupils will also learn about reproduction in plants and animals, understanding how living things produce offspring and how new plants and animals begin life. |
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Career/Mantle and Spirituality |
The spirituality focus for this topic is from Matthew 6:25-26, |
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Key vocabulary |
Hatchling, nestling, fledgling, adult bird, amphibian, frogspawn, tadpole, metamorphosis, amphibian, larva, pupa, chrysalis, |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In the previous block, children learnt about the life cycle of humans. In this block, they will build on this knowledge by exploring the life cycles of different animal groups, starting with mammals. Children have learnt that humans are classed as mammals and that mammals are warm-blooded vertebrates, have fur or hair on their bodies, give birth to live young and produce milk to feed their young. By the end of this small step, they will understand that a mammal has a similar life cycle to a human, which begins as a foetus in the mother’s womb.
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Optional home learning |
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Summer Two – Animals including humans |
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Overview |
In Year 5, the study of animals, including humans, focuses on understanding the different stages of life and how living organisms grow, develop, and reproduce. Students learn about the life cycles of various animals, from birth to adulthood, exploring concepts like metamorphosis in insects and the development of mammals. The unit also covers the human life cycle, emphasizing the physical and emotional changes that occur as people grow. Additionally, the study includes understanding how animals and humans depend on food, air, and water for survival, as well as learning about the skeletal and muscular systems in both humans and animals.
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Career/Mantle and Spirituality |
Children can become biologists where they study the life cycles of different organisms—plants, insects, amphibians, and mammals and explore how animals and plants grow, reproduce, and evolve over time. This will link also with their reproductive unit. Children will look after caterpillars and study how they change into butterflies by having their very own butterfly garden. They will have a weekly slot in the William Ford Radio station to update listeners on how their caterpillar is developing.
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Key vocabulary |
Infancy, childhood, adolescence, adulthood, development, life cycle, puberty, hormones, menstruation, gestation, foetus, embryo, fertilisation, prenatal, egg, sperm, |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In Year 4, children learn about the basic needs of animals and humans, focusing on nutrition, exercise, and the importance of a balanced diet for maintaining health. They explore how animals and humans are suited to their environments and how they rely on food, water, and shelter for survival. Students also learn about the skeletons of humans and animals, understanding their structure and function in protecting organs and enabling movement. Additionally, they look at different animal habitats and how living things are adapted to thrive in those environments.
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Optional home learning |
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Year SIx
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Autumn One – Evolution and Inheritance |
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Overview |
In the Year 6 Evolution and Inheritance unit, pupils learn how living things have changed over time and how fossils provide evidence of these changes. They explore the concept of inheritance by recognising that offspring are not identical to their parents and that characteristics are passed down through generations. Pupils are introduced to the idea of natural selection and how advantageous traits can help species survive in their environment. The unit also covers how animals and plants have adapted to suit their habitats over time. |
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Career/Mantle and Spirituality |
Pupils will create and design a conservation campaign to protect a species currently under threat due to environmental changes. |
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Key vocabulary |
Offspring, inheritance, variation, adaptation, natural selection, evolution, characteristics, conservation, endangered, fossils, |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Prior to this unit, pupils will have studied a range of biological topics such as life cycles, reproduction in animals and plants, and animal adaptations. In lower Key Stage 2, they explored how environments can change and the impact this has on living things. These foundations provide the background knowledge needed to understand how organisms evolve and inherit traits over time. |
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Optional home learning |
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Autumn Two – Electricity |
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Overview |
In the Year 6 Electricity unit, pupils build on their understanding of electrical circuits by exploring how components function within them. They learn to recognise and use scientific symbols when representing simple circuits in diagrams. The unit also covers how the brightness of bulbs or the volume of buzzers can be affected by the number and voltage of cells in a circuit, helping pupils to grasp how electricity can be controlled and applied in everyday contexts. |
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Career/Mantle and Spirituality |
In this topic, pupils take on a "Dragons’ Den"-style challenge to design and build festive electrical decorations using circuits with components like bulbs, buzzers, and motors. The project is purposeful, encouraging creative thinking, problem-solving, and teamwork as pupils apply their scientific knowledge to real-world design tasks. It also introduces them to careers in engineering, product design, and innovation, showing how science is used to develop and pitch practical, marketable solutions. |
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Key vocabulary |
Series and parallel circuits, cell, battery, resistance, buzzer, switch, bulb, bright/dim, motor, voltage, current, conductor, insulator |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In Year 4, pupils were introduced to the basics of electricity, including simple circuits, switches, and common conductors and insulators. They learned how to construct basic circuits and understand the flow of electricity. |
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Optional home learning |
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Spring One – Light |
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Overview |
In the Year 6 Light unit, pupils build on their earlier learning about how light travels and how we see objects. They explore how light travels in straight lines and use this understanding to explain how shadows are formed and why they change size and shape depending on the position of the light source. Pupils also investigate how light is reflected from surfaces, using mirrors to observe and describe reflection. |
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Career/Mantle and Spirituality |
In this topic, the children become police detectives to solve a crime that has happened at the school. The children conduct investigations to rule out the suspects each week. |
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Key vocabulary |
Light, light source, reflect, reflective, transparent, opaque, translucent, absorb, block, straight |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In Year 3, pupils were introduced to the basic ideas about light. They learned that we need light in order to see things and that darkness is the absence of light. Pupils identified different light sources and recognised that light from the Sun can be dangerous, learning ways to protect their eyes. They also explored how light is reflected from surfaces and investigated how shadows are formed and how their size can change when the distance between the light source, object and surface changes. |
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Optional home learning |
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Spring Two – Living things and their Habitats |
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Overview |
In Year 6, pupils learned how living things are classified into broad groups according to common observable characteristics and similarities. They explored the work of Carl Linnaeus and the development of the classification system used by scientists today. Pupils used classification keys to help group, identify and name living things, and they considered how animals, plants and microorganisms can be classified into different groups such as vertebrates, invertebrates and microorganisms. They also learned how to construct and use simple classification keys to identify unfamiliar organisms. |
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Career/Mantle and Spirituality |
Pupils will become Wildlife Biologist - studying animals and plants in their natural habitats. "The Earth is the Lord's, and everything in it, the world, and all who live in it." – Psalm 24:1 This verse reminds us that everything on Earth, including animals, plants, and their habitats, belongs to God and is a part of His creation. How can we care for the world and all the living things in it, knowing that it belongs to God?
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Key vocabulary |
Classification, kingdom, phylum, class, order, family, genus, species, classification, organism |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In Year 4, pupils learned how living things can be grouped in different ways. They explored and used classification keys to help group, identify and name a variety of living things in their local and wider environment. Pupils also learned to recognise that environments can change and that these changes can sometimes pose dangers to living things, helping them understand the importance of caring for habitats and protecting wildlife. |
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Optional home learning |
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Summer One – Animals including Humans |
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Overview |
In Year 6, pupils learn about the human circulatory system and how nutrients and water are transported around the body. They identify and describe the functions of the heart, blood vessels and blood, and understand how the circulatory system works to move oxygen and nutrients to different parts of the body. Pupils also explore the impact of diet, exercise, drugs and lifestyle on the way their bodies function, helping them understand how to keep their bodies healthy. In addition, they investigate how water and nutrients are transported within animals, linking this to the role of the circulatory system in maintaining a healthy body. |
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Career/Mantle and Spirituality |
Pupils will take on the role of health scientists, nutritionists and medical researchers to create a ‘Healthy Living Campaign’.
The Spirituality focus is from Psalm 139:13-14,
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Key vocabulary |
Circulatory system, heart, blood, vessels, arteries, oxygen, carbon dioxide, capillaries, lungs, exercise, diet |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils previously learned about the basic needs of animals for survival, including food, water and air, and the importance of exercise, a balanced diet and hygiene for humans. They explored nutrition and how animals obtain food, and identified the main parts and functions of the human skeleton and muscles. Pupils also learned about the human digestive system and the role of different types of teeth, and studied the life cycles and reproduction of plants and animals, helping them understand how living things grow, develop and reproduce. |
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Optional home learning |
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Computing
Year Three
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Autumn One – Online Safety |
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Overview |
In this unit, pupils will develop their understanding of online safety and how to use the internet responsibly. They will learn that not all information found online is accurate and begin to question what they see and read. Pupils will also explore how online content can influence their feelings and wellbeing, helping them to recognise and manage their emotions. In addition, they will understand the importance of keeping personal information private, including how privacy settings can help control who can access their information. Pupils will also be introduced to social media, including age restrictions and why these rules are in place to keep users safe. |
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Key vocabulary |
Digital device, fake news, internet, opinion, privacy settings, age restrictions, belief, hoax, reliable, social media platform, smart devices. |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In year 2, the pupils will have covered understanding the difference between online and offline; what information should be posted online and to know techniques of how to create a strong password. |
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Autumn Two – Programming (Scratch) |
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Overview |
In this unit, pupils are introduced programming and coding on a software called Scratch. By the end of this unit, pupils will know that decomposition is the breaking down a task or problem into smaller parts and will be able to explore the different code blocks in Scratch. |
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Key vocabulary |
Loop, programming, evaluating, animation, decomposition, remixing, code, error, bug. |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
By the end of Key Stage 1, pupils will be able to understand algorithms and create and debug simple programs. |
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Spring One – Emailing (office 365) |
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Overview |
In this unit, pupils learn how to use email safely and responsibly as a form of digital communication. They begin by logging in and out of an email account, composing and editing simple emails, and correctly using features such as the subject line, recipient address and attachments. Alongside developing these practical skills, pupils explore how to communicate kindly and respectfully online, considering how their words may affect others. They also learn to identify unkind behaviour, understand how to report concerns, support others who may experience cyberbullying, and recognise signs that an email might be fake or unsafe. |
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Key vocabulary |
Account, Bcc, VCc, email address, recipient, scammer, log in, email, subject bar, attachment |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously used simple, closed communication tools to send basic messages, developed early typing and login skills, and gained a foundational understanding of online safety, including keeping information private and recognising kind behaviour online. |
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Spring Two – Videos using iPads |
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Overview |
In this unit, pupils explore the purpose and features of book trailers as a way of promoting texts through digital media. They begin by analysing existing trailers before planning their own ideas using a storyboard. Pupils develop their understanding of basic filming techniques, including camera angles and shot choices, before capturing photos and video clips. They then learn how to import media into simple editing software, where they add text and transitions to create a cohesive final product. |
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Key vocabulary |
Import, film editing software, recording, graphics, camera angle, sound effect |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously used simple digital tools to capture images and videos, create basic sequences to tell a story, and combine text and media, while beginning to evaluate digital content and understand how it communicates meaning. |
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Summer One – Computing systems and networks |
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Overview |
In this unit, pupils are introduced to the concept of computer networks and how devices connect and communicate with one another. They learn that a network consists of two or more connected devices and explore the key components of a school network, including servers and routers. Pupils develop an understanding of the difference between wired and wireless connections and learn that files are often stored on a central server. They are introduced to how the internet works at a basic level, including how data travels across networks, how websites are accessed, and the idea that information is broken into packets. |
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Key vocabulary |
Device, file, internet, network, router, user, wi-fi, wireless |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously used internet-connected devices to access websites and information, developing a basic understanding that technology can be connected and used to find and share information safely. |
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Summer Two – Computer Systems: Journey inside a computer |
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Overview |
In this unit, pupils develop their understanding of how computers work as systems. They learn to identify inputs and outputs, recognising how computers receive and send information. Pupils explore the main parts of a laptop and understand how these components work together to perform tasks. They are introduced to the concept of algorithms as a set of instructions and begin to consider the role of memory within a computer. Pupils also compare different types of computers, discussing their features and purposes. |
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Key vocabulary |
Decompose, disassemble, hard drive, GPU (graphics processing unit), CPU (central processing unit), assemble, memory, RAM, ROM. |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously explored a range of digital devices, used simple inputs to produce outputs, followed basic instructions, and begun to understand that computers have different parts and purposes. |
Year Four
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Autumn One – Online Safety |
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Overview |
In this unit, pupils will build on their understanding of online safety and responsible digital behaviour. They will explore how online content and digital platforms are designed to influence users, including techniques used to encourage people to buy products or engage with content. Pupils will also learn that technology can be created to imitate or impersonate living things, and begin to consider how this can affect what we trust online. In addition, they will recognise how technology can be distracting and develop strategies to manage their screen time effectively. Pupils will also deepen their understanding of appropriate online behaviour, learning how to communicate respectfully and safely in digital environments. |
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Key vocabulary |
Advantage, computer, bot, ad, advertisement, influencer, recommendation, hashtag, screen time, trustworthy |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Differentiate between fact, opinion and belief online, how to deal with upsetting online content, explain what social media platforms are used for and to recognise why social media platforms are age-restricted. |
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Autumn Two – Programming (Further Coding with Scratch) |
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Overview |
In this unit, pupils develop their understanding of programming by building on prior knowledge of simple sequences. They will begin to use loops to create more efficient programs and understand how repetition can simplify code. Pupils will also be introduced to conditional statements, learning how programs can respond differently depending on certain conditions. As part of the programming process, they will use debugging skills to identify and correct errors, explaining where mistakes occur and how they can be fixed. |
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Key vocabulary |
Algorithm, loop, conditional statement, condition, command, input, output, error, debug. |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Decomposition is the breaking down a task or problem into smaller parts and will be able to explore the different code blocks in Scratch. |
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Spring One – Creating media (office 365) |
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Overview |
In this unit, pupils develop their understanding of creating digital content for an audience by designing and building their own web pages. Using tools such as Microsoft Sway, they learn how to structure information effectively, beginning with simple layouts that include titles, images and organised sections. Pupils plan their web pages carefully, considering the purpose, audience and key features needed to present information clearly. |
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Key vocabulary |
Hyperlinks, published, website, world wide web, collaboration, insert, evaluate, Microsoft sway |
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Pupils will be assessed through: |
Teacher asssessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously created and organised simple digital content using text and images, begun to plan their work, and developed an awareness of audience and presentation. |
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Spring Two – Data Handling (investigating weather) |
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Overview |
In this unit, pupils develop their understanding of data handling, sensors and real-world applications of computing through the context of weather. They learn how to search the web efficiently to gather accurate temperature and forecast data, recording this information in spreadsheets. Pupils explore how weather data is collected using sensors and apply this knowledge by designing their own weather station, considering how it gathers data and the units of measurement used. |
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Key vocabulary |
Accurate, satellite, sensor data, heat sensor, weather forecast, presenter |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously searched for information online, recorded simple data, created basic digital content, and begun to understand how data and instructions can be used to produce outcomes. |
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Summer One – Microsoft Office 365 – Computing systems and Networks |
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Overview |
In this unit, pupils develop their understanding of collaboration and data handling using online tools. They learn how to work thoughtfully on shared documents, using features such as comments to suggest edits and respond to feedback. Pupils design and create surveys using tools such as Microsoft Forms, selecting appropriate question types to gather different kinds of data. They then export and analyse this data in spreadsheet software, where they highlight key information, use conditional formatting, and perform basic calculations such as sums and averages. |
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Key vocabulary |
Collaborate, numerical data, multiple choice, e-document, average, teamwork, spreadsheet |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously created and edited digital documents, collected and recorded simple data, and begun to understand sharing work and using feedback to improve outcomes. |
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Summer Two – Skills showcase: HTML |
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Overview |
In this unit, pupils are introduced to the foundations of web development through exploring and editing HTML. They learn that HTML is the language used to structure web pages and begin to understand how elements such as headings and paragraphs are created using tags. Pupils use browser tools to inspect existing web pages, exploring how content is organised behind the scenes. They then modify basic elements, such as text and images, to create their own digital posters. |
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Key vocabulary |
Copyright, code, CSS, HTML, HTML tags, URL, web page, web page elements, fake news |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously explored websites and created their own digital content using text and images, while developing an early understanding that code and instructions control how content is displayed. |
Year Five
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Autumn One – Online Safety |
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Overview |
In this unit, pupils will deepen their understanding of online safety and digital responsibility. They will learn the importance of creating strong, secure passwords and understand that many apps and online platforms require authentication to protect personal information. Pupils will identify different forms of online communication, including recognising and responding appropriately to online bullying. They will also explore how online activity can impact their health and wellbeing, both positively and negatively, and develop strategies to manage this effectively. Pupils will be encouraged to offer advice and practical ways to reduce the negative effects of online use, promoting a balanced and safe approach to technology. |
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Key vocabulary |
App permissions, bullying, emojis, in-app purchases, mental health, mindfulness, negative and positive contribution, strong password, trusted adult. |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
How to search over multiple platforms, explain what a bot is, explain positive and negative distractions of using technology, describe some of the methods used to persuade people to buy online. |
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Autumn Two – Programming (Music) |
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Overview |
In this unit, pupils will use Scratch to explore coding with a focus on music and sound. They will predict the effects of different code blocks through experimentation and use loops, including nested loops, to create repeating rhythms and enhance scenes. Pupils will break programs down into smaller parts, remix existing code to create their own projects, and develop their debugging skills by identifying and fixing errors. They will also evaluate how effective their programs are and suggest improvements. |
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Key vocabulary |
Decompose, output, repeat, tinker, code, loop, pitch, debug, timbre, rhythm, tempo |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Use loops to create more efficient programs and understand how repetition can simplify code; understanding and using conditional statements; learning how programs can respond differently depending on certain conditions; use debugging skills to identify and correct errors, explaining where mistakes occur and how they can be fixed. |
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Spring One – Data Handling – Mars Rover 1 |
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Overview |
In this unit, pupils explore how data is collected, processed and transmitted through the context of space exploration. Using examples such as the Mars Rover, pupils learn about the types of data that can be gathered, including images and environmental readings, and how this information is sent back to Earth despite challenges such as distance and delay. They develop their understanding of computer systems by identifying inputs, processes and outputs within real-world technology. Pupils are introduced to binary as a way computers represent data, learning to read and add 8-bit binary numbers. |
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Key vocabulary |
8-bit binary, binary, byte, data, distance, RAM, CPU, ASCII, UHF, transmit |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously collected and analysed data, explored how devices gather and share information, and developed an understanding of simple input–process–output systems and basic logical thinking. |
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Spring Two – Stop Motion animation |
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Overview |
In this unit, pupils develop their understanding of animation through creating stop-motion films. They begin by exploring how simple animations are created using sequences of images, before designing their own ideas based on a short narrative. Pupils plan their animations by decomposing a story into smaller steps and creating detailed storyboards with characters and scenes. They then create their animations by making small, precise changes between frames to ensure smooth movement, refining their work by editing and removing unnecessary frames. |
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Key vocabulary |
Animation, decomposition, digital device, evaluate, animator, storyboard, frames |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously created and organised digital content, used simple planning tools such as storyboards, and begun to edit and evaluate their work with an awareness of audience and purpose. |
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Summer One – Computing systems and networks: Search Engines |
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Overview |
In this unit, pupils develop their understanding of how search engines work and how to search the internet effectively and responsibly. They explore what search engines are and how they help users find information online, learning to use keywords and strategies such as TASK (Think, Ask, Search, Check) to refine their searches. Pupils begin to think critically about the reliability of online information, recognising that not everything they find is accurate and learning what to check for when evaluating sources. |
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Key vocabulary |
Copyright, credit, TASK, web crawler, website, inaccurate, fake news, search engine |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously used search engines to find information, selected simple keywords, combined text and images in digital work, and begun to understand that online information should be questioned for reliability. |
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Summer Two – programming 2: BBC micro:bit |
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Overview |
In this unit, pupils develop their understanding of physical computing using the BBC micro:bit. They begin by exploring and testing simple programs, predicting how code will behave before running it. Pupils create animations using the LED display and build increasingly complex programs by incorporating inputs, variables and conditions. They learn how programs can respond to real-world data by using sensors, creating projects such as pedometers and weather monitors. |
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Key vocabulary |
Conditional statement, condition, variable |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously created and debugged simple programs, used basic coding structures such as sequence and repetition, and developed an understanding of inputs, outputs and how programs respond to actions. |
Year SIx
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Autumn One – Online Safety |
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Overview |
In this unit, pupils will develop a deeper understanding of their digital presence and online responsibility. They will explore what a digital footprint is and how their online actions can have lasting consequences. Pupils will learn how to identify and record online bullying, including how to capture evidence safely and appropriately. They will also understand the importance of managing personal passwords securely and protecting sensitive information. In addition, pupils will consider what it means to maintain a positive online reputation and how their behaviour online reflects their identity. They will also be introduced to common online scams and learn how to recognise and respond to them safely. |
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Key vocabulary |
Biometrics, digital footprint, antivirus, phishing, malware, scammers, two-factor authentication, screen grab |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Understanding that passwords need to be strong, recognise some types of online communication and who to go to for help, how to search for simple information online and to know what bullying is and that it can occur both online and in the real world. |
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Autumn Two – Programming (Intro to Python) |
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Overview |
In this unit, pupils will transition from block-based programming to text-based coding using Python. They will explore the similarities and differences between these approaches, learning how syntax and indentation affect how programs run. Pupils will predict outcomes, use nested loops to create patterns, and modify existing code to achieve specific results. They will develop a systematic approach to debugging by identifying and fixing both syntax and logic errors, as well as evaluating and explaining how their programs work. |
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Key vocabulary |
Indentation, nested loops, syntax, Python, command, debug, variable, program |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
To predict the effects of different code blocks; use loops and nested loops to create repeating patterns; break programmes down to smaller parts, remix and adapt existing code. |
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Spring One – Exploring AI |
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Overview |
In this unit, pupils are introduced to artificial intelligence (AI) and its growing role in modern society. They explore what AI is and how it functions, identifying common real-life applications such as voice assistants, recommendation systems and image recognition. Pupils learn how AI processes text and image prompts and develop their ability to generate and refine prompts to achieve effective outcomes. They also explore how AI can support tasks such as coding and web design, recognising its value as a tool for generating ideas and supporting projects. Alongside this, pupils consider important ethical issues, including bias, reliability and the impact of AI on employment. |
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Key vocabulary |
AI, AI-generated text, AI-generated image, authenticity, code, debate, fake, HTML, ethical, considerations |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously explored how computers process data and respond to inputs, created and debugged programs, and developed an understanding of how technology is used in real-world contexts, preparing them to critically engage with AI. |
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Spring Two – Data Handling (QR codes) |
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Overview |
In this unit, pupils explore how data is captured, stored and used in real-world systems. They learn about technologies such as barcodes and QR codes, understanding why they were created and how they are used to quickly access information. Pupils investigate how data can be transmitted using technologies such as infrared and RFID, exploring how these systems work and their applications in everyday contexts, such as contactless payments and tracking items. Alongside this, pupils develop their data handling skills using spreadsheets, where they input data, use formulas, and independently sort and analyse information to draw conclusions about real-life scenarios. |
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Key vocabulary |
Algorithm, barcode, Boolean, data, encrypt, infrared, QR code, RFID, spreadsheet |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously used spreadsheets to organise and analyse data, understood how data is collected and processed, and explored real-world uses of technology, preparing them to understand systems such as QR codes and RFID. |
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Summer One – Computing systems and networks: Bletchley Park and the history of computers. |
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Overview |
In this unit, pupils explore the role of coding, security and the development of computer science over time. They begin by understanding that codes are used for a variety of purposes, including communication and encryption, and practise decoding messages. Pupils learn how to create strong, secure passwords and understand why these are important in protecting personal information. They also study significant historical figures in computing, exploring their contributions and presenting their findings in engaging ways. Building on this, pupils apply their creativity by designing a concept for a computer of the future. |
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Key vocabulary |
Brute force hacking, chip and PIN system, combination, Caesar cipher, password, scrambled, script, trial and error, invention |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously explored how data can be represented, understood basic online safety, researched and presented information digitally, and created and edited digital content. |
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Summer Two – Skills showcase: Inventing a product |
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Overview |
In this unit, pupils bring together their programming, design and digital media skills to create and present a complete digital product. They begin by evaluating and adapting existing code, developing their ability to debug programs and improve efficiency using key concepts such as sequence, selection, repetition and variables. Pupils then design appropriate housing for their product using CAD software, considering how input and output devices will function within their design. Alongside this, they create a professional website aimed at a specific audience, using persuasive language to explain their product and its purpose. Pupils also produce an edited video to showcase their project, highlighting key features and benefits. |
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Key vocabulary |
Algorithm, input, loop, structure, sequence, adapt, bug, debug, edit |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously developed programming skills including debugging and modifying code, created purposeful digital content, and used search tools effectively, preparing them to design, build and present a complete digital product. |
Design and Technology
Year Three
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Autumn – Textiles: Egyptian Collars |
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Overview |
In this unit, pupils will develop their textile skills through the design and creation of an Egyptian-style collar. They will learn to use a range of stitching techniques, including cross-stitch and running stitch, both as decorative features and for joining fabric. Pupils will design and create appliqué patterns based on given criteria, applying these to their final product. They will develop their ability to measure, cut and shape templates with increasing accuracy, and use a variety of decorative techniques such as beads, buttons and pinking to enhance their designs. Alongside practical skills, pupils will explore different types of fabrics, recognising their qualities and suitability for purpose. They will also begin to explain the aesthetic and functional properties of the materials they choose, linking their decisions to their design outcomes. |
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Career/Mantle and Spirituality |
Isaiah 61:10 I will greatly rejoice in the LORD; my soul shall exult in my Gold, for he has clothed me with the garments of salvation |
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Key vocabulary |
Template, unique, running stitch, cross-stitch, fabric, applique, thread |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In KS1, pupils developed basic textile skills by using simple joining techniques such as gluing, stapling and basic stitching. They learned to cut and shape materials like paper and fabric, and explored simple textile products such as puppets. Pupils also selected materials based on simple properties, such as whether they were soft or flexible, and decorated their products using a range of basic techniques. They followed a simple design process of designing, making and evaluating. |
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Optional home learning |
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Spring - Structures: Constructing a Castle |
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Overview |
In this unit, pupils design and construct a model castle, developing their understanding of structures, stability and purpose. They apply their knowledge of key castle features and use nets to create 3D shapes, combining these into a stable structure. Pupils select and use recycled materials to create façades and additional features, demonstrating increasing accuracy and creativity. Throughout the unit, they evaluate their designs against given criteria and suggest improvements, showing an understanding of strength, stiffness and aesthetic appeal. |
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Spirituality |
Our spirituality focus comes from: |
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Key vocabulary |
2D, 3D, castle, design, net, stable, stiff, strong, structure |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In KS1, pupils will have explored basic structures by building simple models such as houses, towers and bridges using a range of materials including card, paper and construction kits. They will have learned how to cut, shape and join materials using simple techniques such as folding, gluing and joining tabs. Pupils will have begun to understand that structures need to be stable and strong, exploring how different shapes and bases affect this. |
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Optional home learning |
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Summer – Cooking |
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Overview |
Throughout the year, pupils will be exposed to ‘Cooking’ lessons consistently. The pupils will do a variety of taste-testing, creating their own recipes and cooking a variety of healthy meals. |
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Spirituality |
Our spirituality focus is from: Matthew 6:11 Pupils will reflect on how food is essential for life and how sharing meals can support wellbeing, gratitude and togetherness. |
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Key vocabulary |
Healthy eating, tasting, designing, recipes, baking, cooking, flavour |
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Pupils will be assessed through: |
Teacher assessment. |
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Optional home learning |
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Year Four
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Autumn – Electrical systems: Torches |
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Overview |
In this unit, the pupils develop practical skills in designing, making, and testing a working torch. They learn to use tools safely and accurately to assemble electrical circuits, including connecting batteries, bulbs, and switches. They practise measuring and cutting materials, joining components, and troubleshooting problems in their circuits. Pupils also develop skills in evaluating their designs, considering what works well and what could be improved for future projects. |
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Career/Mantle and Spirituality |
Year 4 pupils receive a letter from a company called BrightLight Innovations, asking them to design and build a working emergency torch that is easy to use, durable, and provides bright light during power outages. Pupils research key features, plan their designs, select materials, and assemble electrical circuits before testing and evaluating their products. This real-world challenge develops teamwork, problem-solving, and creativity.
Our spirituality focus is:
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Key vocabulary |
Electrical engineers, product designers, torch, circuits, design, evaluate, circuit, batteries |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
In previous years, pupils were introduced to basic mechanisms and simple electrical circuits, including how to connect a battery to a bulb and switch. They have practised cutting, joining, and shaping materials, and have begun to understand the design process, including planning and evaluating simple products. |
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Optional home learning |
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Spring – Mechanical systems: Mechanical Cars |
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Overview |
In this unit, pupils explore the development of mechanical cars and how design improvements have been made over time. They investigate movement by measuring and comparing distances travelled, before designing and making their own models using appropriate tools and materials. Pupils communicate ideas through annotated sketches and exploded diagrams, use a problem statement to identify design criteria, and evaluate their products through testing, market research and customer feedback to refine and improve their designs. |
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Career/Mantle and Spirituality |
Our spirituality focus is: So God designed man in his own image, in the image of God he created him; male and female he created them.
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Key vocabulary |
Bearing, chassis, force, machine, mechanism, prototype, target audience |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils developed their understanding of the design process by generating simple ideas through labelled sketches and recognising that products are created for a specific purpose and user. They explored basic mechanisms such as levers, sliders, and wheels and axles, and began selecting and using simple tools and materials safely to make their products. |
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Optional home learning |
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Summer |
|
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Overview |
Throughout the year, pupils will be exposed to ‘Cooking’ lessons consistently. The pupils will do a variety of taste-testing, creating their own recipes and cooking a variety of healthy meals. |
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Career/Mantle and Spirituality |
Our spirituality focus is from: Matthew 6:11 Pupils will reflect on how food is essential for life and how sharing meals can support wellbeing, gratitude and togetherness. |
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Key vocabulary |
Healthy eating, tasting, designing, recipes, baking, cooking, flavour |
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Pupils will be assessed through: |
Teacher assessment. |
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Optional home learning |
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Year Five
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Autumn One – Mechanical Systems: Gears and pulleys |
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Overview |
In this unit, pupils explore mechanical systems, focusing on how gears and pulleys are used in everyday machines. They investigate how these systems work and their purpose before applying this knowledge to design and make their own functional mechanism. Pupils follow a structured design process, beginning with identifying a problem and conducting market research to understand existing products and user needs. They develop and use a design brief to guide their ideas, producing annotated designs for an eco-gadget bike. |
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Career/Mantle and Spirituality |
Pupils receive a letter from a children’s publishing company, Bright Pages Publishing, asking them to design an interactive pop-up book for early readers. They plan their story, choose suitable mechanisms (levers, linkages, pivots) to bring the pages to life, and select materials to make the book durable and visually appealing. Pupils create their pop-up books, test the mechanisms, and evaluate how effectively their book communicates the story and engages the audience. How can I use my creativity and skills to make something that helps or inspires others?
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Key vocabulary |
Axle, pulley, pulley system, research, renewable energy, gear system, market research |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously explored simple mechanisms and structures, developed basic design and evaluation skill. |
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Spring - Bridges |
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Overview |
In this unit, pupils explore how bridges are designed and constructed, focusing on strength and stability. They learn to identify different types of bridges, including beam, arch and truss, and understand how shapes—particularly triangles—can be used to strengthen structures and support greater loads. Pupils develop practical making skills by accurately measuring, cutting and assembling materials to create their own truss bridges, following a clear sequence of steps. Throughout the unit, they test and evaluate their structures, identifying strengths and areas for improvement, and making adaptations to reinforce and improve the effectiveness of their designs. |
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Spirituality |
Our spirituality focus is: By wisdom a house is built, And by understanding it is established; And by knowledge the rooms are filled with all precious and pleasant riches. |
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Key vocabulary |
Arch bridge, beam bridge, corrugation, joints, rigid, sandpaper, hardwood, softwood, truss bridge |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously developed basic designing and making skills, including using simple mechanisms and structures, selecting and using tools safely, measuring and cutting materials, and evaluating products against simple design criteria. |
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Optional home learning |
|
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Summer - Cooking |
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|
Overview |
Throughout the year, pupils will be exposed to ‘Cooking’ lessons consistently. The pupils will do a variety of taste-testing, creating their own recipes and cooking a variety of healthy meals. |
|
Key vocabulary |
Our spirituality focus is from: Matthew 6:11 Pupils will reflect on how food is essential for life and how sharing meals can support wellbeing, gratitude and togetherness. |
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Pupils will be assessed through: |
Healthy eating, tasting, designing, recipes, baking, cooking, flavour |
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Previous skills and knowledge to be revisited |
Teacher assessment. |
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Optional home learning |
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Year SIx
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Autumn: Textiles: Waistcoats |
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Overview |
In this unit, pupils design and make a waistcoat, developing their understanding of textiles and garment construction. They begin by creating and refining a design, considering purpose, audience and aesthetic. Pupils learn to accurately mark and cut fabric, before assembling their waistcoat using appropriate joining techniques. They enhance their products by adding decorative features and secure fastenings, applying both functional and creative skills. Throughout the process, pupils evaluate their work, considering quality, fit and finish, and suggest improvements to their final product. |
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Career/Mantle |
Children will become Tailors to create a waistcoat to wear on Victorian Day. |
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Key vocabulary |
Fabric, target customer, waistcoat, tailor, waterproof, decorate, annotate |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously developed basic textiles skills, including cutting and joining fabric, using simple stitching techniques, adding decorations, and evaluating products against design criteria. |
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Optional home learning |
|
|
Spring - Cooking |
|
|
Overview |
Throughout the year, pupils will be exposed to ‘Cooking’ lessons consistently. The pupils will do a variety of taste-testing, creating their own recipes and cooking a variety of healthy meals. |
|
Career/Mantle and Spirituality |
Our spirituality focus is from: Matthew 6:11 Pupils will reflect on how food is essential for life and how sharing meals can support wellbeing, gratitude and togetherness. |
|
Key vocabulary |
Healthy eating, tasting, designing, recipes, baking, cooking, flavour |
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Pupils will be assessed through: |
Teacher assessment. |
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Optional home learning |
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Summer – Come Dine with Me |
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Overview |
In this unit, pupils research and design a starter or dessert, considering ingredients, flavour combinations and purpose. They develop their understanding of where food comes from and how ingredients are sourced. Pupils follow and adapt recipes to prepare dishes safely and hygienically, applying key cooking techniques. They also record their own ingredients list and method, presenting their work clearly. Throughout the unit, pupils evaluate their dishes, reflecting on taste, appearance and possible improvements. |
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Career/Mantle and Spirituality |
The pupils in this unit will become chefs designing their own three-course style meal. |
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Key vocabulary |
Flavours, cookbook, enhance, farm to fork, ingredients, research, cross-contamination, recipe, salty, sour, umami, sweet |
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Pupils will be assessed through: |
Teacher assessment |
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Previous skills and knowledge to be revisited |
Pupils will have previously developed basic cooking skills, including following simple recipes, preparing ingredients safely, understanding basic food sources, and evaluating their dishes |
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Optional home learning |
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Other curriculum information
Our curriculum intent applied to STEM
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Our school intent |
How we apply this in STEM |
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To be successful:
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In maths, children are aware of how the skills they are learning today can help them later on in life. The STEM curriculum areas promote future career prospects enabling children to think about what they want to achieve in life and the importance of particular subjects. In Year 5, children become ‘Paratroopers’ applying their scientific knowledge from their forces unit to design and construct a successful parachute. In DT, our year 6 children have the opportunity to cook a three-course meal and produce a ‘Come Dine With Me’ style show promoting the role of a chef and a producer. Throughout STEM week, the children engage with a range of online workshops such as TFL, NHS and Astrophysicists – which promotes ambitious careers |
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To be healthy:
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Throughout their time at William Ford, children are exposed to many different experiences that they may not experience at home - one of these is cooking a meal. Every child in every year group have the opportunity to cook or bake whether this be constructing fruit kebabs or baking scones. In Year 6, children cook a three-course meal which they serve to their parents. Our Year 3’s have the opportunity to visit Pizza Express and prepare their very own pizza which they eat for lunch. Children at William Ford have the opportunity to represent their school. Children are able to discuss and debate well the scientific views of a range of scientists. They are encouraged to form their own opinions. When working scientifically, children use knowledge learnt from previous lessons to form their own ideas and to collaborative discuss these with others. All year groups have the opportunity to cook and prepare a healthy dish with our school cook. In Year 3, they prepare fruit kebabs with a range of different fruits which are in season. In Year 5, they prepare a delicious pasta sala with a variety of vegetables such as bell peppers, cucumbers and red onions. In Year 6, they ahve the opportunity to cook their own healthy pizza on a wholemeal pitta break – chopping their own vegetables for their toppings. |
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To be fulfilled:
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Children at William Ford have the opportunity to represent their school. Some of our Year 5 and 6 children have the chance to represent the school in ‘Moneywise’ - a maths challenge. The children also get the opportunity to represent their school at the boroughs Science Fair – highlighting their great work across the year. Science gives our Year 4’s the opportunity to visit London’s greatest Science Museum. Our Year 5 children are fortunate enough to visit the famous Bishopsgate Market. They delve into life as a fishmonger learning about the skills needed. A brief history is given about the local area before children have the opportunity to become a fishmonger themselves. They are able to prepare fishes such as prawns and squids – they then cook a stir fry with their freshly prepared fish to take home and enjoy. |
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To be empowered to make a difference:
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During Enterprise week, children can raise money for our StandByMe charity. They make decisions on what they must sell and have a set budget on this which brings in their mathematical understanding of money and what it means to make a profit. |
Diversity across STEM
Diversity across the curriculum
Maths
When selecting and creating problems for children to tackle, the school ensures that the names and types of families used reflect the diversity of families across the school.
We also ensure we have famous mathematicians from a variety of diverse backgrounds displayed across the school.
Science
Displayed prominently in our science laboratory are a range of different scientists from various diverse backgrounds, ensuring that all pupils can see themselves reflected within the careers of science. The work of these scientists also directs and enriches our curriculum. Linked to literacy, pupils also learn about the important role played by black women in America's space race.
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Computing
Evidence within our computing suite highlights how pupils are encouraged to select characters from a range of diverse backgrounds when making sprites for their programming work.
SKills progression
Maths
Science
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Planning, Communication and Sources |
Prior Skills |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Future Skills |
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Describe their observations using some scientific vocabulary
Identify key features of observations
Use a range of simple texts to find information |
Record their observations in written, pictorial and diagrammatic forms Select the appropriate format to record their observations Use simple texts, directed by the teacher, to find information
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Record observations, comparisons and measurements using tables and bar charts. Select information from a range of sources provided for them Use graphs to point out and interpret patterns in their data |
Record observations systematically. Select a range of appropriate sources of information including books, internet and CD Rom Use appropriate scientific language and conventions to communicate quantitative and qualitative data |
Choose scales for graphs which show data and features effectively. Select a range of appropriate sources of information and begin to explain anomalous data Use appropriate ways to communicate quantitative data using scientific language |
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Enquiring and Testing and Obtaining and Presenting Evidence |
Prior Skills |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Future Skills |
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To ask questions when presented with evidence
To collect and record data and suggest how they could collect data to answer questions |
With help, pupils begin to realise that scientific ideas are based on evidence To carry out a fair test with support and recognise and explain why it is a fair test
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Begin to realise that scientific ideas are based on evidence Describe which factors they are varying and which will remain the same and say why |
Use previous experience combined with experimental evidence to provide scientific explanations Recognise the key factors to be considered in carrying out a fair test |
Describe evidence for a scientific idea To explain how to carry out a fair test and to explain how the interpretation leads to new ideas |
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Observing and Recording |
Prior Skills |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Future Skills |
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To ask questions
Begin to select equipment from a limited range |
Make relevant observations. Measure using given equipment.
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Make a series of observations, comparisons and measurements adequate for the task Carry out measurement accurately. |
Begin to make repeat observations and measurements systematically Measure accurately and select apparatus for a range of tasks.
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Make enough measurements or observations for the required task Select and use information carefully and measure effectively using apparatus appropriate for the task. |
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Computing
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Prior Skills |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Future Skills |
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Predict what will happen in an algorithm using logical reasoning. Investigate the way algorithms need precise, unambiguous instructions to work Improve algorithms, using debugging skills such as checking back through their plan and algorithm.
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Predict what will happen for a more complex sequence of instruction. Investigate how a problem can be solved by decomposing it into smaller steps and by planning a solution. Improve more complex algorithms by identifying mistakes (bugs) and correcting (debugging).
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Plan the solution to a problem by decomposing into smaller parts. Investigate how algorithms work and identity the purpose of the different parts of an algorithm. Improve a program by debugging systematically.
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Plan solutions to problems using decomposition to solve the problem. Investigate how algorithms work on different platforms, by comparing one block-based code language to another (e.g. Scratch with 2Code) Improve code by systematically testing It. |
Plan effective solutions to problems that include controlling or simulating physical systems, using decomposition to solve the problem. Conclude to how algorithms work on different platforms, by comparing one block-based code language to another (e.g. Scratch with 2Code) Improve code by systematically testing and debugging it, with an understanding of logic and syntax bugs. |
Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions |
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Prior Skills |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Future Skills |
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Use technology to present data Evaluate what is good about work and how it could be improved. Experience a wide range of apps and software and use these to create and present ideas. Input commands by using both hands on a keyboard on any device (including on a tablet), understanding where home keys are and using a wide range of letters, numbers and symbols. Save and retrieve work using an appropriate file name
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Use technology to present and interpret given data, identifying simple patterns or trends. Evaluate their work and improve its effectiveness. Create, modify and present work using different software/apps. Input commands using a keyboard on any device (including on a tablet) with increased fluency, using efficient shortcuts where possible i.e. Shift +‘letter’ instead of Caps Lock Save and retrieve files on the school network (a shared drive like PupilShare), understanding that information can be saved in different places (an individual device, a local network or the cloud)
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Use technology to collect, present and interpret data, using a range of different graphs/charts. Evaluate their work and improve it, based on their own, and other people’s views. Create, modify and present work to accomplish specific goals using a variety of software on a range of digital devices. Use a wide range of input devices fluently, such as keyboards, mice and/or touchscreens Save and retrieve work independently on the school network or a Cloud system, using folders to organise work
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Use a range of tools within computer- based software to evaluate and analyse data i.e. sort, order and group in a database Evaluate their work and improve it, understanding how various forms of media e.g. photos, video and sound, can aid this. Create, modify and present work with a combination of software to achieve a specific goal, using built in functions that help the user such as spellchecker, dictate, immersive reader Use input devices fluently, such as keyboards, mice and/or touchscreens to navigate a system, using shortcuts on a keyboard (Ctrl + B, U, I, S, P) Understand the difference between cloud based saving and other programs, which need to be manually saved.
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Use different functions within computer-based software to present, evaluate and efficiently analyse data i.e. tables, charts, graphs and formula in a spreadsheet. Evaluate and refine their work, explaining their choices and the impact it has. Create, modify and present content using a combination of software (including internet service) on a range of digital devices which solves problems, with a regard to audience, atmosphere and user needs. Use input devices fluently, such as keyboards, mice, touchscreens and voice command to enter data in a system. Use search tools within a system to find saved work.
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Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems
Understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits |
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Prior Skills |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Future Skills |
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Recognise that devices can be connected via networks. Understand the ways devices are used in the workplace and the wider world. Use key words in a search engine to find information. |
Begin to recognise the different parts of a school network e.g. WIFI point, server Use an online communication system e.g. email, and understand the opportunities this offers. Use search operators i.e. + - to filter information in a search engine |
Recognise different parts of a school or office network e.g. server, switch, router, client, WIFI point, Use an online collaboration system e.g. blogging, and understand the opportunities this offers. Use a wider range of search operators i.e. “ ” ~ define: to efficiently find information in a search engine |
Recognise different parts of a school or office network e.g. server, switch, router, client, Wi-Fi point, and explain the purpose of each. Use online communication and collaboration tools for different purposes Use a search engine efficiently by filtering and begin to understand how results are selected and ranked |
Recognise the different services that computer networks can provide i.e. the World Wide Web Use a range of online communication and collaboration tools independently and explain the benefits and limitations of each Use a search engine efficiently by filtering and deepen their understanding of how results are selected and ranked |
Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns. |
Design and Technology
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Prior Skills |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Future Skills |
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To design purposeful, functional, appealing products for themselves and other users based on design criteria.
To generate, develop, model and communicate their ideas through talking, drawing, templates, mockups and, where appropriate, information and communication technology |
To show that a design meets a range of requirements. To create a plan which shows order, equipment and tools To make design decisions and explain how the product will work To make a prototype and begin to use computers to show design
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To show that a design meets a range of requirements and is fit for purpose. To produce a plan and explain it to others To make and explain design decisions considering availability of resources and explain how the product will work To make a prototype and to use computers to show design |
To begin to consider needs/wants of individuals/groups when designing and ensure product is fit for purpose. To produce a logical, realistic plan and explain it to others. To make design decisions considering time and resources. And to clearly explain how parts of the product will work. To model and refine design ideas by making prototypes using pattern pieces and to use computer-aided designs |
To use research of user’s individual needs, wants, requirements for design and identify features of design that will appeal to the intended user. To follow and refine a logical plan and to use annotated sketches, cross sectional planning and exploded diagrams. To make design decisions, considering, resources and cost and to clearly explain how parts of design will work, and how they are fit for purpose. To independently model and refine design ideas by making prototypes and using pattern pieces while also using computer-aided designs |
Communicating ideas through methods such as sketches, plans, 3D and mathematical modelling, oral and digital presentations and computer-based skills. Identifying user needs, solving design problems, developing specifications that help them design innovative, functional and appealing products |
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Prior Skills |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Future Skills |
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To select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
To select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics |
To select suitable tools/equipment, explain choices; begin to use them accurately. To work through a plan in order and consider how good product will be. To begin to measure, mark out, cut and shape. To begin to assemble, join and combine materials and components with some accuracy. To begin to apply a range of finishing techniques. |
To select suitable tools and equipment, explain choices in relation to required techniques and use accurately. To work through plan in order and realise if a product is going to be good quality. To measure, mark out, cut and shape materials/components with some accuracy. To assemble, join and combine materials and components with some accuracy. To apply a range of finishing techniques with some accuracy. |
To use selected tools/equipment with good level of precision and produce suitable lists of tools, equipment/materials needed. To create and follow detailed step by step plan. To mainly accurately measure, mark out, cut and shape materials/components. To mainly accurately assemble, join and combine materials/components. To mainly accurately apply a range of finishing techniques |
To use selected tools and equipment precisely and produce suitable lists of tools, equipment, materials needed, considering constraints. To create, follow, and adapt detailed step-by-step plans. To accurately measure, mark out, cut and shape materials/components. To accurately assemble, join and combine materials/components and apply a range of finishing techniques. To accurately apply a range of finishing techniques that involve a number of steps |
Selecting from a range of materials, tools, techniques, processes and manufacture, including computer-aided design |
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Prior Skills |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Future Skills |
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Explore and evaluate a range of existing products
Evaluate their ideas and products against design criteria |
To look at a design criteria while designing and making and use it to evaluate finished product. To begin to understand by whom, when and where products were designed. To learn about some inventors/designers/ engineers/chefs/ manufacturers of ground-breaking products
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To refer to design criteria while designing and making and to use criteria to evaluate product. To discuss by whom, when and where products were designed and to research whether products can be recycled or reused. To know about some inventors/designers/ engineers/chefs/manufacturers of ground-breaking products |
To evaluate the quality of a design while designing/making and to evaluate ideas and finished product against specification, considering purpose and appearance. To research how sustainable materials are To talk about some key inventors/designers/ engineers/ chefs/manufacturers of ground-breaking products. |
To evaluate quality of design while designing and making; is it fit for purpose? And to keep checking design is best it can be. Evaluate ideas and finished product against specification, stating if it’s fit for purpose. To research and discuss how sustainable materials are and to consider the impact of products beyond their intended purpose. To discuss some key inventors/designers/ engineers/ chefs/manufacturers of ground-breaking products. |
Analysing the work of past and present design professionals, investigating new and emerging technologies, testing, evaluating and refining their own ideas, and understanding how design and technology impacts on people, and the responsibilities of designers and engineers. |
