Key Stage 2 Curriculum Overview

Please click here for the latest Year 3 curriculum newsletter

Please click here for the latest Year 4 curriculum newsletter

Please click here for the latest Year 5 curriculum newsletter

Please click here for the latest Year 6 curriculum newsletter

 Year 3 and Year 4

Topic

Topic: What did the Romans leave behind?

Immersion into the topic: children being archaeologists and exploring primary sources, Fish Bourne Roman Palace trip and Roman day.

Topic: Blue Planet

Immersion into the topic:

Topic: Who were the Anglo-Saxons?

Immersion into the topic:

Term

Autumn A

Autumn B

Spring 1

Spring 2

Summer 1

Summer 2

 

 

Literacy

Core text:

Escape from Pompeii

 

Link texts:

Roman myths and legends

Rotten Romans

Roman soldier handbook

Non-fiction about roman soldiers

 

Instructions writing – how to be a Roman soldier.

Diary writing – in role as Triavo and Roman soldier.

Poetry – Roman inspired poetry.

Core text: Roman myths and legends and The Thieves of Ostia (The Roman Mysteries).

 

Link texts:

Non-Fiction

Newspaper (science links archaeological finds)

 

Myths and legends – writing Roman myth.

Persuasive leaflets – visit Rome/Fishbourne Palace.

Non-chronological reports – summarising what the Romans left behind.

Non-fiction:

Core text: The Iron Man, Flotsam,

 

 

 

 

 

 

Wildlife poetry

Explanation texts

Formal persuasive letters/debates

Fiction:

Link texts: Flotsam, Secrets of the Sea

o    Persuasive writing – pollution (plastic), endangered animals and coral reefing

o    Non chronological report about coral bleaching

 

Instructions

 

Core text: Beowulf

Fiction

Poetry

Story with a theme

SPAG

 

 

Viking inspired poetry

Narrative

Play scripts

Link texts: How to be an Anglo-Saxon in 13 Easy Steps

 

 

History

o    The Roman Empire and its impact on Britain

o    Initial hook – Roman coin (primary sources)

o    Geography focus this term – history focus in Autumn and Summer terms.

o    Britain’s settlement by Anglo-Saxons and Scots

o    The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

Geography

o    Settlements and trade links.

o    Human and physical geography of Rome.

o    World counties focussing on Europe and America focus on physical and human features

o     Locate worlds, countries focussing on Europe & Americas

o    Use fieldwork to observe, measure, record and present the human/physical features in the local area (maps, plans, graphs etc) – compass work.

o    Explore rivers/water cycle.

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

o    Use the 8 points of a compass, 4 and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.

 

Art

Recreating Roman art and architecture. Building models of Roman forts and dwellings, pots and mosaics day.

Mosaics – symmetry 

o    Use sketchbooks to collect record & evaluate ideas

o    Improve mastery of techniques such as drawing, painting & sculpture

 

3D sculpture using clay (Roman pots)

Form (3D sculpture)

- I can add texture to clay using tools

- I can join more than one piece of clay

- I can make pottery from clay Drawing facial features

Paint and colour

- I can use a brush to produce different shapes, textures, patterns and lines

- I can use different colours to create a mood or feeling

- I can use watercolour to add details to paintings

Creating collages – natural items.

Under water sketches – focus on textures.

Andy Goldsworthy links.

Frame – art

Half face sketches of soldiers

o    Use sketchbooks to collect record & evaluate ideas

o    Improve mastery of techniques such as drawing painting & sculpture

o    Learn about great artists, architects & designers

 

Still life

Drawing (line, shape, tone and texture)  -

-I can use different grades of pencil to show different tones

-I can use hatching and cross hatching to show tone and texture in drawings

DT

Roman pots (clay)

Recreate art/architecture

o    Use research and criteria to develop products which are fit for purpose

o    products which are fit for purpose

o    Annotate sketches and pro types to explain ideas

o    Evaluate existing products & prove they work

Hook – felt sea creatures.

Cooking – try different types of food from around the world i.e South America.

o    Viking flags/shields/boats – designing

ICT

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

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

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

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

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

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

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

RE

 

UCR: Key Concept: Creation

2a.1: What do Christians learn from the creation story?

Harvest

Around the World (1-2 hours)

Emmanuel Project: Judaism

What symbols and stories help Jewish people remember their covenant with God?

UCR: Key Concept: Gospel

2a.4: What kind of world did Jesus want?

Emmanuel Project:

Why is the cross more than a symbol of sacrifice?

Emmanuel Project: Hinduism

How does the story of Rama and Sita inspire Hindus to follow their dharma?

UCR: Key Concept: People of God

2a.2: What is it like to follow God?

Science

 

Investigating how sound travels and how we hear sound – we can use what we have learnt to create our own Roman Battle music.

All living things – classification keys/environments.

Animals including humans – teeth, digestion/food chains.

 

 

Yr3  light and shadows sources of light shadows & reflections.

Chemistry =State of matter (condensation, evaporation, water cycle)

Yr3  chemistry – classify rocks types & simple understanding of fossilisation

 

 

Music

Soundscapes for battle, worship, celebration (listen & comment on tone, pace, duration)

·         Use voice & instruments with increasing accuracy, control & expression

·         Improvise and compose music

·         Listen to attention to detail

·         Appreciate a wide range of live and recorded music

·         Begin to develop an understanding of history

How sound travels & is affected

 

History of music & how it has developed

 

·         Listen to attention to detail

·         Appreciate a wide range of live and recorded music

·         Begin to develop an understanding of history

Design music for recycling materials

 

Ie write song, instrumental piece etc

 

·         Use voice & instruments with increasing accuracy, control & expression

·         Improvise and compose music

 

PE

Invasion Games – Football

·         Running, jumping, catching & throwing in isolation & combination

Play competitive games, modified as appropriate

Dance / Gymnastics / Swimming

·         Develop flexibility & control in gym, dance & athletics

·         Compare performances to achieve personal bests

Team Games – Netball

·         Running, jumping, catching & throwing in isolation & combination

·         Play competitive games, modified as appropriate

 

Dance / Gymnastics / Swimming

·         Develop flexibility & control in gym, dance & athletics

·         Compare performances to achieve personal bests

Games – Tennis

·         Running, jumping, catching & throwing in isolation & combination

Play competitive games, modified as appropriate

Dance / Gymnastics / Swimming

·         Develop flexibility & control in gym, dance & athletics

·         Compare performances to achieve personal bests

Team Games – Basketball

·         Running, jumping, catching & throwing in isolation & combination

Play competitive games, modified as appropriate

Dance / Gymnastics / Swimming

·         Develop flexibility & control in gym, dance & athletics

·         Compare performances to achieve personal bests

Field Games – Rounders / Cricket

·         Running, jumping, catching & throwing in isolation & combination

Play competitive games, modified as appropriate

Dance / Gymnastics / Swimming

·         Develop flexibility & control in gym, dance & athletics

·         Compare performances to achieve personal bests

Athletics

·         Running, jumping, catching & throwing in isolation & combination

Play competitive games, modified as appropriate

Dance / Gymnastics / Swimming

·         Develop flexibility & control in gym, dance & athletics

·         Compare performances to achieve personal bests

PSHE

How can we be a good friend?

How can we describe our feelings?

 

What can we do about bullying?

What are we responsible for?

What choices help health?

Computing

 

 

Animation of the world

Logo – persuasive writing

 

 Year 5 and Year 6

Topic

Topic: Dig for Victory

Topic: Around the World

Topic: Survivors

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

 

 

English

 

Narrative

Letters and diary entries

Non-chronological reports

 

Possible Texts

Friend or Foe

When we were warriors

 

WW2 Blitz Poetry

Instructions

Persuasive writing

 

 

 

Possible Texts

Rose Blanche

Once

Flying the Flag for Hitler

Stories from other cultures/set in other places

Non-chronological report

 

 

Possible Texts

Pearl Diver

 

 

Non-fiction:

Wonders of the World

 

 

Explanation – banana production

Persuasive writing - Fairtrade

Poetry from around the world

 

Reading: stories about refugees

 

Journey to Joberg – YR 5

Floodland – yr 6

 

Possible Texts

Funny inventions (cat dishwasher) Science link – explanations

Fairtrade Websites

 

Diary

Narrative

 

Instructions – how to survive…

 

Poetry

 

Possible Texts:

Ice trap – Shackleton’s Incredible Expedition

Bear Grylls – Survivor

Where my wellies take me

Non-chronological reports - Reports on animals/plants – David Attenborough audio narration/Planet Earth

Biography -about famous explorer/survivalist

Narrative – Just So Stories

Late Sept/Early Oct – Bluebell Railway Evacuation Day

 

11th Nov week – VE party/sharing day (food, singing, share learning)

 

History

World War Two: Britain since 1066

Experience Day – The rationing, the sewing, evacuation

 

 

 

Famous explorer linked to English and to Geography.

 

 

Geography

World Map

Countries invaded by Germany

Locational Geography Pg186 bullet 1, Bullet 7

·         Journey of the food e.g. coffee/bananas. Different foods around the world.

·         Review world geography (oceans, continents)

·         Climates/biomes linked to food production

·         Mapping of food production e.g. tea, chocolate

·         Choose three regions/countries and compare food production

·         Fairtrade

Mountains & Extreme environments

P186 bullet 4 & 5

·         Study an extreme environment (Antarctica)

·         Study a mountain range (Andes)

·         How to build a shelter/survival skills

·         Compass points/reading a map

 

 

Art

Sillhouette pictures

Propaganda posters

 

Art – artists from around the world and children choose an artist and create their own picture in the style of that artist.

Look at colour and camouflage printing, observational drawings.

 

 

 

 

DT

 

Rationing and recipes using rations.

Dim the bulbs with blackout curtains.

DT – Pizza express visit – year 5?

Making a small shelter for an animal to protect from the rain. 

Make a large shelter – outside forest schools using junk.

ICT

Purple Mash

Propaganda

Poster/Safe searching

Computer safety

Purple mash coding

Survivors – Arctic

Computer mapping

BLOGGING - 6

RE

 

Walk through the Bible

Emmanuel Project: Judaism – What is holiness for Jewish people

UCR: Incarnation

2b.4 Was Jesus the Messiah?

 

Emmanuel Project: Islam:

How does tawhid create a sense of belonging to the Muslim community?

 

UCR: Salvation:

2b.6 What did Jesus do to save human beings?

 

UCR God:

2b.1 What does it mean if God is holy and loving?

UCR: Creation:

2b.2 Creation and science: conflicting or complementary?

Science

 

Electricity

Morse Code

Light

Blackout curtains

Animals including Humans – diet and circulation, the heart.

 

Materials and changing properties

Ice cap/extreme environments  

Evolution and inheritance

Adaptation

 

MFL

Directions and places around the town

Pets

Colours and clothing

Food

 

 

Music

War songs

Christmas

Composers and musicians around the world.

Beat Samba 1

(African Drums)

 

 

PE

Real PE

TEAMWORK

GAMES

Real PE

WW2 Dance

Ball Games - netball

Real PE - GYM

African dancing

Real PE

Real PE

Fitness

Fielding & Athletics

PSHCE

What makes us enterprising?

Different ways of achieving and celebrating personal goals; high aspirations; growth mind-set; setting up an enterprise; what enterprise means for work and society

Yr 5: L16, H5, R11

What makes a community?

What it means to be in a community; groups and individuals that support the local community; voluntary, community and pressure groups; appreciating the range of identities in the UK; values and customs of people living around the world

Yr 5: L9, L10, L11, L12

How can we be safe online and using social media?

Keeping safe and well using a mobile phone; strategies for managing personal safety online; managing requests for images; personal boundaries;

Yr 5: H2, H24, H25, R21, L17, L18

+ TO BE COVERED IN ICT

ZONES WORK

What can we do about risk?

Increased independence and responsibility; strategies for managing risk; different influences; resisting unhelpful pressure; personal safety; managing requests for images; how anti-social behaviours affect wellbeing; how to handle anti-social or aggressive behaviours

Yr 6: H9, H10, H11, H13, H14, H22, H25, L6, R7

Yr 5 Unit

How do we grow and change?

Changes that happen at puberty; keeping good hygiene; describing intensity of feelings to others; managing complex emotions; different types of relationships; what makes a healthy relationship (friendship); maintaining positive relationships; who is responsible for their health and wellbeing; to ask for advice

Yr 4: H6, H7

Yr 6 Unit

What makes a healthy and happy relationship?

Different relationships; what makes positive; healthy relationships; recognise when relationships are unhealthy; committed; loving relationships (including marriage, civil partnership); human reproduction

Yr 6: R2, R3, R4, R5, R6, R19, H19