Curriculum Overview
Starfish, R/Y1 | Enrichment/Trip | Library visit/musuem Woodland walk | Exmoor Zoo | Local artist/library/ Beach visit | Theatre experience – Boo to a goose/ Woodland walk | Rosemoor | Library/Essex Dance/Woodland walk/ Residental/School bedtime Story ‘sleepover’ Healthy Living focus with key visitors: Dentist, midwife, doctors | |
| Parent engagement | Home Visits Phonics Workshop Stay and play Story Telling Parent Consultation meetings | Book and biscuit EY Maths Workshop Craft Workshops Christmas Play Parent Consultation meetings | Oracy/CAL Workshop Art and Crafts parent workshop Art Exhibition Story Telling | Social and Emotional Skills workshop Spring/ Easter singing Book and biscuit Parent Consultation meetings | Physical Development workshop Story Telling | Book and biscuit Healthy Living Parent workshops sports day | ||
| Changemaker Challenge. SDG/International Link | Inspiring adventurer Inspiring leader – classroom monitors Inspiring researchers – museum visit | Inspiring speaker: Christmas Play Inspiring leader – classroom monitors Inspiring adventurer | Inspiring volunteer: Beach Clean Inspiring skillbuilder linked to artist Inspiring leader – classroom monitors | Inspiring adventurer Inspiring leader – classroom monitors | Inspiring adventurer Inspiring leader – classroom monitors | Inspiring adventurer Inspiring leader – classroom monitors | ||
Jellyfish, Y1/2 | Enrichment/Trip | Library visit Museum Woodland walk | Exmoor Zoo | Local artist Library Beach visit Art Exhibition | Theatre experience- Boo to a goose Woodland walk | Library Rosemoor | Essex Dance Woodland walk Residential/school sleepover Healthy Living focus with key visitors: Dentist, midwife, doctors | |
| Parent engagement | Phonics Workshop Meet the Teacher C360 Overview | Christmas Play Maths Workshop Parent Consultation meetings | Oracy Workshop Art and Crafts parent workshop Art Exhibition Story Telling | Social and Emotional Skills workshop Parent Consultation meetings | Curriculum workshop | Learning Celebration Healthy Living Parent workshops Sportsday | ||
| Changemaker Challenge. SDG/International Link | Inspiring adventurer Inspiring researcher | Inspiring speaker | inspiring Volunteer. Inspiring skillbuilder | Inspiring adventurer | Inspiring adventurer | Inspiring adventurer | ||
Dolphins, Y3/4 | Enrichment/Trip | Exter Museum – history link | Residential – Pinkery | Year 3/4 play | Library visit | Sculpture Gardens Healthy Living focus with key visitors: Dentist, midwife, doctors | ||
| Parent engagement | Meet the Teacher Reading for Pleasure Perform ukulele to parents C360 Overview | Maths workshop Online Safety Parent Consultation meetings Share DT project, parents come into class | Art Exhibition Curriculum workshop | Parent Consultation meetings Performance | Curriculum workshop | Learning Celebration Healthy Living Parent workshops Sportsday | ||
| Changemaker Challenge. SDG/International Link | Inspiring skillbuilder – music and spanish | Inspiring Leader | Inspiring adventurer (Pinkery) | Inspiring Speaker (performance) | Inspiring Volunteer – beach clean? | Inspiring Researcher/Speaker – UN sustainable goals, link to Geog | ||
Puffins, Y5 | Enrichment/Trip | Spanish videos MFL & Computing | Sculpture exhibition incorporating light effects from D&T and Science | Viking visitor | Uffculme Mill visit (prepare for Victorians and link to D&T) | Residential: Dorset | Healthy Living focus with key visitors: Dentist, midwife, doctors Surf Lifesaving day | |
| Parent engagement | Meet the Teacher Premier of videos Reading for Pleasure C360 Overview | Maths workshop Online Safety come and see the sculptures Parent Consultation meetings | Curriculum Workshop | TBC – workshop on an area with need for improvement Parent Consultation meetings | Performance (play) | Parents come in for End of year feast (link to D&T) Healthy Living Parents workshops Sportsday | ||
| Changemaker Challenge. SDG/International Link | Inspiring Speaker Inspiring researcher | Inspiring Skill building Inspiring Speaker | Inspiring Volunteer Inspiring skillbuilder | Adventurer (new place) | Inspiring speaker | Inspiring Volunteer | ||
Seals, Y6 | Enrichment/Trip | Spanish videos MFL & Computing | Sculpture exhibition incorporating light effects from D&T and Science | London Viking visitor | Uffculme Mill visit (prepare for Victorians and link to D&T) | Residential: London | Healthy Living focus with key visitors: Dentist, midwife, doctors Surf Lifesaving day | |
| Parent engagement | Meet the Teacher Premier of videos Reading for Pleasure C360 Overview | Maths workshop Online Safety come and see the sculptures Parent Consultation meetings | Sats Talk | Parent Consultation meetings | Academy Visit & Transition Talk Performance (play) | Parents come in for End of year feast (link to D&T) Healthy Living Parents workshops Sportsday | ||
| Changemaker Challenge. SDG/International Link | Inspiring Speaker Inspiring researcher | Inspiring Skill building Inspiring Speaker | Inspiring Volunteer Inspiring skillbuilder adventurer | Adventurer (new place) | Inspiring speaker | Inspiring Volunteer | ||
| ENGLISH OVERVIEW | |||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | ||
| Key Texts | Owl Babies Peepo Guess how much I love you? Pumpkin Soup Living with mum/dad Rama and Sita | Little Red Hen The Hungry Caterpillar Brown Bear Christmas story The Night before Christmas | The Willow Pattern The Journey Cars and Trucks The Train Ride Naughty Bus Mr Gumpy’s Outing | What the ladybird heard The bad tempered ladybird Superworm The Very Greedy Bee Easter Story | Shark at the park Errol’s Garden Jack and the beanstalk Farmer Duck Pig in the pond My Ramadan | The three little pigs Busy building site Whose tools? Starting School | |
| Oracy | Learning names of staff and peers Name games Makaton introduction All About Me booklet | Makaton – alphabet Name games Christmas songs Using story sacks to retell Traditional Tales | Action songs and rhymes Makaton – emotions Retell a familiar story (Story Square) | Action songs and rhymes Makaton – food Retell a familiar story (Story Square) | Photos of beach sessions Circle games Makaton – animals Retell a made up story (Story Square) | Circle games Makaton – action songs Retell a made up story (Story Square) | |
Rec/Y1 Starfish | Key Texts | The Little Red Hen/Making Bread | Owl Babies/Owl text | The Gingerbread Man/How to make … | The Gruffalo | The Three Billy Goats Gruff/Wanted poster | Whatever Next |
| Writing Outcomes | Narrative/Instructions | Wishing Tale/Information Posters | Journey Story/Instructions | Journey Story | Overcoming the Monster tale/Wanted poster (Troll) | Narrative | |
Year 1/2 Jellyfish | Key Texts | Goldilocks and the Three Bears | Little Red Riding Hood/Wanted Poster | Beegu | Lost and Found | Little Charlie and the Lighthouse Keeper | Cinderella |
| Writing Outcomes | Narrative/Recount | Narrative/Wanted Poster | Narrative/Letter | Wishing Tale/Instructions | Narrative | Rags to Riches Tale/Persuasion | |
Year 3/4 Dolphins | Key Texts | Kassim and the Greedy Dragon | The Combe Martin Ridgeback | Big Bad Wolf Biography | Elf Road | Adventure at Sandy Cove | How to Trap a Stone Giant |
| Writing Outcomes | Journey Story | Non Chronological Report | Biography | Portal Story | Adventure Story | Instructions | |
Year 5 Puffins | Key Texts | The Canal | Elves and Sprites | Coral Ocean | The Teacher Pleaser | The Caravan | |
| Writing Outcomes | Warning Story | Information Text | Narrative | Explanation | Suspense Story | Discussion | |
Year 6 Seals | Key Texts | The Nightmare Man | Gadgets | Monsters or Rhi-swano-zeb-tah | The Highwayman | The Old Mill | |
| Writing Outcomes | Tale of Fear | Persuasion | Information | Narrative | Explanation | Suspense | |
| White Rose Maths | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Nursery | Number (cardinality, counting) | Shape and space (shapes and their properties) | Number (cardinality, counting and composition) | Shape and space (pattern and positional language) | Number (cardinality, counting, composition and comparison) | Shape and space (patterns, measures and positional language) |
| Reception | Getting to know you Match, sort and compare Talk about and measure patterns | It’s me 1,2,3. Circles and triangles. 1,2,3,4,5. Shapes with 4 sides | Alive in 5. Mass and Capacity. Growing 6,7,8. Length, height and time | Length, height and time. Building 9 and 10 Explore 3-D shapes | To 20 and beyond How many now? Manipulate, compose and decompose. | Sharing and grouping. Visualise, build and map. Make connections |
| Year 1 | -Place Value (Within 20) (3 weeks) -Addition and Subtraction (within 20 inc. recognising money) (4 weeks) | -Addition and Subtraction continued (2 weeks) -Place Value and Multiplication (within 50) (3 weeks) | -Division and consolidation (2 weeks) -Place Value (within 100) (2 weeks) -Length & Height (1 week) | -Shape and Consolidation (3 weeks) -Fractions and Consolidation (3 weeks) | -Position and direction (1 week) -Time (2 weeks) -Problem Solving and efficient methods | -Weight and volume (3 weeks) -Consolidation & Investigations |
| Year 2 | -Place Value (numbers to 200) (3 weeks) -Addition and Subtraction (within 100 inc. money) (4 weeks) | -Addition and Subtraction continued (2 weeks) -Place Value and Multiplication (3 weeks) | -Division (2 weeks) -Statistics (2 weeks) -Length & Height (1 week) | -Properties of Shape (3 weeks) -Fractions (3 weeks) | -Position & Direction (1 week) -Time (2 weeks) -Problem Solving and efficient methods | -Mass, capacity & Temperature (3 weeks) -Consolidation & Investigations |
| Year 3 | -Place value (4 weeks) -Addition & Subtraction (3 weeks) | -Multipliction & Division (4 weeks) | -Multiplication & Division (2 weeks) -Length, perimeter & area (2 weeks) | -Fractions (3 weeks) -Mass & Capacity (3 weeks) -Consolidation | -Decimals (inc. money) (3 weeks) -Time (2 weeks) | -Statistics (2 weeks) -Properties of shape (3 weeks) -Consolidation |
| Year 4 | -Place value (4 weeks) -Addition & Subtraction (3 weeks) | -Addition & Subtraction cont (1 week) -Multiplication & Division (4 weeks) | -Multiplication & Division (2 weeks) -Length, perimeter & area (2 weeks) | -Fractions (3 weeks) -Decimals (3 weeks) -Consolidation | -Decimals (inc. money) (3 weeks) -Time (2 weeks) | -statistics (2 weeks) -Position & Direction (3 weeks) -Consolidation |
| Year 5 | -Place value (3 weeks) -Addition & Subtraction (2 weeks) | -Multiplication & Division A (2 weeks) -Fractions A (3 weeks) | -Multiplication & Division B (3 weeks) -Fractions B (2 weeks) | -Decimals & Percentages (2 weeks) -Perimeter & Area (2 weeks) -Statistics (1 week) | -Shape (3 weeks) -Position & Direction (2 weeks) -Decimals (2 weeks) | -Negative Numbers (1 week) -Converting Units (2 weeks) -Volume (1 week) |
| Year 6 | -Place value (2 weeks) -Addition, Subtraction, Multiplication & Division (4 weeks) | -Fractions (4 weeks) -Converting Units (1 week) | -Ratio (2 weeks) -Algebra (2 weeks) -Decimals (2 weeks) | -Fractions, Decimals & Percentages (2 weeks) -Area, Perimeter & Volume (2 weeks) -Statistics (1 week) | -Shape (2 weeks) -Position & Direction (1 week) -Consolidation & problem solving | -Consolidation & problem solving |
Language Angels | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Rec | Greetings | Greetings | Transport | Transport | In the Jungle | In the Jungle |
| Year 1/2 | Greetings | Transport | In the Jungle | Under the Sea | In my Town | Teddy Bear Picnic |
| Year 3/4 | Phonics 1&2, I am Learning | Animals | Know how to… | Fruits | Presenting Myself | My Family |
| Year 5/6 | Phonics 1&2, I am Learning | I know how to | Vegetables | Presenting Myself | My Family | In the Classroom |
| Access Art | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Rec | What can we see? | How can we explore colour? | How can we build worlds? | How can we explore materials and marks? | How can we explore 3D Materials? | How can we use our imaginations? |
| Year 1/2 from Year B of mixed age planning Access Art | Explore & Draw Introducing the idea that artists can be collectors & explorers as they develop drawing and composition skills. . | Simple Printmaking exploring ways to make a print.Use line shape colour and texture to explore pattern, sequencing and symmetry | Stick Transformation Project Explore how you can transform a familiar object into new and fun forms. | |||
| Year 3/4 Year B of mixed age planning Access Art | Storytelling Through Drawing Explore how artists create sequenced drawings to share and tell stories. Create accordian books or comic strips to retell poetry or prose through drawing | Exploring still life Explore artists working with the genre of still life, contemporary and more traditional . Create your own still life inspired art work | Scuplture, Structure, inventiveness and determination What can artists learn from nature? | |||
| Year 5/6 Year B of mixed age planning Access Art | 2D Drawing to 3D Making Explore how 2D drawings can be transformed to 3D objects. Work towards a sculptural outcome or a graphic design outcome. | Mixed Media Land & City Scapes Explore how artists use a variety of media to capture the spirit of the place | Set Design Explore creating a model set for theatre or animation inspired by poetry, prose, film or music | |||
| Mr P ICT | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Year 1/2 | Programming. Digital Literacy: Online Safety: | Video Creation: Digital Literacy: Online Safety: | Photography & Digital Art: Digital Literacy: Online Safety | Presentation: Digital Literacy: Online Safety: | Data Handling: Pictograms Digital Literacy: Online Safety: | Sound: Digital Literacy: Online Safety: |
| Year 3/4 | Programming. Digital Literacy: Online Safety: | Video Creation: Digital Literacy: Online Safety: | Photography & Digital Art: Digital Literacy: Online Safety | Presentation: Digital Literacy: Online Safety: | Data Handling: Digital Literacy: Online Safety: | Computer networks: Network explorer & Understanding the Internet. Digital Literacy: Online Safety: |
| Year 5/6 | Programming. Digital Literacy: Online Safety: | Video Creation: Digital Literacy: Online Safety: | Photography & Digital Art: Digital Literacy: Online Safety | Presentation: Digital Literacy: Online Safety: | Data Handling: Digital Literacy: Online Safety: | Computer networks: Search Engines. Digital Literacy: Online Safety |
| Projects on a Page | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Rec | Mechanisms: simple sliders | Textiles: | Food: Preparing Fruit and Vegetables | |||
| Year 1/2 | Mechanisms: Wheels and Axels | Textiles: Templates and Joining Techniques | Food: Preparing Fruit and Vegetables | |||
| Year 3/4 | Electrical Systems: Circuits and switches | Textiles: 2D to 3D product | Food: Healthy and Varied Diet | |||
| Year 5/6 | Electrical systems: monitoring and control | Textiles: Combining diff. fabric shapes | Food: Celebrating Culture and Seasonality | |||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Rec | What places are special to members of their community? | Draw information from a simple map. | What are the similarities and differences between life in this country and life in other countries? | |||
| Year 1/2 | Weather and climate (fieldwork opportunity) seasons | Pole to Pole, Hot and cold places. | United Kingdom (fieldwork opportunity) | |||
| Year 3/4 | Climate Zones | North America | Rio and South-East Brazil | |||
| Year 5/6 | European region | United Kingdom (fieldwork opportunity) | Local area and region – Upper KS2 (integrates fieldwork) |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Rec | Begin to make sense of their own life story and family’s history. | Comment on images of familiar situations in the past. | Talk about the lives of people around them and their roles in society. | |||
| KS1 | Monarchs: Elizabeth I and Victoria | Local History Study: The School and its community & schooling | Should we call Grace O’Malley a Pirate? | |||
| Year 3/4 | Through the Ages: Stone Age to Iron Age | Ancient Greece | North Devon Local Study | |||
| Year 5/6 | Shang Dynasty Early Civilisations | Anglo Saxons, Scots and Vikings | Victorians |
| Plymouth Science | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Rec | Animals | Traditional Tales | People who help us | Minibeasts and Growing | Seasons | |
| Year 1/2 | Animal Safari: Animals Including Humans, Living Things Additional: The Human Body and Staying healthy | Changing Materials: Materials | How does your Garden Grow: Plants | |||
| Year 3/4 | How Stuff Works: Electricity & Forces | From the Amazon Rainforest to Antarctica: Materials, Living Things & Animals | The Amazing Human Body: Animals Including Humans | |||
| Year 5/6 | Bright Sparks Materials, Light, Electricity | Following Darwins Footsteps: Evolution & Inheritance, Living Things | Healthy Body, Healthy Mind: Animals | |||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Rec | Music Express Foundation Stage – Unit 1 Special People – beat and tempo | Unit 2 Going Places – High and Low | Unit 3 – Moving Patterns – structure | Unit 4 – Working World – texture | Unit 5 – Growth and Change – loud and quiet | Unit 6 – Our senses – timbre |
| Year 1/2 | Music Express Y1 Unit 1 & Y2 Unit 6 Sounds Interesting – Exploring Sounds | Music Express Y1 Unit 2 & Y2 Unit 1 The Long & the Short of it – Exploring Duration | Music Express Y1 Unit 3 & Y2 Unit 2 Feel the Pulse – Exploring Pulse and Rhythm | Music Express Y1 Unit 4 & Y2 Unit 3 Taking Off Exploring Pitch | Music Express Y1 Unit 5 & Y2 Unit 4 What’s the score? Exploring Instruments and Symbols | Music Express Y1 Unit 6 & Y2 Unit 5 Rain, Rain Go Away – Exploring Timbre, Tempo and Dynamics |
| Year 3/4 | Listening and Appraising: Western Music – Classical to Renaissance | Listening and Appraising: Western Music – Classical to Renaissance | Listening and Appraising: Musical Genres from around the world | |||
| Performing: ukuleles and keyboards | Performing: TooTs and Bamboo Tamboo | Performing: Jumbie Jams and glockenspiels | ||||
| Singing: Harvest and Christmas songs | Singing: Easter songs | Singing: own songs | ||||
| Creating: improvising using ukuleles playing one chord and keyboards using up to 5 notes to provide melody; | Creating: improvising using up to five notes (F, G, A, B and c) on the TooTs to a backing track; | Creating: improvising on Jumbie Jams using a limited range of notes. | ||||
| Creating: composing a sound track using untuned percussion to accompany and match the action in a short extract of film | Creating: creating repeating rhythm patterns of up to four bars to play as soloists with a Bamboo Tamboo ensemble; | Creating: composing simple songs with lyrics in Charanga | ||||
| Notation: graphic scores, Treble Clef and staff notation using IT | Composing simple melodies for TooTs and writing them using staff notation in Charanga | Notation: Treble Clef and staff notation (link to song writing through IT) | ||||
| Notation: Treble Clef and staff notation (link to TooTs) | ||||||
| Year 5/6 | Listening and Appraising: Western Music – Classical to Renaissance | Listening and Appraising: Western Music – Classical to Renaissance | Listening and Appraising: Musical Genres from around the world | |||
| Performing: singing, ukuleles (both together and separately) and keyboards | Performing: singing, TooTs and Bamboo Tamboo | Performing: Singing own songs, Jumbie Jams and keyboards | ||||
| Singing: Harvest and Christmas songs, with soloists and small groups singing separate parts, such as descants. | Singing: Easter songs with soloists and small groups singing separate parts where appropriate. | Singing: own songs (composed using Yumu YuStudio) | ||||
| Acting as singing leaders in KS2 Singing Assemblies and in choir. | Acting as singing leaders in KS2 Singing Assemblies. | Acting as singing leaders in KS2 Singing Assemblies. | ||||
| Creating: improvising using ukuleles playing one chord and keyboards using up to an octave of C Major to provide melody; | Creating: improvising using up to the notes from D to d in G major on the TooTs to a backing track; | Creating: improvising on Jumbie Jams using a limited range of notes, that change depending on the chord progression of the accompaniment.. | ||||
| Creating: composing a sound track using tuned and untuned percussion to accompany and match the action in a short extract of film | Creating: creating repeating rhythm patterns of up to eight bars to play as soloists with a Bamboo Tamboo ensemble; | Creating: composing a song using Yumu YuStudio – Grime pilot project | ||||
| Notation: graphic scores, Treble Clef and staff notation using IT | Composing simple melodies of at least four bars repeated for TooTs and writing them using staff notation | Notation: Treble and Bass Clefs and staff notation (link to song writing through IT) | ||||
| Based on the Devon Syllabus | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Rec | Being Special: where do we belong? | Why is christmas special? | What stories are special and why? | Why is Easter special? | F1 God/Creation: Why is the word ‘God’ so important to Christians? | What places are special and why? |
| Year 1/2 | 1.2 CREATION: Who Made the World? Harvest | What does it mean to belong to a faith community? | 1.1 GOD: What do Christians believe God is Like? | Who is Jewish and how do they live? (PART 1) | Who is Jewish and how do they live? (PART 2) | How should we care for the world and for others, and why does it matter? |
| Year 3/4 | 2a.1: CREATION/ FALL: What do Christians learn from the creation story? | How do festivals and family life show what matters to Jewish people? | What does it mean to be a Hindu in Britain today? Holi festival of spring 25th march | 2a.5 SALVATION: Why do Christians call the day Jesus died ‘Good Friday’? Easter Rhetoric – comparison between Holi and Easter??? | 2a.4 GOSPEL: What kind of world did Jesus want? | How and why do religious and non-religious people try to make the world a better place? |
| Year 5/6 | 2b.2CREATION/ FALL: Creation & Science – Conflict or Complimentary? | 2b.8 KINGDOM OF GOD: What kind of King is Jesus? | U2.7 Why do Hindus want to be good? Holi festival of spring 25th march | 2b.7: SALVATION: What difference does the resurrection make to Christians? Easter | How does faith help people when life gets hard? Link to all religions | U2.10 What matters most to Humanists and other religions? |
| SCARF | ||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Me and My Relationships | Valuing Difference | Keeping Myself Safe | Rights and Responsibilities | Being My Best | Growing and Changing | |
| Rec | Families, interests, similarities & differences, special people, feelings, asking for help & helping others | Sensitivity, likes & dislikes, speaking & listening skills, care & kindness, friendship, cooperation, respecting others | Healthy bodies, staying safe, medicines, people who help us, online safety | Caring for home, school & special people, own impact on the natural world | Resilience, confidence, feelings & emotions, dealing with challenge, healthy choices | Changes in nature & humans, stages of childhood, naming external body parts |
| Year 1/2 | Creating an ideal classroom, expressing feelings, responding to others’ feelings, teasing or bullying?, strategies for dealing with bullying, being a good friend, seeking help when upset | Physical & non-physical differences & similarities, respectful language, feeling left out, the impact of kindness & unkindness, acts of kindness in school, demonstrating active listening techniques | Medicines & other strategies for feeling better, safe & unsafe situations, keeping safe – ‘Yes’, ‘No’, ‘I’ll ask’ or ‘I’ll tell’, recognising others’ feelings through facial expressions & body language, touch – ‘I don’t like that’- who to talk to, safe & unsafe secrets | Getting on with others, dealing with impulsive behaviour, special people in school & the wider community, improving the school environment, choices with money, reasons for saving money | The learning process, positive attitudes & mindset, germs, hygiene & vaccination, dental care, food, water & air in the body | Naming major internal body parts, simple bodily processes, babies – basic needs, then & now (baby – toddler – young child), bullying – what to do & who can help, secrets & surprises, people to talk to, keeping private parts private, Giving positive feedback, recognising feelings of loss, life stages – baby – toddler – child – teenager – adult, reproductive body parts, respecting privacy |
| Year 3/4 | Consequences for breaking rules, cooperation & collaboration, maintaining positive relationships, dares & how to deal with them, expressing & listening to opinions, Good & not so good feelings, saying ‘no’ to a friend, same situation – different feelings, peer pressure | Different types of family, fostering & adoption, same-sex relationships, community, challenging viewpoints, respectfully, diversity, name calling & bullying, prejudice, Negotiation & compromise, different types of relationships, recognising & dealing with aggressive behaviour, showing respect, stereotypes | Strategies for keeping safe, dealing with danger & risk, risk factors of drugs – cigarettes & alcohol, online safety risks, personal information, assessing risk, making decisions, Hazards, managing risk, safe/unsafe online sharing, social norms, positive & negative influences | Helpful volunteers, facts, opinions & viewpoints, looking after the environment, earning, income, saving & spending, Being responsible, pupil voice, democracy, media influence, environmental organisations, income & expenditure, income tax, VAT & National Insurance, public services | Food groups & a balanced diet, reducing the risk of spreading infections, health & wellbeing, achievements, Being unique, making choices, healthy menu planning, environmental issues – the 7 Rs, | Healthy relationships, personal space, puberty – periods, conception – eggs & sperm joining, the local environment, Dealing with change, emotional & physical changes in puberty, terminology for genitalia, the menstrual cycle, types of marriage, the 5 ways to wellbeing. |
| Year 5 | Collaboration & conflict resolution strategies, responding to others’ feelings, unhealthy relationships, passive, aggressive & assertive behaviours, assertiveness skills, emotional needs, respectful interaction online | Friendships – those that last & those that end, responding respectfully & appropriately, discrimination & injustice, mutual respect & tolerance, online information – true or untrue?, sex, gender identity, gender expression & sexual orientation, positive & negative behaviours – impact & consequences | Habits, taking risks, types of bullying, online ‘friends’, protecting personal information, helpful/harmful drugs, smoking & alcohol – actual norms | Current media issues concerning health & wellbeing, bias, rights, responsibilities & duties, pressure groups, consumers & products, loans, credit, debit & interest, personal finance, local council | Harmful effects of smoking & alcohol consumption, basic body functions of the four systems, strengths, skills & talents & areas of development, celebrities – ‘star’ qualities & media portrayal | Strategies for building resilience, feelings about separation, correct language for external sexual organ, puberty – myths, breaking confidences to keep someone safe, gender bullying |
| Year 6 | Dealing with friendship challenges, peer influence & pressure, assertive behaviour under pressure, commitment, marriage – freedom to choose, feelings associated with inappropriate touch | Bystanders & bullying, prejudice, friends & acquaintances, different types of relationships, gender stereotypes | Online posts & sharing images – legal implications, addiction, basic laws concerning drugs, conflicting emotions, independence & responsibility | Social media, tax & public services, sustainability | Aspirational goals, health & wellbeing presentation, reducing risk | Supporting people through change, fame, photoshopping, consent, changes in puberty which allow sexual reproduction to occur, methods of fertilisation, Thomas Coram |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Rec | Gymnastics | Cooperate & Solve Problems | Dance | Manipulation & Coordination | Body Management | Speed Agility Travel |
| Year 1/2 | Gymnastics | Hit Catch Run | Dance | Send & Return | Attack Defend Shoot | Run Jump Throw |
| Year 3/4 | Gymnastics | Netball | Dance | Volley Sport | Football | Athletics |
| Year 5/6 | Gymnastics | Netball | Dance | Volley Sport | Football | Athletics |
