Curriculum Planner Year EYFS-Year 6 2015-2016
Early Years 1
Anti-Bullying Week 16th – 20th November 2015 (10 day programme http://www.britishscienceassociation.org/Event/british-science-week-2016)
World Book Day 3rd March 2016 (Academy Book Week 29th February – 4th March 2016)
British Science Week 11th – 20th March 2016
Learning
challenge
Autumn 1
7+ weeks (39 days)
Who lives in my house
Do you want to be my
friend? By Eric Carle
Autumn 2
7 weeks (35 days)
Which colours can
make you feel happy
or sad?
The mixed up
chameleon by Eric
Carle
Spring 1
6 weeks (30 days)
Where does the day
go at night?
Nocturnal animals
Time to get up by Gill
Mclean
Spring 2
5 weeks (24 days)
How many nursery
rhymes do I know?
Each peach, pear,
plum by Janet
Ahlberg
Summer 1
7 weeks (34 days)
Who can I ask for
help?
Visitors – police
officer, firefighter,
nurse, vet
We work at the
hospital
Summer 2
6.5 weeks (33 days)
Who goes to the
ugly bug ball?
Yorkshire Wildlife
Park
There was an old
lady who swallowed
a fly by Pam Adams
Early Years 2
Anti-Bullying Week 16th – 20th November 2015 (10 day programme http://www.britishscienceassociation.org/Event/british-science-week-2016)
World Book Day 3rd March 2016 (Academy Book Week 29th February – 4th March 2016)
British Science Week 11th – 20th March 2016
Learning
challenge
RE
Autumn 1
7+ weeks (39 days)
What do I know about
me?
The baby who wouldn’t
go to bed by Helen
Cooper
Autumn 2
7 weeks (35 days)
Why are there so many
leaves on the ground?
My World, My Seasons
by Siobhan Dodds
Spring 1
6 weeks (30 days)
Twinkle, twinkle little
star how I wonder
what you are.
On the moon by
Anna Milbourne
How to catch a star
Spring 2
5 weeks (24 days)
Who are the famous
characters inside my
books?
Traditional Tales
The Jolly Postman by
Janet Ahlberg
Summer 1
7 weeks (34 days)
Who can I ask for
help?
Visitors – police
officer, firefighter,
nurse, vet
We work at the
hospital by Angela
Aylmore
Summer 2
6.5 weeks (33 days)
Are all minibeasts
Scary?
Yorkshire Wildlife
Park
Zoo Lab
The bad tempered
lady bird by Eric
Carle
Where do we live?
How do Christians
celebrate Christmas?
What makes a good
helper?
What can we see in
our wonderful world?
Who and what are
special to us?
What does it mean
to belong to a
church or a
mosque?
Curriculum Planner Year EYFS-Year 6 2015-2016
Year 1
Anti-Bullying Week 16th – 20th November 2015 (10 day programme http://www.britishscienceassociation.org/Event/british-science-week-2016)
World Book Day 3rd March 2016 (Academy Book Week 29th February – 4th March 2016)
British Science Week 11th – 20th March 2016
Learning
Challenge
(2 hours per
week)
Autumn 1
7+ weeks (39 days)
Changes within living
memory - revealing
aspects of change in
national life.
(Why is the Wii more fun
than Grandma and
Grandad’s old toys?)
Abbey House Museum
Toy Shop
Did I ever tell you about
when your grandparents
were young? By Shaw
Lewis and Greg Lewis
Toy Boat by Randall De
Seve
Dogger by Hughes
Autumn 1
7+ weeks (39 days)
Science
Challenge
(1 hour per
week)
(Which materials should
The Three Little Pigs use to
build their house?)
Let’s Build a house by
Mick Manning and Brita
Granstrom
Autumn 2
7 weeks (35 days)
Identify seasonal and
daily weather patterns
in the United Kingdom.
(Where do the leaves
go in winter?)
Lila and the secret of
rain
David Conway and
Jude Daly
Autumn 2
7 weeks (35 days)
Seasonal Changes:
• Observe changes
across the four
seasons;
• Observe and
describe weather
associated with the
seasons and how day
length varies.
(Why are humans not
like tigers?)
Spring 1
6 weeks (30 days)
Identify seasonal
and daily weather
patterns in the United
Kingdom and the
location of hot and
cold areas of the
world in relation to
the Equator and the
North and South
Poles.
(Why can’t a
Meerkat live in the
North pole?)
Spring 2
5 weeks (24 days)
The lives of
significant
individuals in the
past who have
contributed to
national and
international
achievements.
(Would the Beatles
have won x-factor?
Who was famous
when my mum and
dad were little?)
The Snowy Day by
Ezra Jack Keats
OOOpik by Bruce
Hiscock
Elvis and his Pelvis
by Michael Cox
Peaceful by Yona
Zeldis McDonough
Spring 1
6 weeks (30 days)
Seasonal Changes:
• Observe changes
across the four
seasons;
• Observe and
describe weather
associated with the
seasons and how
day length varies.
(How do the seasons
impact on what we
do?)
Spring 2
5 weeks (24 days)
Animals, including
humans:
• Identify, name,
draw and label the
basic parts of the
human body and
say which part of the
human body is
associated with
each sense.
Eureka/ Mgna
Summer 1
7 weeks (34 days)
KS1 Geography: use
world maps, atlases
and globes to
identify the United
Kingdom and its
countries KS1
History: Pupils should
begin to develop an
awareness of the
past and the ways in
which it is similar to
and different from
the present.
(What are the
differences between
Yorkshire/Birstall and
Brazil?)
Oakwell Hall
Summer 1
7 weeks (34 days)
Animals, including
humans:
• Identify and name
a variety of
common animals,
including fish,
amphibians, reptiles,
birds and mammals;
• Identify and name
a variety of
common animals
that are carnivores,
Summer 2
6.5 weeks (33 days)
KS1 Geography: use
world maps, atlases
and globes to
identify the United
Kingdom and its
countries KS1
History: Pupils
should begin to
develop an
awareness of the
past and the ways
in which it is similar
to and different from
the present.
(Where do, and did,
the wheels on the
bus go?)
The Naughty Bus by
Jan and Jerry Oke
Summer 2
6.5 weeks (33 days)
Plants:
• Identify and name
a variety of
common, wild and
green plants,
including deciduous
and evergreen
trees;
• Identify and
describe the basic
structure of a variety
of common
Curriculum Planner Year EYFS-Year 6 2015-2016
The Tiger who came to
tea Judith Kerr
Bog Baby Jeanne Willis
IT/Computing
(1 hour per
week)
RE/ Music
(subject
rotated - 30
minutes per
week)
PE
(2 hours per
week)
PSHCE/SEAL
(30 minutes
each per
week)
Outdoor
Learning Foci
(Forest
Schools –
integrate into
learning)
Unit 1 DBPrimary
Unit 2 DBPrimary
Which book and stories
are special?
What does it mean to
belong to a church or
a mosque?
Master basic movements including running,
jumping, throwing and catching, as well as
developing balance, agility and co-ordination, and
begin to apply these in a range of activities
Making Friends/
My World- Near and
New Beginnings
Far/
Getting on and Falling
Out
Anti-Bullying Week
herbivores and
omnivores;
• Describe and
compare the
structure of a variety
of common animals
(fish, amphibians,
reptiles, birds and
mammals, including
pets)
(Which birds and
plants would Little
Red Riding Hood
find in our Forest
School?)
Tropical World
Little Red Riding
Hood
flowering plants,
including trees.
(Which birds and
plants would Little
Red Riding Hood
find in our Forest
School?)
Unit 5 DBPrimary
Unit 6 DBPrimary
How do we
celebrate special
occasions?
Music
Participate in team games, developing
simple tactics for attacking and defending.
Perform dances
using simple
movement patterns
Athletics
Around the House/
Going for Goals
Myself and Others
Feelings/
Relationships
Looking after
money/
Changes and
transitions
Website = fieldhead.kgfl.dbprimary
Unit 3 DBPrimary
Unit 4 DBPrimary
Music
Why do we care? –
Prophet Moosa
Keeping my body
healthy/
It’s good to be me!
Little Red Riding
Hood
Curriculum Planner Year EYFS-Year 6 2015-2016
Year 2
Anti-Bullying Week 16th – 20th November 2015 (10 day programme http://www.britishscienceassociation.org/Event/british-science-week-2016)
World Book Day 3rd March 2016 (Academy Book Week 29th February – 4th March 2016)
British Science Week 11th – 20th March 2016
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
7+ weeks (39 days)
7 weeks (35 days)
6 weeks (30 days)
5 weeks (24 days)
7 weeks (34 days)
6.5 weeks (33 days)
Learning
Human and physical
Changes and events
Changes and events Human and physical Changes and events The lives of
Challenge
geography
beyond living memory
beyond living
geography
beyond living
significant
(2 hours per
• use simple fieldwork
that are
memory that are
• a small area of the memory that are
individuals in
week)
and observational skills to • significant nationally
significant nationally
United Kingdom,
significant nationally Britain's past who
study the geography of
or globally
or globally
and of a small area
or globally
have contributed to
their school and its
• significant historical
• significant
in a contrasting non- (What was it like
our nation's
grounds and the key
events, people and
historical events,
European country
when the Queen
achievements
human and physical
places in their own
people and places in • identify seasonal
came to the throne
(Why was
features of its surrounding
locality
their own locality
and daily weather
in 1953?)
Christopher
environment.
• significant people
• significant people
patterns in the
Columbus a brave
(What would Indiana
from Britain or abroad
from Britain or
United Kingdom
Hands on History –
person?
Jones find exciting about
The lives of significant
abroad (Why did the (Where would you
visitor?
West Yorkshire?)
individuals in the past
Titanic Sink?)
prefer to live
On The Moon by
who have contributed
England or Brazil?)
Anna Milbourne &
West Yorkshire Sculpture
to national and
Titanic Lost and
(Olympics link)
Benji Davies
Park?
international
Found by Judy
The Pirate Cruncher
Follow that Map by Scot
achievements.
Donnelly
By Jonny Duddle
Ritchie
(How has Nelson
Story of the Titanic by
Mandela helped to
Steve Noon
make the world a
better place?)
The skin I’m in by Pat
Thomas
Cameron Can Too
By Allie Brooke
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
7+ weeks (39 days)
7 weeks (35 days)
6 weeks (30 days)
5 weeks (24 days)
7 weeks (34 days)
6.5 weeks (33 days)
Science
Living things and their habitats
Uses of everyday
Animals, including
Plants
Animals, including
Challenge
• Explore and compare differences between things
materials
humans
• Observe and
humans
(1 hour per
that are living, dead and things that have never
• Identify and
• Notice that
describe how seeds
• Notice that
week)
been alive;
compare the
animals, including
and bulbs grow into
animals, including
• Identify that most living things live in habitats to
suitability of a variety humans, have
mature plants;
humans, have
which they are suited and describe how different
of everyday
offspring, which
• Find out and
offspring, which
habitats provide for the basic needs of different
materials, including
grow into adults;
describe how plants grow into adults;
kinds of animals and plants, and how they depend
wood, metal, plastic, • Find out about and need water, light
• Find out about
on each other;
glass, rock, brick,
describe the basic
and suitable
and describe the
Curriculum Planner Year EYFS-Year 6 2015-2016
• Identify and name a variety of plants and animals
in their habitats, including micro-habitats;
• Describe how animals obtain their food from
plants and other animals, using the idea of a simple
food chain, and identify and name different sources
of food.
(Why would a dinosaur not make a good pet?)
Zoo Lab or an organisation that works on animal
welfare (RSPCA) visitor
Harry’s Dinosaurs by Ian Whybrow
Tyrannosaurus Drip by Julia Donaldson
paper and
cardboard for
particular uses;
• Find out how the
shapes of solid
objects made from
some materials can
be changed by
squashing, bending,
twisting and
stretching.
(What is our school
made of?)
Lego City by Sonia
Sander
IT/Computing
(1 hour per
week)
RE/ Music
(subject
rotated - 30
minutes per
week)
PE
(2 hours per
week)
PSHCE/SEAL
(30 minutes
each per
week)
Outdoor
Learning Foci
(Forest
Schools –
integrate into
learning)
Unit 7 DBPrimary
Unit 8 DBPrimary
How do people pray?
Music
Master basic movements including running,
jumping, throwing and catching, as well as
developing balance, agility and co-ordination, and
begin to apply these in a range of activities
Taking Care of One
Planet Protectors/
Another/
Getting on and Falling
New Beginnings
Out
Anti-Bullying Week
needs of animals,
including humans for
survival (water, food
and air);
• Describe the
importance for
humans of exercise,
eating the right
amount of different
types of food, and
hygiene.
(How will 5 a day
help me to be
healthy?)
temperature to grow
and stay healthy.
(How can we grow
our own salad?)
Super worm by Julia
Donaldson
Handa’s Surprise by
Eileen Brown
Website = fieldhead.kgfl.dbprimary
Unit 9 DBPrimary
Unit 10 DBPrimary
basic needs of
animals, including
humans for survival
(water, food and
air);
• Describe the
importance for
humans of exercise,
eating the right
amount of different
types of food, and
hygiene.
(Could you be the
next Jessica
Ennis/David
Beckham?) Handa’s
Surprise by Eileen
Brown
Unit 11 DBPrimary
Unit 12 DBPrimary
Music
How do we look
after our planet?
Participate in team games, developing
simple tactics for attacking and defending.
Perform dances
using simple
movement patterns
Athletics
Medicines/
Going for Goals
Families/
Relationships
Looking after my
money/
Changes and
transitions
How do Christians
and Muslims
celebrate new life?
How can we make
good choices
Making the right
choices for a
healthy lifestyle/
It’s good to be me!
Curriculum Planner Year EYFS-Year 6 2015-2016
Year 3
Anti-Bullying Week 16th – 20th November 2015 (10 day programme http://www.britishscienceassociation.org/Event/british-science-week-2016)
World Book Day 3rd March 2016 (Academy Book Week 29th February – 4th March 2016)
British Science Week 11th – 20th March 2016
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
7+ weeks (39 days)
7 weeks (35 days)
6 weeks (30 days)
5 weeks (24 days)
7 weeks (34 days)
6.5 weeks (33 days)
Learning
Changes in Britain from
KS2 History: Local
KS2 Geography:
KS2 Geography:
KS2 Geography: understand geographical
Challenge
the Stone Age to the Iron
History - A study of
pupils to be taught
understand
similarities and differences through the
(2 hours per
Age - Hunter gatherers;
Local History taking
physical geography, geographical
study of human and physical geography of
week)
Early farming; Bronze Age, account of a period of
including: climate
similarities and
a region or area in a European country;
and Iron Age
history that shaped the
zones, biomes and
differences through
KS2 History: A study of Greek life and
(Who first lived in Britain?)
locality.
vegetation belts,
the study of human
achievements and their influence on the
(Do you think Sir Titus
rivers, mountains,
and physical
western world (Why has Greece always
Little Nose by John Grant
Salt was a hero or
volcanoes and
geography of a
been in the news?)
One small blue bead by
villain?)
earthquakes, and
region or area of the
Byrd Baylor
Street Child by Bertie
the water cycle
United Kingdom and Men and Gods by Rex Warner
First Painter by Kathryn
Doherty
(What makes the
a region or area in a Ancient Greece by Linda Honan
Lasky
Not always a perfect
Earth so angry?)
European country
Place by Judy Waite
(Link to Brazil The Railway Children
Journey to the
Olympics)
by E Nesbit
Centre of the Earth
by Wells
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
7+ weeks (39 days)
7 weeks (35 days)
6 weeks (30 days)
5 weeks (24 days)
7 weeks (34 days)
6.5 weeks (33 days)
Science
Rocks:
Forces and Magnets:
Plants:
Animals, including humans:
Light:
Challenge
• compare and group
• compare how things
• identify and
• identify that animals, including humans,
• recognise that
(1 hour per
together different kinds of move on different
describe the
need the right types and amount of
they need light in
week)
rocks on the basis of their
surfaces
functions of different
nutrition, and that they cannot make their
order to see things
appearance and simple
• notice that some
parts of flowering
own food; they get nutrition from what they
and that dark is the
physical properties
forces need contact
plants: roots,
eat
absence of light
• describe in simple terms between two objects,
stem/trunk, leaves
• identify that humans and some other
• notice that light is
how fossils are formed
but magnetic forces
and flowers
animals have skeletons and muscles for
reflected from
when things that have
can act at a distance
• explore the
support, protection and movement.
surfaces
lived are trapped within
• observe how
requirements of
(How can Usain Bolt Move so quickly?)
• recognise that
rock
magnets attract or
plants for life and
Running Wild by Michael Murpurgo
light from the sun
• recognise that soils are
repel each other and
growth (air, light,
can be dangerous
made from rocks and
attract some materials
water, nutrients from
and that there are
organic matter.
and not others
soil, and room to
ways to protect their
(What do rocks tell us
• compare and group
grow) and how they
eyes
about the way the Earth
together a variety of
vary from plant to
• recognise that
was formed?)
everyday materials on
plant
shadows are
the basis of whether
formed when the
Curriculum Planner Year EYFS-Year 6 2015-2016
Stone Girl Bone Girl by
Laurence Anholt
Pebble in my pocket by
Meredith Hooper and
Chris Cody
IT/Computing
(1 hour per
week)
RE/ Music
(subject
rotated - 30
minutes per
week)
PE
(2 hours per
week)
PSHCE/SEAL
(30 minutes
each per
week)
Outdoor
Learning Foci
(Forest
Schools)
they are attracted to a
magnet, and identify
some magnetic
materials
• describe magnets as
having two poles
• predict whether two
magnets will attract or
repel each other,
depending on which
poles are facing.
(Are you attractive
enough?)
The Iron Man by Ted
Hughes
What makes a
Magnet? By Franklyn
Branley
• investigate the way
in which water is
transported within
plants
• explore the part
that flowers play in
the life cycle of
flowering plants,
including pollination,
seed formation and
seed dispersal.
(How did that
blossom become an
apple?)
light from a light
source is blocked
by a solid object
• find patterns in the
way that the size of
shadows change.
(How far can you
throw your
shadow?)
What makes a
shadow? By RobertBulla
James and the Giant
Peach by Roahl Dahl
Website = fieldhead.kgfl.dbprimary
Unit 15 DBPrimary
Unit 16 DBPrimary
Unit 13 DBPrimary
Unit 14 DBPrimary
How are beliefs expressed
through arts?
Music
What do creation
stories tell us about
our world?
Use running, jumping,
throwing and catching in
isolation and in
combination.
Gymnastics – develop
flexibility, strength,
technique, control and
balance
Feelings and
Relationships/
New Beginnings
Health Promoting
Environments/
Getting on and Falling
Out
Anti-Bullying Week
Play competitive games, modified where
appropriate [for example, badminton,
basketball, cricket, football, hockey,
netball, rounders and tennis], and apply
basic principles suitable for attacking and
defending
Smoking/
Eating Healthy ad
Going for Goals
Being Active/
It’s good to be me!
What does it mean
to be a Jew?
Unit 17 DBPrimary
Unit 18 DBPrimary
Music
What do Christians
believe about a
good life?
Perform dances
using a range of
movement patterns
Athletics – develop
flexibility, strength,
technique, control
and balance
What’s Happening
to Me (exclude
puberty changes)/
Relationships
Developing
Economics WellBeing/
Changes and
transitions
Curriculum Planner Year EYFS-Year 6 2015-2016
Year 4
Anti-Bullying Week 16th – 20th November 2015 (10 day programme http://www.britishscienceassociation.org/Event/british-science-week-2016)
World Book Day 3rd March 2016 (Academy Book Week 29th February – 4th March 2016)
British Science Week 11th – 20th March 2016
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
7+ weeks (39 days)
7 weeks (35 days)
6 weeks (30 days)
5 weeks (24 days)
7 weeks (34 days)
6.5 weeks (33 days)
Learning
River Study and City
The Roman Empire and UK City Study
A Study of an aspect A Study of an aspect Study of aspect or
Challenge
locations
its impact on Britain
• Use maps, atlases,
or theme in British
or theme in British
theme in British
(2 hours per
• Settlements, land use,
• Julius Caesar
globes and digital/
history, beyond 1066 history, beyond 1066 History beyond 1066
week)
economic activity,
• Hadrian’s Wall
computer mapping
• Crime and
• Leisure and
• Norman culture
including natural
• Boudica
to locate countries
punishment
entertainment in the • Establishment of
resources, especially
• Romanisation of
and describe
(Who were the early
20th century (What
feudal system
water supplies
Britain
features studied
lawmakers?)
would you have
(Why is the River Aire so
(Why were the Romans (Why is Leeds such a
done after school
Hans on History
important to Leeds)
so powerful and what
cool place to live?)
Visit to Leeds Civic
100 years ago?)
Invasion by June
did we learn from
Hall or Crown
Crebbin
Yorkshire hire Cruisers
them?)
Court?/ Visit from the Chimney Child by
Outlaw by Michael
http://www.tripboat.co.uk
Police
Laurie Sheehan
Murpurgo
/whats-your-occasion
Roman Tours
Membear of
http://www.romantours
Parliament by
The Nile River in The Sand
uk.com/schools.htm
Richard Heller
by Molly Aloian
(Visitor to school)
The Building of America
The Captive Celt Terry
by Ware Thompson
Dreary
Roman invasion my
story Jim Eldridge
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
7+ weeks (39 days)
7 weeks (35 days)
6 weeks (30 days)
5 weeks (24 days)
7 weeks (34 days)
6.5 weeks (33 days)
Science
Animals, including
Electricity
Animals, including humans
Sound
States of matter
Challenge
humans
• identify common
• construct and interpret a variety of food
• identify how
• compare and
(1 hour per
•describe the simple
appliances that run on
chains, identifying producers, predators and sounds are made,
group materials
week)
functions of the basic
electricity
prey
associating some of
together, according
parts of the digestive
• construct a simple
Living Things and their Habitats
them with something to whether they are
system in humans
series electrical circuit, • recognise that living things can be
vibrating
solids, liquids or
• identify the different
identifying and naming grouped in a variety of ways
• recognise that
gases
types of teeth in humans
its basic parts,
• explore and use classification keys to help vibrations from
• observe that some
and their simple functions including cells, wires,
group, identify and name a variety of living
sounds travel
materials change
(What happens to the
bulbs, switches and
things in their local and wider environment
through a medium
state when they are
food we eat?)
buzzers
• recognise that environments can change
to the ear
heated or cooled,
• identify whether or
and that this can sometimes pose dangers
• find patterns
and measure or
Eureka?
not a lamp will light in
to living things.
between the pitch of research the
a simple series circuit,
a sound and
temperature at
Curriculum Planner Year EYFS-Year 6 2015-2016
The Magic School BusInside the Human Body
Joanna Cole
The Lucky Escape: An
Imaginative Journey
through the Digestive
System – Heather Manley
based on whether or
not the lamp is part of
a complete loop with a
battery
• recognise that a
switch opens and
closes a circuit and
associate this with
whether or not a lamp
lights in a simple series
circuit
• recognise some
common conductors
and insulators, and
associate metals with
being good
conductors.
(How could we cope
without electricity for
one day?)
(Which wild animals and plants thrive in our
locality?)
Eureka?
Fox Margaret Wild and Ron Brooks
which this happens
in degrees Celsius
(°C)
• identify the part
played by
evaporation and
condensation in the
water cycle and
associate the rate of
evaporation with
temperature. How
would we survive
without water?
Eureka?
The mystery of the
melting snowman
Florence Parry
Heide
Eureka?
The Pied Piper of
Hamlin Michael
Murpurgo
The Magic Flute Kyra
Teis
Eureka?
Electric Storm Anne
Capeci
Magic School Bus
Electric Field Trip
Joanna Cole
IT/Computing
(1 hour per
week)
RE/ Music
(subject
rotated - 30
minutes per
week)
PE
(2 hours per
week)
features of the
object that
produced it
• find patterns
between the volume
of a sound and the
strength of the
vibrations that
produced it
• recognise that
sounds get fainter as
the distance from
the sound source
increases.
(Why is the sound
that ‘One Direction’
Make enjoyed by so
many?)
Unit 19 DBPrimary
Unit 20 DBPrimary
Website = fieldhead.kgfl.dbprimary
Unit 21 DBPrimary
Unit 22 DBPrimary
Community
Who can inspire us?
Music
Use running, jumping,
throwing and catching in
isolation and in
combination.
Gymnastics – develop
flexibility, strength,
technique, control and
balance
Play competitive games, modified where
appropriate [for example, badminton,
basketball, cricket, football, hockey,
netball, rounders and tennis], and apply
basic principles suitable for attacking and
defending
How do festivals use
light as a symbol?
Unit 23 DBPrimary
Unit 24 DBPrimary
Music
What words of
wisdom guide us?
Perform dances
using a range of
movement patterns
Athletics – develop
flexibility, strength,
technique, control
and balance
Curriculum Planner Year EYFS-Year 6 2015-2016
PSHCE/SEAL
(30 minutes
each per
week)
Resolving Conflicts/
New Beginnings
Valuing Others and
their Communities/
Getting on and Falling
Out
Anti-Bullying Week
Alcohol/
Going for Goals
Keeping Safe/
It’s good to be me!
Addressing Worries
About Growing and
Changing (exclude
puberty changes)/
Relationships
Transitions/
Changes and
transitions
Outdoor
Learning Foci
(Forest
Schools –
integrate into
learning)
Anti-Bullying Week
16th
–
Autumn 1
Learning
Challenge
(2 hours per
week)
Year 5
November 2015 (10 day programme http://www.britishscienceassociation.org/Event/british-science-week-2016)
World Book Day 3rd March 2016 (Academy Book Week 29th February – 4th March 2016)
British Science Week 11th – 20th March 2016
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
20th
7 weeks
A study of an aspect or
theme in British history
that extends pupils’
chronological knowledge
beyond 1066, e.g. a
significant turning point in
British history.
(What were the historical
implications of Henry
VIIIs’s break with the
catholic church?)
The Prince and the Pauper
by Mark Twain
The Time Travellers Guide
to Tudor London by
Natasha Narayan
7 weeks
6 weeks
The achievements of the earliest civilizations
an overview of the impact the Ancient
Egyptians had on our society.
(How can we rediscover the wonder of Ancient
Egypt?)
Hands on History (Anglo Saxon Day)
The Time Travelling Cat by Julia Jarman
The Pharaohs of Egypt by Elizabeth Payne
4 weeks
Britain’s settlements
by Anglo-Saxons
and Scots- AngloSaxon invasions;
settlements;
kingdoms; names
and places; art and
culture and Christian
conversion.
(Were the Anglo
Saxons really
smashing?)
7 weeks
Locate the world’s
countries, using
maps, to focus on
South America and
concentrating on
their key physical
and human
characteristics,
countries, and major
cities.
(Why is Brazil in the
news again?)
(The pupils have
already learnt about
the Battle of
Hastings)
Running Wild by
Michael Morpurgo
Moveable Fest
Company/ Sheffield
Museum
Beowulf by Kevin
Crossley-Holland
6 weeks
Locate the world’s
countries, using
maps to focus on
South America and
concentrating on
their environmental
regions, key
physical and
human
characteristics.
(Why should the
rainforests be
important to all of
us?)
Forever Forest by
Kristin Joy Pratt
Serafini
The Great Kaphol
Tree By Lynne
Cherry
The Lorax by Dr Seus
Curriculum Planner Year EYFS-Year 6 2015-2016
Science
Challenge
(1 hour per
week)
Autumn 1
7+ weeks (39 days)
Animals, including
humans
Describe the changes as
humans develop to old
age.
(How old will you been
when you are as old as
your grandparents?)
Leicester Space
Museum
Mokee Joe is Coming
by Peter Murray
Spring 1
6 weeks (30 days)
Forces
 Explain that
unsupported
objects fall
towards the Earth
because of the
force of gravity
acting between
the Earth and the
falling object.
 Identify the
effects of air
resistance, water
resistance and
friction that act
between moving
surfaces.
 Recognise that
some
mechanisms,
including levers,
pulleys and
gears, allow a
smaller force to
have a greater
effect.
(Can you feel the
force?)
How does it work by
David McAuley
Unit 25 DBPrimary
Unit 26 DBPrimary
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Unit 27 DBPrimary
Unit 28 DBPrimary
Unit 29 DBPrimary
Unit 30 DBPrimary
RE
Music
RE
RE
RE
What matters most?
The little book of growing
old by Vic Parker
What does dead mean by
Caroline Jay & Jenni
Thomas
IT/Computing
(1 hour per
week)
RE/ Music
Autumn 2
7 weeks (35 days)
Earth and Space
 Describe the
movement of the
Earth, and other
planets, relative to
the Sun in the solar
system
 Describe the
movement of the
Moon relative to
the Earth.
 Describe the Sun,
Earth and Moon as
approximately
spherical bodies.
 Use the idea of the
Earth’s rotation to
explain day and
night and the
apparent
movement of the
sun across the sky.
(Will we ever send
another human to the
moon?)
The Lantern Bearers
by Rosemary
Sutcliffe
Spring 2
5 weeks (24 days)
Living things and
habitats
 Describe the
differences in the
life cycles of a
mammal, an
amphibian, an
insect and a
bird.
 Describe the life
process of
reproduction in
some plants and
animals.
(Do all animals and
plants start life as an
egg?)
The spider and the
fly by Tony Diterlizzi
Summer 1
Summer 2
7 weeks (34 days)
6.5 weeks (33 days)
Properties and changes of materials
 Compare and group together
everyday materials on the basis of their
properties, including their hardness,
solubility, transparency, conductivity
(electrical and thermal), and response
to magnets. Know that some materials
will dissolve in liquid to form a solution,
and describe how to recover a
substance from a solution.
 Use knowledge of solids, liquids and
gases to decide how mixtures might be
separated, including through filtering,
sieving and evaporating.
 Give reasons, based on evidence from
comparative and fair tests, for the
particular uses of everyday materials,
including metals, wood and plastic.
 Demonstrate that dissolving, mixing
and changes of state are reversible
changes.
 Explain that some changes result in the
formation of new materials, and that
this kind of change is not usually
reversible, including changes
associated with burning and the action
of acid on bicarbonate of soda.
(Could you be the next CSI investigator?)
Pulse Lincoln
The lemonade crime by Jacqueline Davies
Crime in the Queen’s Court by Nancy Drew
Music
Curriculum Planner Year EYFS-Year 6 2015-2016
(subject
rotated - 30
minutes per
week)
Why are some places and
journeys special?
PE
(2 hours per
week)
Use running, jumping,
throwing and catching in
isolation and in
combination.
Gymnastics – develop
flexibility, strength,
technique, control and
balance
PSHCE/SEAL
(30 minutes
each per
week)
Friendship Groups and
Peer Pressure/
New Beginnings
Living in a Diverse
World/
Getting on and Falling
Out
Anti-Bullying Week
What do Muslims
believe about a
good life?
Stories from the
Qu’ran
Play competitive games, modified where
appropriate [for example, badminton,
basketball, cricket, football, hockey,
netball, rounders and tennis], and apply
basic principles suitable for attacking and
defending
Drugs and Volatile
Recognising Risks ad
Substances/
Responsibilities/
Going for Goals
It’s good to be me!
Should we forgive
others?
Perform dances
using a range of
movement patterns
Athletics – develop
flexibility, strength,
technique, control
and balance
Growing and
Changing/
Relationships
Work Related
Learning and
Enterprise/
Changes and
transitions
Outdoor
Learning Foci
(Forest
Schools –
integrate into
learning)
Year 6
Anti-Bullying Week
–
November 2015 (10 day programme http://www.britishscienceassociation.org/Event/british-science-week-2016)
World Book Day 3rd March 2016 (Academy Book Week 29th February – 4th March 2016)
British Science Week 11th – 20th March 2016
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
7+ weeks (39 days)
7 weeks (35 days)
6 weeks (30 days)
5 weeks (24 days)
7 weeks (34 days)
6.5 weeks (33 days)
Learning
The Vikings and Anglo-Saxon struggles including:
Mapping skills and
A non-European society
Human:
Challenge
• Viking raids and invasion
fieldwork:
• Mayan Civilization
The importance of
(2 hours per
• Alfred the Great
Physical:
(Who were the Mayans and what have we
raw materials such
week)
• Viking invasions and Danegeld
• use the eight points learnt from them?)
as water.
• Anglo-Saxons law and justice
of a compass, fourMapping skills and
• Edward the Confessor
figure grid
The Mayan Civilization by Scholl
fieldwork:
(Were the Vikings always victorious and vicious?)
references, symbols
Mayan Civilization Moments in history by
Physical:
and key (including
Shirley Jordon
• use the eight
How to train your dragon by Cressida Cowell
the use of Ordnance
points of a
The saga of Eric the Viking by Terry Jones
Survey maps) to
compass, fourbuild their
figure grid
knowledge of the
references, symbols
United Kingdom and
and key (including
the wider world
the use of
16th
20th
Curriculum Planner Year EYFS-Year 6 2015-2016
Science
Challenge
(1 hour per
week)
Autumn 1
7+ weeks (39 days)
Light:
• recognise that light
appears to travel in
straight lines
• use the idea that light
travels in straight lines to
explain that objects are
seen because they give
out or reflect light into the
eye
• explain that we see
things because light
travels from light sources
to our eyes or from light
Autumn 2
7 weeks (35 days)
Electricity:
• associate the
brightness of a lamp or
the volume of a buzzer
with the number and
voltage of cells used in
the circuit
• compare and give
reasons for variations in
how components
function, including the
brightness of bulbs, the
loudness of buzzers
and the on/off position
of switches
• use fieldwork to
observe, measure
and record the
human and physical
features in the local
area using a range
of methods,
including sketch
maps, plans and
graphs, and digital
technologies.
(I’m a Year 6 pupil
can you get me out
of here?)
Kensuke’s Kingdom
by Michael
Murpurgo
When you reach me
by Rebecca Stead
Will you ever see the
water you drink
again?
The journey from
river to sea
Eve Ibbotson
Spring 1
6 weeks (30 days)
Living things and
their habitats:
• describe how living
things are classified
into broad groups
according to
common observable
characteristics and
based on similarities
and differences,
including
microorganisms,
plants and animals
• give reasons for
classifying plants
Ordnance Survey
maps) to build their
knowledge of the
United Kingdom
and the wider world
Brazil - Olympics
Spring 2
5 weeks (24 days)
Evolution and
inheritance:
• recognise that
living things have
changed over time
and that fossils
provide information
about living things
that inhabited the
Earth millions of
years ago
• recognise that
living things produce
offspring of the same
kind, but normally
Summer 1
Summer 2
7 weeks (34 days)
6.5 weeks (33 days)
Animals, including humans:
• identify and name the main parts of the
human circulatory system, and describe
the functions of the heart, blood vessels
and blood
• recognise the impact of diet, exercise,
drugs and lifestyle on the way their bodies
function
• describe the ways in which nutrients and
water are transported within animals,
including humans.
(What would a journey through your body
look like?)
Curriculum Planner Year EYFS-Year 6 2015-2016
IT/Computing
(1 hour per
week)
RE/ Music
(subject
rotated - 30
minutes per
week)
PE
(2 hours per
week)
PSHCE/SEAL
(30 minutes
each per
week)
Outdoor
Learning Foci
(Forest
Schools –
integrate into
learning)
sources to objects and
then to our eyes
• use the idea that light
travels in straight lines to
explain why shadows
have the same shape as
the objects that cast
them.
(How can you light up
your life?)
• use recognised
symbols when
representing a simple
circuit in a diagram.
What would a journey
through your body be
like?
(Could you be the next
Nintendo apprentice?)
and animals based
on specific
characteristics.
(Could Spiderman
really exist?)
offspring vary and
are not identical to
their parents
• identify how
animals and plants
are adapted to suit
Butterfly Lion by
their environment in
Michael Murpurgo
different ways and
that adaptation may
lead to evolution.
(Have we always
looked like this?)
Website = fieldhead.kgfl.dbprimary
Unit 33 DBPrimary
Unit 34 DBPrimary
Unit 31 DBPrimary
Unit 32 DBPrimary
What does it mean to be
a Sikh?
Music
Can charity change
the world?
Use running, jumping,
throwing and catching in
isolation and in
combination.
Gymnastics – develop
flexibility, strength,
technique, control and
balance
Dealing with Barriers to
Friendships/
New Beginnings
Dealing with Barriers to
Friendships/
Getting on and Falling
Out
Anti-Bullying Week
Play competitive games, modified where
appropriate [for example, badminton,
basketball, cricket, football, hockey,
netball, rounders and tennis], and apply
basic principles suitable for attacking and
defending
How drugs affect us
Personal Safety/
(SPICED)/
It’s good to be me!
Going for Goals
Compassion
Unit 35 DBPrimary
Unit 36 DBPrimary
Music
Christianity
Perform dances
using a range of
movement patterns
Athletics – develop
flexibility, strength,
technique, control
and balance
Puberty Education/
Relationships
Transitions/
Changes and
transitions