Subject Yearly Overview 2021-2022

Subject Yearly Overview 2021-2022 Subject: Primary KS2

TOPIC

COMPONENT

Notes: Why are you delivering this topic at this time of year?

Autumn 1 English – Superheroes KS1 Group - Superheroes

• Write instructions using numbered steps • Write a newspaper report that includes some facts • Write a riddle by describing an object • Complete a story based on one they know. • Write instructions using bossy words (imperative verbs) and

numbered steps • Write a newspaper report including a headline and facts • Write a riddle by describing an object and organising sentences into

a list • Write a story based on one they know using some story language. • Write instructions using an introduction, bossy words (imperative

verbs) and numbered steps • Write a newspaper report that includes a headline, facts, interesting

vocabulary and eyewitness accounts • Write a riddle by describing an object, giving clues and organising

sentences in a list • Write their own story based on one they know using interesting

story language, adjectives and adverbs

KS1 Group – Superheroes • Maintains attention, concentrates and sits quietly during

appropriate activity. • Can listen and do for short span. • Able to follow a story without pictures or props. • Listen and responds to ideas expressed by others in conversation or

discussion. • Continues a rhyming string • Hears and says the initial sound in words. • Can segment the sounds in simple words and blend them together

and knows which letters represent some of them. • Links sounds to letters, naming and sounding the letters of the

alphabet.

• Begin to read words and simple sentences.

• Superheroes is a KS1 topic which can be extended to a KS2 topic as we are merging the groups for the first month of the half term Superheroes is a topic which can be taught to both key stages.

History – Royals KS1 group – Castles, Dragons and Knights

• Ask questions about life in Norman England and look at a map of the British Empire to understand why the UK was such a powerful nation in the Victorian era.

• Have a chronological understanding of which monarch reigned in relation to another.

• Explain that the Magna Carta was an important document. • Raise questions for Queen Elizabeth II in order to understand life as

a modern monarch. • Describe how different monarchs fought to become powerful, whilst

others used dynasties to secure their position as head of the country.

• Have an understanding of the importance of an heir to the throne through comparing different generations of monarchy.

• See why these six monarchs have been identified as being significant to understanding events in British history

• Understand why and how monarchy affected the formation of the United Kingdom of Great Britain and Northern Ireland as we know it today.

• Explain how different monarchs achieved, secured and continued to exact power on the UK by looking at royal behaviours from the past and considering the impact of these on how we live today.

KS1 group – Castles, Dragons and Knights • Create a model of a castle. • Design a dragon • Design a coat of arms

• Linked with our superheroes theme discussing people of interest and introducing history as a topic this half term. The topic begins in the Norman period and moves through to the current royal family.

KS1 group – Castles, Dragons and Knights

• In line with the KS2 group children will be learning about castles, knights and dragons to introduce history and discuss queens and kings within this topic. This also links with superheroes and people of importance.

Maths 1/2 • Place Value • Addition and Subtraction (A) • Measures • Addition and Subtraction (B)

3/4 • Place Value • Addition and subtraction (A) • Multiplication and Division (A) • Fractions

5/6 • Place Value • Addition and subtraction (A) • Decimals • Multiplication and division (A)

1/2 • At the beginning of each term

maths begins with place value as this is a core skill which transfers into all areas of maths. Within year 1/2 it moves on to two types of addition beginning with number bonds to 10 and then moving on to use bonds to 10 to solve sums up to 100.


maths begins with place value as this is a core skill which transfer

into all areas of maths. Multiplication begins with multiply by 2,5 and 10 before moving on in autumn 2 to using this skills to work out simple divisions. Place value will then support with partitioning and recombining.


maths begins with place value as this is a core skill which transfer into all areas of maths. Multiplication begins with grid multiplication to using these skills to work out simple divisions. Place value will then support with partitioning and recombining.

PSHE – Safety First KS1 group PSHE will be taught during circle time activities each morning focused on their literacy, science and history topics.

• Identify and discuss some school rules for staying safe and healthy. • List some of the dangers we face when we are using roads, water or

railways. • Describe drugs, cigarettes and alcohol in basic terms. • Identify some common injuries and know they can be treated with

first aid. • Recognise hazards and dangers in an emergency situation. • State 999 as the number to call to seek help in an emergency. • Appreciate what being responsible means and name some of their

responsibilities. • Give examples of a range of risky or dangerous situations. • Appreciate that doing something risky may lead to danger. • Describe where pressure to do things can come from; identify

people who can help us in an emergency. • Identify safety precautions that can be taken when using roads,

water or railways. • Explain some of the ways in which drugs, cigarettes and alcohol

affect the human body. • Explain some of the ways to treat common injuries.

• Safety first was chosen to link in with our topic of superheroes as we will also be discussing real-life heroes such as fireman, police officers and doctors. As we will be starting with a new cohort of children a safety topic also helps to support school and class rules and instil in children who to talk to if they are finding it difficult.

• Explain how to keep themselves and others safe in an emergency situation.

• Identify what information will need to be shared with an emergency services operator.

• Appreciate that their own decisions and behaviour can impact on their safety and the safety of others.

• Appreciate the difference between good risks and dangerous risks. • Consider the impact of accepting a dare. • Appreciate that the most courageous thing is to say no. • Identify sources of pressure to behave in a certain way, other than

peer pressure. • Advise others on how to stay safe around roads, water and railways. • Appreciate that some drugs are helpful, others are harmful and all

drugs can be harmful if not taken correctly. • Advise others on how to give first aid.

Science – Rocks KS1 group - Weather

• Children will be able to name the three different types of rocks. • They will handle and examine rocks to identify their properties, with

support. • They will be able to state the four different types of matter that soil

is composed of. • Children will learn to make careful observations. • They will be able to take part in and contribute towards an oral

presentation of their observations. • Children will be able to give examples of natural and human-made

rocks. • They will be able to group rocks by their properties and identify

simple similarities and differences. • Children will be able to explain the difference between a bone and a

fossil. • They will be able to explain, using simple scientific language, how

soil is formed. • They will make and record observations accurately. • Children will make systematic observations. • They will be able to explain the main processes of fossilisation. • They will be able to identify the importance of Mary Anning’s work

to the field of palaeontology. • Children will use simple scientific language accurately in oral and

written work. KS1 group – Weather

• Discuss different types of weather. • Write a weather report. • Know some weather symbols. • Know different seasons.

• The topic is linked with our royal topics considering rocks such as diamonds and the crown jewels. Children will begin by naming and grouping different types of rocks before then moving on to create scientific experiments. Children need a knowledge of rocks before beginning these experiments.

KS1 group – Weather

• KS1 group will focus on weather as there science topic due to the seasonal changes they can spot throughout autumn term. The hope is that they will witness different types of weather due to the change in season.

Autumn 2 English - Firework makers daughter KS1 group – We’re going on a bear hunt

• Analyse text features of a diary • Analyse the features of a play script • Analyse the features of instructions • Plan a diary entry and instructions. • Identify with a character’s point of view • Create a diary entry based on a key character’s experience • Use a play script to act • Identify features of a play script in their own writing. • Role play the role of a fictional character, answering questions in

role • Use key details from the text to inspire a play script and

performance • Communicate through actions and gestures • Create tweets and text messages responding to moments in the

story.

KS1 group – We’re going on a bear hunt • Identify the repeating parts of a story. • Join in retelling the story verbally. • Begin to sequence sentences. • Recognise and write simple letters for a variety of reasons. • Retain some key information about caves.

• This topic was picked to coincide with Guy Fawkes and Bonfire night. Children will start each topic by reading an example text of a diary, playscript and instructions. They will analyse each text and identify key features before planning and writing their own using these key features.

KS1 group – We’re going on a bear hunt

• As the KS2 group will be discussing an explorers theme throughout the half term, KS1 will be using the same theme focusing on we’re going on a bear hunt and using their sensory skills.

Geography – Land Use KS1 group – Our local area

• Explain the purpose of a sketch map. • Identify the features of a sketch map. • Identify important landmarks in the local area. • Explain the purpose of symbols on a map. • Use symbols and a key to annotate a map. • Name landmarks we might see in a chosen area. • List ways we use land in the UK. • Describe an area as urban or rural. • List different types of rural spaces. • Draw simple sketch map using major landmarks. • Identify landmarks using a key. • Draw a simple sketch map to show buildings in an area. • Annotate a map to show major landmarks. • List land uses in urban and rural areas. • Identify rural and urban areas in the UK. • Explain what most rural land is used for in the UK. • Compare two maps. • Explain why an area is suited to crop or livestock farming. • Compare a sketch map and a published map. • Draw a sketch map showing relative distances.

• Land use is a topic which involves discussing the UK and the way in which we use a land this ties in with the PSHE topic of Diverse Britain. This is also children’s first geography topic and will teach them a basic understanding of reading maps and atlases as well as keys.

KS1 group – Our local area • KS1 students will be completing a

geography topic based on their local area. This topic fits with the KS2 topic of land use but in a more localised setting which

• Choose symbols to use for a key. • Annotate a sketch map to show relative distances. • Describe ways farming has changed since 1950.

KS1 group – Our local area • Recognise familiar places in their local area. • Locate places/landmarks on a map • Use simple compass directions • Recognise basic map symbols • Make simple observations • Recognise housing types

children will be able to show more understanding around.

Maths 1/2 • Time • Addition and subtraction © • Fractions and multiplication

3/4 • Multiplication and division (B) • Addition and subtraction (B) • Shape

5/6 • Addition and subtraction (B) • Multiplication and division (B) • Fractions • Shape

1/2 • Addition and subtraction topic

continues from previous half term moving on to transferring knowledge of number bonds to 10 into larger sums. Fractions and multiplication is beginning to be developed focussing on 1/2 s and 1/4s.

3/4 • Children develop their

understanding of multiplication from autumn 1 to begin developing their skills of simple division without remainders. Children also continue to develop their addition and subtraction skills using partitioning and recombining.

5/6 • Children develop their skills of

adding and subtracting 3 and 4-digit number by beginning to add money using similar strategies.

Children use their skills developed in autumn 1 around multiplication and division to begin to solve word problems and scaling.

Science – Scientists and Inventors KS1 group – Light and dark

• Give four facts about Marie Curie’s life and work

• Identify bones in x-ray images

• Identify what plants need to grow well

• Explain how scientists use fossils to date rocks today

• Describe how William Smith found fossils

• Match fossils to time periods

• Give four facts about Inge Lehmann’s life and work

• Describe the Earth’s core as solid iron

• Explain how igneous rocks are made

• Identify concave and convex mirrors as curves mirrors

• Participate in an investigation into convex and concave mirrors

• Identify devices and inventions that use curved mirrors

• Describe electromagnets as magnets powered by electricity

• Describe how the first electromagnets were developed and name a scientist who worked on them

• Recognise that inventions and discoveries come from all over the world

• Give an example of how some things are invented to make people’s lives easier

• Give five facts about Marie Curie’s life and work and use prompts to describe her legacy

• Describe how Marie Curie used x-rays

• Use prompts to explain the function of bones shown in x-ray images

• Explain crop rotation

• Give five facts about William Smith’s life and work

• Explain how he found fossils in the same order in the rocks he studied

• Use a key to identify fossils and time periods

• This topic is covered earlier in the year as athe scientists and inventors that are taught during this unit may be developed further throughout other science topics. Children will focus on a different scientist or inventor each week and what they invented and why it was important.

KS1 group – Light and dark

• KS1 group will continue their topic of explorers by exploring light and dark. This topic was chosen for this time due to the days getting short and it getting darker earlier. Children can discuss what is happening when it gets dark.

• Give five facts about Inge Lehmann’s life and work

• Describe how Inge Lehmann used earthquake waves to research the Earth’s core

• Identify convex and concave mirrors

• Develop their own question to investigate convex and concave mirrors

• Identify which devices and inventions use convex mirrors and which use concave mirrors

• Explain how electromagnets are made

• Describe how the first electromagnets were developed and name two scientists who worked on them

• Research an invention and find out more about where and why it was invented.

• Give six facts about Marie Curie’s life and work and explain her legacy

• Explain how Marie Curie developed x-rays

• Explain the function of bones in x-ray images

• Describe George Washington Carver’s contribution to farming

• Give six facts about William Smith’s life and work

• Explain William Smith’s principle of fossil succession

• Give six facts about Inge Lehmann’s life and work

• Explain how Inge Lehmann used the fact that earthquake waves travel at different speeds through different materials to research the Earth’s core

• Explain how heat from the Earth’s core creates igneous rocks

• Explain how concave and convex mirrors reflect light differently to create different images

• Explain their prediction and conclusion in an investigation into concave and convex mirrors

• Explain why concave or convex mirrors have been used in particular devices or inventions

• Make their own electromagnet

• Describe in their own words how the first electromagnets were developed and name three scientists who worked on them

• Make links between where something was invented and why.

KS1 group – Light and dark • Children think about nocturnal and diurnal animals. • Sort animals into groups of nocturnal and diurnal. • Experiment with making different shapes with their bodies. • Discuss shadows • Explore darkness by looking inside a closed box. • Talk about the shapes they can see and how they can change the

light inside the box. • Children use torches to create light inside a tent and discuss dark

and light using pictures, exploring shadows and explaining what they see and how they feel.

PSHE – Diverse Britain KS1 group PSHE will be taught during circle time activities each morning focused on their literacy, science and history topics.

• Describe what it is like to live in Britain • Talk about what democracy is; • Talk about what rules and laws are; • Talk about what liberty means; • Describe a diverse society; • Describe what being British means to them. • Describe the benefits of living in a diverse and multicultural society; • Understand why democracy is important; • Identify how rules and laws help them; • Identify the rights of the British people; • Describe what being British means to others. • Show empathy for situations where people are not living in a

democracy; • Think in detail about what society would be like without rules and

laws; • Explain in detail their own thoughts on human rights; • Discuss with confidence why showing respect and being tolerant of

others is important; • Identify how respect of differing opinions and ideas to their own can

be shown.

• Diverse Britain is a topic which is compulsory within the primary curriculum this topic was chosen for autumn 2 as there are British traditions which we can discuss such as: bonfire night and Christmas.

Spring 1 English – Traditional tales KS1 group -Pirates

• Write a title for their stories and retell key events in The Gingerbread Man story;

• Include repetition in their stories, staying close to the model of The Gingerbread Man story;

• Follow simple instructions and sequence them; • Join in when retelling the story of The Gingerbread Man. • Plan, write and edit a story with similar structure and characters to

those of The Gingerbread Man; • Practise and come up with their own noun phrases; • Check the work of a friend and suggest improvements for it;

• This topic is designed to develop children’s story telling and writing skills. The half term starts with children learning the story of the Gingerbread Man and retelling this to a friend using a story map and drama before moving on to

• Tell the story of The Gingerbread Man off by heart, adding expression and actions where necessary.

• Independently devise a variation on the story of The Gingerbread Man, either by modernising, changing characters or providing an alternative ending;

• Explain what command words are and confidently retell the story of The Gingerbread Man using expression, key language features and actions.

KS1 group -Pirates • Maintains attention, concentrates and sits quietly during




alphabet. • Begin to read words and simple sentences.

develop their own alternative version of the Gingerbread Man using the key skills of story writing.

KS1 group – Pirates • KS1 will be continuing their theme of

explorers into Spring 1 as they discover pirates and learn about their voyages.

Geography – Rainforests KS1 – Our country

• Name some countries where rainforests are found. • Label a map to show countries where rainforests are found. • Find the Equator on a map. • Tell you that rainforests are found near the Equator. • Describe what the weather is usually like in a tropical climate. • Name the four layers of a rainforest. • Tell you about the climate in each layer. • Tell you more about one animal living in a rainforest. • Tell you some similarities between the Amazon rainforest and

Sherwood Forest. • Tell you some differences between the Amazon rainforest and

Sherwood Forest. • Tell you what deforestation means. • Tell you more about one country where rainforests are found. • Use an atlas to find countries of the world where rainforests are

found. • Can find the tropics of Cancer and Capricorn on a map. • Tell you that rainforests are found between the tropics of Cancer

and Capricorn. • Tell you about the plants found in each layer. • Name some animals that live in each layer of

• As children will be studying plants in science they will be able to transfer their knowledge of plants and what they need in order to survive in this geography topic they will also be able to build on their understanding of maps and atlases.

KS1 – Our country

• Continuing from last terms topic of our local area children will move on to looking at their country.

• Tell you the difference between weather and climate. • Tell you some animals that live in each layer. • Explain why different animals live in different layers.

KS1 – Our country • Name the four countries of the UK, capital cities and surrounding

seas. • Begin to know simple features of the countries of the UK. • Produce a journey line • Describe human and physical features of the capital city London. • Compare capital cities of London and Brasilia. • Use world maps and globes to begin to locate some continents and

countries.

Maths 1/2 • Wellbeing- Maths through expressive arts • Place value and numbers • Addition and subtraction (A) • Money and time • Measures and data

3/4 • Wellbeing- Maths through expressive arts • Place value and Fractions • Measures • Decimals and money • Addition & Subtract (A)

5/6 • Wellbeing- Maths through expressive arts • Place value • Calculation • Decimals and fractions

• Time and Data

• As this is the start of a term children begin with place value which they will develop and use as a core skill. There is also a week of wellbeing maths activities designed to settle pupils back in after time out of school.

Science – Plants KS1 group – Materials

• Identify the different parts of flowering plants. • Identify the different parts of flowering plants • Predict what will happen in an investigation • Make observations

Identify the main stages of the life cycle of flowering plants. • Explain the functions of the different parts of plants. • Set up an investigation and make predictions • Make observations and conclusions

• As it is the beginning of spring term and many flowers will be blossoming plants is the topic which was chosen to develop. Children will take spring walks and discuss their observations.

• Identify different parts of a flower • Identify and describe the stages of the life cycle of flowering plants. • Be able to answer questions based on their learning. • Set up reliable and accurate investigations. • Make and explain predictions. • Make and record accurate observations. • Use scientific language to explain their findings. • Explain the functions of the different parts of a flower. • Be able to ask and answer questions based on their learning using

scientific language. KS1 group – Materials

• Identify and name everyday materials • Describe simple properties of everyday materials • To observe closely • Sort objects two ways.

Children will begin by developing an understanding of what flowers need before moving on to develop further understand of each part of the flower.

KS1 group – Materials Children will be using their pirates theme to discuss the properties of the different materials and objects present on a pirate ship and the treasures they have found.

PSHE – One World KS1 group PSHE will be taught during circle time activities each morning focused on their literacy, science and history topics.

• Respecting the differences and similarities between people and recognising what they have in common with others.

• What diversity means, the benefits of living in a diverse community, about valuing diversity within communities.

• About stereotypes, how they can negatively influence behaviours and attitudes towards others. Strategies for challenging stereotypes.

• How to discuss and debate topical issues, respect other people’s point of view and constructively challenge those they disagree with.

• Recognise there are human rights, that are there to protect everyone.

• The importance of having compassion towards others, shared responsibilities we all have for caring for other people and living things, how to show care and concern for others.

• That people’s spending decisions can affect others and the environment.

• About the relationship between rights and responsibilities. • Ways of carrying out shared responsibilities for protecting the

environment in school and at home, how everyday choices can affect the environment.

• To value the different contributions that people and groups make to the community.

• Children will be looking at the world around the in other topics such as science and geography and this topic links with looking at the world. Children will be discussing how different countries behave differently towards children and their rights as well as what they are expected to achieve.

Spring 2 English – Crime and Punishment KS1 group – All about me and ourselves

• Create, write and punctuate questions. • Recognise past tense. • Read non-fiction texts. • Know features of instructions. • Say sentences in present progressive tense. • Identify command sentences. • Read and discuss all four sentence forms.

• In order to develop children’s writing further before moving on to their author analysis in Summer 1 children will need an understanding of different

• Read my own writing • Write statements correctly punctuated. • Say and write progressive tense sentences. • Discuss and evaluate texts. • Write instructions. • Write present progressive tense sentences. • Identify and compare the features of instruction and explanation

texts. • Identify sentences in all four forms. • Write, identify and read command sentences. • Consider the needs of readers. • Discuss ideas, justifying opinions • Change the tense of past progressive tense into present progressive. • Make suggestions for improve texts. • Know the difference between past and present progressive tense. • Read and discuss different texts. • Say and write sentences in all four forms. • Draft an explanation text.

KS1 group – All about me and ourselves • Roleplay- children take turns to identify the part of the body that the

patient has hurt and come up with ways to help. • Discuss families • Discuss facial expressions and talk about their emotions. • Discuss how you can feel many emotions at different times. • Children discuss clothes they wear on which part of the body. • Children practice balancing • Children explore their sense of smell. • Share thoughts and feelings about special people in their lives. • Discuss different things that make them happy. • Children explore sense of hearing. • Children talk about what makes them happy. • Children explore similarities and differences with my families. • Children create a booklet about their families.

sentence structures, past and present tense and be able to begin to evaluate different texts. This topic was chosen to be completed before the author analysis to ensure children have the basic skills to develop next half term.

KS1 group – All about me and ourselves

• As this is the end of a full term many children will be preparing to return to mainstream school therefore a topic regarding themselves and how they regulate their emotions will support them during the reintegration process.

History – Crime and Punishment KS1 – People who help us

• Talk about some of the key facts about punishments that were used during the Roman, Anglo-Saxon, Tudor and Victorian times.

• Recall key facts about the life of Dick Turpin and talk about differences in how he is portrayed in various historical sources.

• Talk about and compare the punishments that were used during the Roman, AngloSaxon, Tudor and Victorian times and give some reasons for them.

• Continuing to build on their knowledge from English this topic will develop children’s understanding of crime and punishment throughout history.

KS1 group – People who help us

• Explain some key terms in the history of crime and punishment in Britain, such as wergild, trial by ordeal, tithings, hue and cry, treason, transportation and hard labour.

• Use primary sources to decide what are facts, what opinions can be formed from the evidence, and identify the questions they have about the life of the highway man Dick Turpin.

• Compare modern day crime and punishment with those from the past, and talk about the legacy of past methods of crime prevention and detection with those of the present day.

• Explain their understanding of the different experiences of people who may have committed crimes according to their status in society e.g. a slave compared with a noble during the Roman period.

• Compare and contrast a variety of historical sources to form their own conclusions and questions regarding the life of the highway man Dick Turpin.

• Imagine and write about the experiences of people living during the historical periods studied based on factual evidence

KS1 group – People who help us • Discuss the job of a nurse in past and present using Florence

Nightingale as inspiration. • Discuss who helps us to look after our teeth encourage children to

think about how they can look after their own teeth. • Match equipment to the helper.

• Continuing on from our all about

me/ourselves topic children will discuss people who help us touching on key people in history such as Florence nightingale.

Maths 1/2 • Addition and subtraction (B) • Multiplication • Fractions • Shape

3/4

• Time • Addition and subtraction (B) • Multiplication and division (B)

5/6

• Multiplication • Measures • Multiplication and Division

1/2 • Children will continue to develop

their addition and subtraction skills by moving on to bigger numbers using the core skills they have developed through the year.


their addition and subtraction skills by moving on to bigger numbers using the core skills they have developed through the year. They will also continue to develop their understanding of multiplication

• Algebra and Ratio and division by beginning to use their core multiplication skills to use bus stop method division.

5/6 • This is the last half term before

moving on to revision topics therefore all new skills will be learned before moving on to revise these topics.

Science – Forces and Magnets KS1 group - Minibeasts

• Identify forces as pushes and pulls. • Describe friction as a force that slows objects down. • Feel the pulling force of a magnet. • Sort materials according to whether they are magnetic or not. • Participate in an investigation into magnet strength. • Identify the different poles of a bar magnet. • Use a magnetic compass with four points. • Make a prediction. • Construct a bar chart on labelled axes. • Form a conclusion from their results. • Identify the type of force required to carry out an action. • Investigate the force of friction produced by different surfaces. • Explain that magnets produce an invisible pulling force. • Identify magnetic materials. • Identify different types of magnet. • Investigate the strength of different magnets. • Identify when magnets will repel or attract based on their poles. • Construct a bar chart of their results. • Explain their predictions and conclusions using key words or

prompts. • Make generalisations about the types of surfaces that produce the

most or least friction. • Identify and describe the invisible magnetic field around a magnet. • Make generalisations about the types of materials that are attracted

to magnets. • Use a magnetic compass with 8 points. • Construct a bar chart of their results. • Explain their predictions and conclusions

KS1 group – Minibeasts • Create a working wall of minibeasts facts • Create a mind map about minibeasts

• Children will develop their skills from autumn 2 regarding different scientists and inventors to discuss forces and surfaces which are used to create less or more force. Children will also use their skills from completing units of measuring in maths to create bar graphs.

KS1 group – Minibeasts

• This topic was chosen due to the seasons and ability to use the outdoor learning space to observe minibeasts in their natural habitat.

• Describe and identify different minibeasts • Explore and record findings • Represent each stage of the life cycle of a butterfly

PSHE – VIPs KS1 group PSHE will be taught during circle time activities each morning focused on their literacy, science and history topics.

• With support, discuss how the impact of our attitudes affects us when trying to make new friendships

• With support, plan out how they will be an anonymous friend over the week

• Use a support sheet to discuss the dares within a story • Use a support sheet to create a role play about positive resolution

techniques • Create a poster with ideas to help someone who is being bullied,

with a support sheet of ideas. • Discuss how our attitudes impact new friendships being made • Create a plan for being an anonymous friend over the course of a

week • Reflect on the different characters in the dares story and discuss the

different outcomes for each character • Work together to create a role play about positive resolution

techniques • Create a poster with ideas to help someone who is being bullied • Discuss the need to have a variety of friends with differing

personalitie • Discuss being supportive and loyal in a healthy friendship and what

to do in an unhealthy friendship • Discuss how the dares story could be resolved • Discuss times when applying positive resolution techniques could be

tricky and discuss how this could be overcome • Create a storyline to address why a bully might have started

bullying.

• Before moving on to develop children being confident in themselves in Summer 2 children will be discussing who is important to them and why they will also discuss the importance of friendships. Anti-bullying week is at the end of March so this topic is being taught to coincide with this date.

Summer 1 English – Fantastic Mr Fox KS1 group – Traditional Tales – Little Red Riding Hood

• I can discuss my ideas. • I can join in discussions. • I can listen to a story. • I can participate in performances and debates. • Infer characters’ feelings, thoughts and motives from their actions. • Participate in discussions. • I can compose a range of sentences. • Predict what might happen from details stated and implied. • I can compose and rehearse sentences orally. • I can use the present perfect form of verbs in contrast to the past

tense. • I can listen and respond to peers.

As the literacy theme for Summer 1 is reading and understanding a topic surrounding a key author was chosen for this half term. The half term will focus heavily on guided reading sessions and comprehensions which will support this theme.

• I can consistently use the past tense. • I can justify my answers using arguments and opinions. • I can discuss interesting words and phrases. • Discuss writing similar to that which I will write. • Show understanding through intonation, tone and volume. • Use speech punctuation to correctly punctuate dialogue. • I can use and punctuate direct speech. • Identify how language, structure and presentation contribute to

meaning. • I can create settings, characters and plot. • I can infer characters’ feelings, thoughts and motives from their

actions. • I can predict what might happen form details stated and implied. • Organise paragraphs around a theme. • Use speech marks accurately and appropriately when discussing

writing and reading. • I can discuss writing similar to that being written. • I can proof-read for spelling and punctuation errors.

KS1 group – Traditional Tales – Little Red Riding Hood • Retell key events in the story of Little Red Riding Hood • Ask simple questions of a character • Write a letter using simple sentences • Write an ending for a whole class story by sequencing their own

sentences.

Geography – Extreme Earth KS1 group – Our School

• Name the layers that make up the Earth; • Name the key parts of a volcano; • Show where most volcanoes are found; • Explain how to keep safe during an earthquake; • Describe a tsunami; • Describe the damage caused by a tsunami; • Explain how tornadoes form; • Describe how scientists collect data about storms. • Describe the properties of the Earth's layers; • Explain how a volcano is formed; • Describe what happens when a volcano erupts; • Describe some risks and benefits of living near a volcano; • Explain why earthquakes occur; • Explain how tsunamis occur; • Explain how to keep safe in a tsunami; • Explain where tornadoes happen. • Compare the structure of the Earth to a common object; • Categorise volcanoes as extinct, dormant or active; • Explain the impact of volcanoes on people and the environment;

• As part of their Geography topic so far children will have learned about different land uses and habitats this will support them when discussing volcanos, tsunamis and earthquakes as they use maps to discuss where they happen and why the happen there.

KS1 group – Our School

• Continuing with our theme of our local area, our country children will move into our school and develop their

• Compare the strength of earthquakes; • Explain how scientists compare tornadoes.

KS1 group – Our school • Begin to recognise familiar places in their local area • Write an address appropriately • Use maps and plan a route • Use simple compass directions • Recognise basic map symbols and begin to understand the need for

a key

understanding of the school building and surrounding areas.

Maths 1/2 • Wellbeing- Maths through expressive arts • Place value and fractions • Addition and subtraction • Multiplication and division (A) • Position and time

3/4 • Wellbeing- Maths through expressive arts • Number and place value • Addition and subtraction (A) • Multiplication and division (A) • Decimals

5/6 • Wellbeing- Maths through expressive arts • Revision of all Maths topics • Revision Menu A, B and Top Up Revision

1/2


3/4


5/6 • Due to Year 6’s sitting their SAT’s

exams in Summer 2 a lot of the topics taught will be revision sessions.

Science – Animals including Humans KS1 group – Animals including Humans

• Understand that plants and animals obtain food in different ways. • Identify the right types and demonstrate they understand the right

amounts of nutrients for animals including humans. • Name the different types of skeletons as well as identify and

categorise animals based on the type of skeleton it has. • Identify the main bones in the body and how a skeleton protects,

supports and helps the body to move. • Explain how pairs of muscles work together to enable movement. • Explain the different ways that plants and animals including humans

obtain food. • Explain the difference between food groups and nutrient groups. • Explain what the right type and amounts of nutrition are for human

beings as well as some of the consequences related to eating the wrong type of diet.

• Use the scientific names for the main bones in the human body and explain how the skeleton protects, supports and helps the body to move.

• Set up a simple practical enquiry and write an explanation for their findings

• Explain why humans need some types of nutrients. • Identify the similarities and differences between animals based on

their diets. • Identify the pros and cons of different types of skeletons and explain

how the different parts of a skeleton work. • Extend their knowledge by identifying the main bones in the

skeleton of animals other than humans. • Make modifications to their practical enquiry while conducting it

and be able to write a conclusion that links their findings to support or refute general scientific ideas.

KS1 group – Animals including Humans • Name some common animals including fish, amphibians, reptiles,

birds and mammals. • Describe the observable features of animals. • Begin to name a variety of common animals that are herbivore,

carnivore, omnivore. • Children name and locate parts of the human body. • Name the five senses and the part of the body they are related to. • Identify and name some animals.

• This topic was chosen to coincide with the English topic of Fantastic Mr Fox as many animals are discussed within the books. Children will also be able to visit their local area and habitats as the weather will enable trips.

KS1 group – Animals including Humans

• This topic was chose to coincide with Little Red Riding Hood topic and also to link with KS2 group.

PSHE – Digital Wellbeing KS1 group PSHE will be taught during circle time activities each morning focused on their

• Identify some positives and negatives of the Internet; • Explain what to do if they experience or see bullying online; • Explain ways to communicate safely online and identify ways to get

support if they do not feel safe; • Assess the reliability of online information; • Explain what personal information includes;

• As children will begin to develop their skills around online safety on 8th February 2022 for online safety day their knowledge will then be

literacy, science and history topics.

• Know why we shouldn’t share passwords and private information; • Explain why we have rules and restrictions around the technology

we use. • Recognise why it is important to balance time online and offline for

wellbeing; • Empathise with a cyberbullying victim; • Respond appropriately to different online scenarios; • Recognise the role they play in sharing information responsibly

online; • Understand the consequences of sharing certain information,

images and videos online; • Explain the potential negative impact from sharing things online. • Write their own play script to show how to report concerns around

cyberbullying; • Discuss why some people trust a person they have never met and

how they can maintain their safety when they are communicating; • Create their own manipulated and real messages for other children

to assess for reliability and manipulation; • Discuss secure passwords and learn about ways of creating safe and

secure passwords; • Create their own examples of when ‘The Golden Rule’ would be

useful to apply, both online and offline.

further developed the following half term through this topic. It will start with how to be safe online and who to report to as well as discussing passwords and creating a healthy balance.

Summer 2 English – Myths and Legends KS1 group – Starry-eyed Stan

• Increase familiarity with a wide range of books, including legends. • Compose sentences orally. • Choose nouns or pronouns appropriately for clarity and cohesion

and to avoid repetition. • Discuss and record ideas. • Compose sentences using full stops and capital letters. • Participate in discussions and performances. • Use and punctuate direct speech. • Increase familiarity with legends. • Predict what might happen from details stated and implied. • Check that a text makes sense. • Create settings, characters and plots. • Assess the effectiveness of writing and suggest improvements. • Use the first two or three letters of a word to check its spelling in a

dictionary. • Draw inferences such as inferring characters’ feelings, thoughts and

motives from their actions. • Maintain attention and participate actively in collaborative

conversations.

• This topic has been chosen to coincide with a history topic of Roman’s children will use all of the skills they have developed throughout the year to analyse different myths and legends before writing their own version of a myth and legend.

KS1 group – Starry-eyed Stan

• This topic was chosen to continue to create a love of reading in the KS1 group by reading and sequencing stories. This also links with a science topic of under the sea which is important to do at this time of

• Discuss writing similar to that which I am planning to write. • Prepare texts to read aloud and perform. • Discuss writing similar to that being planned to help understand and

learn from its structure, vocabulary and grammar. • Use and punctuate direct speech. • Propose changes to grammar and vocabulary to improve

consistency, including the accurate use of pronouns in sentences. • Use dictionaries to check the meaning of words that they have read. • Articulate and justify answers, arguments and opinions. • Gain, maintain and monitor the interest of the listener.. • Assess the effectiveness of writing and suggest improvements. • Identify how language, structure and presentation contribute to

meaning. • Organise paragraphs around a theme.

• Proof-read for spelling and punctuation errors.

KS1 group – Starry-eyed Stan • Maintains attention, concentrates and sits quietly during




alphabet. • Begin to read words and simple sentences.

year as the weather allows for trips to the Seaside.

History – Romans KS1 – Dinosaurs

• describe when the Romans conquered Britain; • recall some facts about the Romanisation of Britain. • describe some aspects of Roman Britain in significant detail and be

able to ask and answer questions to demonstrate their understanding

• use a variety of sources of evidence to appreciate how an accurate picture of the past can be constructed.

• demonstrate a deeper understanding of the topic and recognise how Britain has been influenced and shaped by the Roman occupation.

• This topic was chosen to coincide with the English topic of myths and legends and children will develop an understanding of roman history and the British roman empire as well as discovering myths, legends and gods.

• be able to appreciate the process of change and empathise with the people whose lives were affected.

KS1 group – Dinosaurs • Describe and identify different dinosaurs. • Identify how dinosaurs were found through fossils • Identify different fossils • Discuss what an archaeologist job is.

KS1 group – Dinosaurs

• This topic was chosen to develop children’s understanding of eras beyond living memory which is a key skill for KS1 pupils.

Maths 1/2 • Place value and addition • Subtraction and using money • Multiplication and division (B) • Shape, time and data

3/4 • Measures and data • Shape • Addition and subtraction (B) • Multiplication and division (B) • Fractions

5/6 • Decimals, Addition and Subtraction • Number properties and multiplication • Division, Fractions and percentages

Measures, Shape and Data


their skills around place value and addition which they have developed throughout the year they will be expected to transfer this knowledge into money including 3-place decimals.

3/4 • Children will finish off the

academic year by using all of their learning to complete word problems and larger numbers within addition, subtraction multiplication and division.

5/6 • Children will finish off their

learning for the academic year by using word problems and using their knowledge built throughout the year to incorporate larger numbers.

Science – Light KS1 group – Under the sea

• Identify light sources. • Understand that we need light to see. • Know that light travels in a straight line. • Identify reflective surfaces. • Know that the Sun can damage their eyes. • Know how to protect their eyes from the Sun. • Understand that a shadow is formed when a solid object blocks

light. • Understand that dark is the absence of light. • Set up an investigation and make predictions. • Understand how surfaces reflect light. • Recognise that a mirror appears to reverse an image. • Identify some parts of the eye. • Understand how the Sun can damage parts of the eye. • Identify opaque, translucent and transparent objects. • Know how shadows change size. • Explain the properties of materials that reflect light well. • Understand why shadows change size. • Set up reliable and accurate investigations. • Make and explain predictions. • Make and record accurate observations. • Use scientific language to explain their findings. • Be able to ask and answer questions based on their learning using

scientific language. KS1 group – Under the Sea

• Discuss the different seas around the UK and then around the world. • Name and draw different sea creatures • Sort different sea creatures. • Find similarities and differences between sea creatures.

• As we move into Summer 2 and the weather begins to improve children will learn about light and shadows they will also learn about keeping safe in the sun. This topic was chosen due to the need for good weather.

KS1 group – Under the Sea

• KS1 group will be discovering what is under the sea during Summer term as the weather will allow for trips to the seaside to develop their knowledge further.

PSHE – Be Yourself KS1 group PSHE will be taught during circle time activities each morning focused on their literacy, science and history topics.

• List some of their achievements and say why they are proud of them;

• Identify facial expressions associated with different feelings; • Describe some strategies that they could use to help them cope with

uncomfortable feelings; • Suggest assertive solutions to scenarios; • Explain that the messages they receive from the media about how

they should look, think and behave are not always realistic; • Suggest ways to make things right after a mistake has been made; • Explain that mistakes help them to learn and grow. • Identify their own strengths;

• As we come to the end of the year and students begin to think about moving on a topic of be yourself was chosen to develop children’s self-esteem and confidence in order to support their transition.

• Explain that how they are feeling on the inside can affect their facial expressions and body language;

• Identify and begin to implement strategies to help them cope with uncomfortable feelings;

• Begin to demonstrate appropriately assertive behaviour; • Analyse messages given by the media about how they should look,

think and behave; • Demonstrate how they are going to make things right after mistakes

have been made; • Explain what they have learnt and how they have grown from

mistakes they have made. • Discuss how they could use their strengths and achievements to set

aspirational goals; • Support others with their internal feelings according to their facial

expressions and body language; • Suggest strategies to others to help them cope with any

uncomfortable feelings they may be experiencing; • Identify if behaviour is aggressive, passive or assertive; • Discuss the impact on others of making amends after a mistake has

been made.

Documents

Subject Yearly Overview 2021-2022