Our Curriculum
Bramham and Shadwell Federation Whole Curriculum Overview
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Federation Intent à ETHOS |
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ETHOS |
The ETHOS curriculum aims to develop core principles in children so that they are responsible pupils who have the essential skills and values for working well at school and to lead successful lives. Our ETHOS curriculum ensures that children are happy, enthusiastic, and committed learners. The ETHOS curriculum provides opportunities for children to promote their own sense of identity by embedding the following Learning for Life Skills:
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SMSC – Whole School Overarching Theme |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Years 1-6.
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Myself:
What makes a good global citizen?
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Keeping Safe:
How did people in the past protect themselves? |
Freedom:
What does Freedom mean to someone?
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Thinking of Others:
How did people treat each other in the past? |
Looking all around me:
Can I make a difference? |
Being Better:
How did people in the past aim to lead better lives? |
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SMSC Weekly Ethos Statements |
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Week 1: |
Smile and the world smiles with you |
Do not judge a book by its cover. |
We have the freedom to make good or poor choices. Always make a good choice. |
Sharing is caring and caring is sharing
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True happiness is found in the friendships we make. |
Do something for others without them knowing.
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Week 2: |
Always speak kind words. ‘If you have nothing nice to say then don’t say anything at all’. (Thumper from Disney) |
Forget the mistake, remember the lessons.
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Respect yourself and those around you. |
Treat others as you wish to be treated’
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‘Happiness never decreases by being shared’ Lord Buddha (c 563 – 483 BC) Spiritual Teacher and founder of Buddhism |
‘Learn as if you were to live forever’, Mahatma Gandhi |
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Week 3: |
Everyone is unique and each experience is different |
Friendship is a two way street.
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‘Follow your dream with determination and passion ....’ Reference: Eleanor Roosevelt (1884-1962) – helped to draft UN declaration of human rights |
‘Kind words are short and easy to speak, but their echoes are truly endless”, Mother Teresa,1910 -1997
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Karma: What goes around comes around.
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Always have positive thoughts – You can do it!
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Week 4: |
The wise person understands that his own happiness must include the happiness of others. |
The best time for new beginnings is now. |
‘Forgive one another ‘(Colossians 3:13)
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Never leave people out, let them join in.
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Be polite and always remember to use your manners. |
Live your life for today, enjoy every moment.
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Week 5: |
Think about how other people are feeling. Can you help them? |
After every storm the sun will shine.
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With freedom comes responsibility |
Forgive and forget |
Take a leap of faith.
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Healthy mind, healthy heart, healthy human. |
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Week 6: |
A problem shared is a problem halved |
Try and try again, until you get it right.
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You are free to choose but you are not free from the consequence of your choice. |
‘Love is patient, love is Kind.’ 1 Corinthians 13; 4 – 5
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Helping others makes you feel happy.
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Look after each other, be kind, be helpful and be happy. |
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Week 7: |
Always treat others how you would like to be treated. |
We are one big family, we respect and care for one another. |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 1 |
Identity, society & equality: Me and others (including relationships education) |
Keeping safe & managing risk: Feeling safe |
Mental health & emotional wellbeing: Feelings |
Drug, alcohol and tobacco education: What do we put into and on to bodies? |
Careers, financial capability & economic wellbeing: My money |
Physical Health & well-being: Fun times |
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Year 2
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Physical Health & Wellbeing: What keeps me healthy? |
Mental health & emotional wellbeing: Friendship |
Relationship & sex education: Boys & girls, families.
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Keeping safe and managing risk: Indoors and outdoors. |
Drug, alcohol and tobacco education: Medicines and me. |
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Year 3 |
Drug, alcohol and tobacco education: Tobacco is a drug |
Keeping safe and managing risk: Bullying – see it, say it, stop it. |
Mental health and emotional wellbeing: Strengths and challenges. |
Careers, financial capability and economic wellbeing.
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Identity society and equality: Celebrating difference. (including relationships education) |
Physical health and wellbeing: What helps me choose? |
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Year 4
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Identity, society and equality: Democracy. |
Drug, alcohol and tobacco education: Making choices. |
Physical health and wellbeing: What is important to me? |
Keeping safe and managing risk: Playing safe. |
Relationship and sex education: Growing up and changing. |
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Year 5 |
Keeping safe and managing risk: When things go wrong. Relationships and sex education: Puberty |
Physical health and wellbeing: In the media. |
Identity, society and equality: Stereotypes, discrimination and prejudice.
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Mental health and emotional wellbeing: Dealing with feelings. |
Drug, alcohol and tobacco education: Different influences. |
Careers, financial capability and economic wellbeing: Borrowing and earning money. |
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Year 6
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Identity, society and equality: Human rights.
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Drug, alcohol and tobacco education: Weighing up risk.
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Mental health and emotional wellbeing :
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Healthy minds/Mental health
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Relationship and sex education: Healthy relationships/how a baby is made. FGM.
Life Changes (Transition to high school)
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Religious Education (R.E) |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 1 |
Why are stories important? Harvest at Church
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Why do we celebrate special occasions? Remembrance Service Christingle at Church |
What does it mean to belong to a church or mosque?
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Why do we care about people? |
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Year 2 |
How do Christians and Muslims celebrate new life? Remembrance Service Harvest at Church Remembrance service Christingle at Church |
How can we make good choices? |
How and why do people pray? |
How can we look after our planet? |
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Year 3 |
How are beliefs expressed through the Arts? Harvest service |
What do Christians believe about a good life? Remembrance service Christmas story Carol Service |
What do Christians believe about a good life? |
Who can inspire us? Easter story Bible
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What does it mean to be a Jew? |
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Year 4 |
How are important events remembered in ceremonies? Harvest at Church Remembrance service Carol Service |
What words of wisdom can guide us? |
What do creation stories tell us about our world? |
What faiths make up our community? |
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Year 5 |
Why some places & journeys are special to all religions. Islam: Introduction to Islam. The Qur’an. Harvest service at church |
Islam: What we learn from stories in the Qur’an. Remembrance Service Carol service |
Islam: How we lead a good life. What it means to have faith.
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Christianity: Forgiveness and reconciliation. |
Christian, Muslim & Humanist values.
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Making links between our behaviour and the values we hold, and the values studied throughout the year.
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Year 6 |
What does it mean to be a Sikh? Harvest service. |
What does it mean to be a Sikh? Remembrance Service. Carol service |
How do Christians express their beliefs? |
What is compassion and how can it be shown? |
How does growing up bring responsibilities and commitments? |
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CORE Curriculum à Federation Intent |
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English Reading
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Reading focuses on teaching key skills in lessons and allowing children to apply these skills across the whole curriculum through a range of interesting and varied tasks.
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English Writing
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Grammar, punctuation and spelling activities (and homework through Spellodrome in KS2) are an integral part of the Federation English Programme. These are taught in an enriched and exciting way linked to the TOPIC theme. Children are taught sentence structure and how to choose the most appropriate language to enhance their writing alongside handwriting. They will develop their understanding of grammatical terminology as well as becoming confident and independent with checking their own work to ensure it is the best piece they can write. |
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Maths |
Maths is taught through Maths Mastery, focusing on ‘5 Big Ideas’
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CORE Curriculum à Reading Skills |
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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All classes from Year 1- Y6 are taught these skills explicitly |
Retrieval Fluency Expression
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Summarising and Sequencing:
grasping the gist of a piece |
Authorial Choice:
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Using inference to make a conclusion. |
Combining all skills together and applying across the curriculum with accuracy.
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Writing Skills |
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CORE Curriculum à Maths |
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 1 |
Number: Place Value - numbers to 10, ordering numbers Number: Addition and Subtraction within 10 - Number bonds, counting on, picture problems |
Geometry: positions – left and right Number: Place Value – numbers to 20 Number: Addition and Subtraction within 20 – making 10 then use remainder |
Number: Addition and Subtraction – word problems Measures: length and height – comparing, using a ruler Geometry – recognising solids and shapes |
Number: Place Value – numbers to 40 – tens and ones Multiplication and division – making equal groups, doubles
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Number: Place Value – numbers to 100 Number: Fractions – halves and quarters Measurement: Time – analogue clock, telling time to the hour and half hour, using a calendar, days and months |
Measurement: money – recognising coins and notes Measurement: Mass, volume and capacity – find a half and a quarter, heavier than, lighter than Geometry – positions, movements and turns
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Year 2 |
Number: Place Value - numbers to 100 Number: Addition and Subtraction – 2 digit numbers |
Measurement: length (cm,m) and mass (g,kg), Graphs Multiplication and division – 2, 5 10 times tables, grouping |
Measurement: money – identify notes and coins, add and compare amounts Statistics: reading picture graphs |
Number: Fractions – finding halves, quarters and thirds, compare and order, Solving word problems Geometry: Properties of shape – identify sides, vertices and lines of symmetry, 3D shapes
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Measurement: Time – sequence events, 5 minute intervals, show correct analogue time Measurement: capacity, volume (ml, L) and temperature |
Consolidating learning in preparation for KS2 – revise fractions |
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Year 3 |
Number: Place Value - numbers to 1000 Number: Addition and Subtraction with renaming |
Number: Multiplication and division – 2 digit numbers Measurement – measure and convert between cm, m, km |
Number: Multiplication and division Measurement - mass, volume, capacity (ml,L) telling the time |
Number: fractions – of a number, compare fractions, find common denominator, add and subtract Consolidation unit
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Number: fractions continued Geometry: Properties of shapes - making and comparing angles, parallel, perpendicular, vertical, horizontal lines, perimeter |
Measurement – money – adding and subtracting, calculating change Statistics – picture and bar graphs Consolidation unit |
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Year 4 |
Number: Place Value - numbers to 10,000 Number: Addition and Subtraction Rounding |
Number: Multiplication and division – 3 digit numbers Measurement: Money – compare and estimate amounts |
Number: fractions – mixed numbers, add and subtract, simplify. Statistics: Graphs - draw and read bar and line graphs |
Number: decimals Measurement: Time – 24hr clock and convert between units |
Measurement: perimeter and length, mass and volume Geometry: shape and symmetry Geometry: position and direction inc. plot coordinates |
Statistics Measurement: area – counting squares and measuring Roman numerals to 100
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Year 5 |
Number: Place Value – numbers to 1 million, round numbers to nearest 100,000 Number: Addition and Subtraction within 1 million using column method |
Number: Multiplication and division – multiples, factors, prime numbers, multiply and divide four digit numbers, long division Statistics: graphs – reading tables and line graphs |
Number: fractions – improper fractions, mixed numbers, multiplying fractions Number; decimals – add and subtract tenths and hundredths
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Number; decimals – comparing and rounding Number: finding percentages
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Geometry: measuring and drawing angles Geometry: shape – regular polygons Geometry: reflection |
Measurement: converting units of length, mass and time Area and perimeter – measure the area of shapes, use scale diagrams Measure: volume and capacity of 3D shapes Roman numerals to 1000 |
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Year 6 |
Number: Place Value - numbers to 10 million, round to nearest 10 million Number: addition, subtraction – using and applying multiplication and division – by 2 digit numbers, word problems, finding common multiples and factors
Consolidate Roman numerals |
Number: Fractions – ordering, simplifying, equivalence, add and subtract mixed numbers/different denominators, multiply and divide
Adding and subtracting negative numbers |
Number: decimals – writing fractions as decimals, multiplying and dividing decimals
Measurement: Convert units of length using decimals, convert units of time – 24hr clock |
Number: algebra – describe a pattern. Write algebraic equations and formulae Number: ratio – comparing quantities using bar models and diagrams Geometry and statistics
Solving complex word problems
Number: percentage – find percent of a number, percent change
Measurement: find the volume of cubes and cuboids |
Geometry: properties of shape – investigating angles, circles, triangles and nets of shapes, reflections and translation Geometry: position and direction – plotting coordinates on four quadrants
Area and perimeter – find the area and perimeter of rectangles, parallelograms, triangles and compound shapes
Statistics: graphs and averages – calculating mean, reading pie charts and line graphs |
Post SATS mathematics project work – linked to topic work and consolidating learning in preparation for KS3 – mathematical drawing, algebra and formulae, Pythagoras theorem |
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Federation Intent à TOPIC |
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The TOPIC curriculum aims to develop Geography and History knowledge and skills. Knowledge in History is mainly taught chronologically. Knowledge in Geography is developed from learning local Geography knowledge building to in-depth global knowledge, with consideration for the interconnected world in which we live. Each skill is taught and applied progressively throughout the Federation to ensure challenge for all. Children alternate between learning Geography and History each half term. Each TOPIC commences with a launch day to stimulate and engage children’s curiosity and ends with an exit day celebrating and evaluating their learning throughout the half term. Geography Skills:
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Geography and History |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Reception |
Talk about members of their immediate family and community Name and describe people who are familiar to them Comment on images of familiar situations in the past |
Understand the past through settings, characters and events encountered in books read in class and storytelling |
Explain similarities and differences between life in this country and life in other countries Daw information from a simple map. |
Draw information from a simple map.
Similarities and differences between the natural world around them and contrasting environments |
Comment on images of familiar situation in the past.
Compare and contrast characters from strategies, including figures from the past. |
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Year 1 |
Locational knowledge of the UK.
Name & locate 4 countries of the UK. Link to Queen and country. |
The first man on the moon. |
Human and Physical Geography.
Place knowledge - Study of contrasting non-European place (Jamaica). |
Journeys of exploration – Captain Robert Falcon Scott
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Geographical skills and fieldwork:
Mapping the outdoor learning area of the school.
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Seaside holidays in the past. |
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Year 2
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Locational knowledge of the world’s continents and oceans.
Contrasting local study Bramham/ Shadwell v London. |
The great fire of London |
Human and Physical Geography.
Place knowledge - Study of contrasting non- European country (Australia). |
British Monarchs- Queen Elizabeth II
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Geographical skills and fieldwork:
Traffic survey. Recording data. Simple geographical observations. |
The achievements of Florence Nightingale & Mary Seacole
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Year 3 |
Locational knowledge.
Name & locate counties & cities of the UK. |
Changes in Britain from the Stone Age to Iron Age.
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Human and Physical Geography.
Place knowledge -Describe key aspects & their effects over time on a region in the UK (Cumbria). |
The achievements of the Ancient Egyptians.
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Geographical skills and fieldwork.
Sketch maps of school. Survey of local area’s facilities. Planning longer journeys. |
The Roman Empire & its impact on Britain. |
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Year 4 |
Locational knowledge. Name & locate countries & cities of Europe. |
Britain’s settlement by Anglo-Saxons & Scots. |
Human and Physical Geography.
Place knowledge -Describe key aspects & their effects over time on Barcelona, Spain. |
The Viking & Anglo-Saxon struggle for the Kingdom of England to 1066. |
Geographical skills and fieldwork. Developing sketch maps in locality to include 4 figure grid references and 8 compass points. Plan a European journey. |
Tudors |
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Year 5 |
Locational knowledge. Name & locate major world countries & cities. |
The Mayan civilisation c.AD900 |
Human and physical Geography. Place knowledge -South America with in-depth study of Rio, Brazil. |
Ancient Greeks – study of Greek life & achievements & their influence on the Western world.
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Geographical skills and fieldwork: Creating and analysing temperature and rainfall graphs, analysing population data, asking and answering geographical questions. |
Historical local study – How the local area of Shadwell/ Bramham has changed over time.
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Year 6
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World War II – study how life changed after WWI & during World War II and investigate the implications following WW2. Compare with modern day politics. |
Locational knowledge. Explore a contrasting world location (China) and the growth of technological manufacturing.
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Describe & understand key aspects of physical and human geography & their effects over time. Fieldwork linked to Year 6 Residential to Carlton Lodge, North Yorkshire - Rivers/ Mountains study.
Fair Trade. Detailed mapping including use of range of scales, 6 figure grid references. |
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Industrial Revolution |
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Federation Intent à SITE |
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SITE Science, Innovation, Technology and Engineering |
The SITE curriculum aims to develop creativity and flair in children so that they are pupils who have ‘21st Century Skills’ and experience of real-life careers that centre on engineering and technology.
Our SITE curriculum allows for a thematic approach so that children can develop innovation through projects that give them the chance to apply Scientific knowledge and Computing skills.
These projects provide children with the freedom to explore and develop practical ideas.
There is an opportunity to apply knowledge and understanding of History and Science in a Summer Term Project:
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Science (incorporated into SITE projects) |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 1 |
Everyday Materials
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Animals, including Humans
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Plants
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SITE Project |
Mechanical Systems: Slides and levers – make a moving picture of the Queen’s Hat. |
Templates and joining: Design and make a moving parts model of human body.
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Freestanding structures: Design and make a scarecrow to protect sunflowers planted.
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Year 2 |
Living things and their habitats
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Uses of everyday materials
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Plants: Animals including humans
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SITE Project |
Design and make a rabbit shelter. |
Design and create Mr Men puppets (sewing). |
Design a seed spreader. |
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Year 3 |
Magnets and Forces
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Rocks
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Plants
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Light
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Animals Including Humans
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Revision of Science and application of understanding through a Science / History Project. |
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SITE Project |
Create a magnetic toy.
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Shell structures: Create a Stone Age shelter. |
Levers and Linkages: Create a moving picture of a flowering plant life cycle. |
Create and make a lamp shade. |
3D structures: Create a 3D wheel of life cycle of a butterfly. |
Revision of Science and application of understanding through a Science / History Project. |
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Year 4 |
Sound
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Electricity
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Animals, including humans.
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States of Matter
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Living things and their habitats
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Revision of Science and application of understanding through a Science / History Project. |
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SITE Project |
Create a musical instrument linked to a country |
Electrical circuits and switches – Design a Christmas lights circuit |
Mechanisms: Levers and Linkages - Create an interactive food chain/model of the digestive system |
Design a chocolate bar with different states of matter |
Mechanical systems: Cam Toy – Design and make a 3D quiz about animal classification. |
Revision of Science and application of understanding through a Science / History Project.
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Year 5 |
Forces
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Earth and Space
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Properties of Materials
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Properties and changes of materials
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Life Cycles
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Revision of Science and application of understanding through a Science / History Project. |
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SITE Project |
Mechanical Systems: Pulleys/Gears Design a Space Buggy suitable for a planet in our solar system. |
Materials and textiles – design and make a parachute. |
Frames & Structures – design and make a weather system to observe evaporation, condensation and precipitation cycle. |
Combining fabric shapes – design and make a pair of sandals. |
Design a felt book with sewn life cycle of a plant. |
Revision of Science and application of understanding through a Science / History Project.
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Year 6 |
Light
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Electricity
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Evolution and Inheritance; Living things and their habitats |
Animals, including humans.
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Revision of Science and application of understanding through a Science / History Project. |
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SITE Project |
Build an electric coding machine: Complex Switches |
Frame Structures - Build a spying device (periscope). |
Design and build a device to collect water samples/living things in the pond: Frame Structure/Mechanical Systems/Pulleys and Levers |
Design a mechanical prop for production incorporating textiles: Pulley and Levers, Fabric and Culture. |
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Computing |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 1 |
Computer Science: Algorithms – making sandwiches |
Computer Science: Espresso Coding 1a: On the move |
Digital Literacy: E-safety IT: Make a factfile about Sir Francis Drake – creating, saving, inserting photos. |
Computer Science: Espresso Coding 1b: Simple inputs |
Computer Science: Directions with beebots |
IT: Using ipads to record a weather report – use technology purposefully |
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Year 2 |
Computer Science: Espresso Coding Starter Unit Digital Literacy: E-safety
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Computer Science: Espresso Coding Unit 2a – Different sorts of inputs and 2b – buttons and instructions
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IT: Design a poster advertising Australia as a holiday destination. (create, organise, store, manipulate and retrieve digital content) |
Digital Literacy: E-safety - keeping safe online, passwords, sharing information.
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Computer Science: Algorithms using beebots, create beebot game. |
IT: Design a presentation to perform with visual stimulus and record using ipads.
Use search engines safely to retrieve information. |
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Year 3 |
Computer Science Espresso Coding (Starter Unit and Unit 3A) |
Digital Literacy (Research / Word order) |
Digital Literacy and IT skills (Imovie) |
Computer Science: Espresso Coding (Unit 3B) |
Digital Literacy (Branching stories) |
I.T – Data handling and presenting research in PPT |
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Year 4 |
Computer Science: Espresso Coding Starter Unit: Revision |
Digital Literacy: E-Safety à Use technology safely, respectfully and responsibly. Recognise acceptable/ unacceptable behaviour. Know a range of ways to report concerns and inappropriate behaviour. Be discerning in evaluating digital content. Understand the opportunities networks offer for communication and collaboration |
Computer Science: Espresso Coding Unit 4a Introduction to Variables
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IT: Creating Content à Select, use and combine a variety of software (including internet services) on a range of digital devices. Design and create a range of programs, systems and content that accomplish given goals. Collecting, analysing, evaluating and presenting data and information. |
Computer Science: Espresso Coding Unit 4b Repetition and Loops |
IT: Searching à Use search technologies effectively. Appreciate how search results are selected and ranked. |
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Year 5 |
Computer Science: Espresso Coding Starter Unit: Revision |
Digital literacy: Recognise acceptable/ unacceptable behaviour (e-safety). Know a range of ways to report concerns and inappropriate behaviour (e-safety). |
5A: Speed direction and coordinates |
IT skills: Use search technologies effectively. Appreciate how search results are selected and ranked. |
5B: Random numbers and simulations |
Digital literacy: Use technology safely, respectfully and responsibly (including both search engines and Microsoft programmes).
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Year 6 |
Computer Science: |
Information Technology: Digital Citizenship Spreadsheet Design Green Screen Presentation of Dambusters Raid linked to Read Write Perform |
Computer Science: Espresso Coding Unit 6A : More Complex Variable |
Digital Literacy: Internet Safety |
Computer Science: |
Digital Literacy:
Information Technology: understanding networks/internet linked to research on production themed topic. |
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Design Technology |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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KS1
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Design: Design purposeful, functional, appealing products for themselves and other users based on design criteria. Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make: Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]; select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate: Explore and evaluate a range of existing products. Evaluate their ideas and products against design criteria Technical knowledge: Build structures, exploring how they can be made stronger, stiffer and more stable. Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. These aspects are taught through SITE projects. |
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KS2 |
Design: Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. Generate, develop, model and communicate ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Make: Select from and use a wider range of tools and equipment to perform practical tasks accurately. Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. Evaluate: Investigate and analyse a range of existing products. Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. Understand how key events and individuals in design and technology have helped shape the world. Technical knowledge: Apply their understanding of how to strengthen, stiffen and reinforce more complex structures. Understand and use mechanical systems in their products [eg. gears, pulleys, cams, levers and linkages]. Understand and use electrical systems in their products. Apply their understanding of computing to programme, monitor and control their products. These aspects are taught through SITE projects. |
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ENRICH |
Federation Intent à ENRICH |
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The ENRICH curriculum enhances the TOPIC curriculum where meaningful links can be made.
Our ENRICH curriculum provides a platform for children to shine in non-core areas of the curriculum.
These projects provide children with the freedom to explore and develop practical ideas.
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ENRICH |
COOKING and NUTRITION |
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The outline for cooking is taken from the Design Technology section of the National Curriculum. For the Bramham Shadwell Federation, these skills are seen to enrich the curriculum.
Pupils in KS1 are taught to: use the basic principles of a healthy and varied diet to prepare dishes and to understand where food comes from.
Pupils in KS2 are taught to: understand and apply the principles of a healthy and varied diet, to prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques and to understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
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COOKING and NUTRITION SKILLS |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 1 |
Banana muffins Skills: claw knife technique, all in one cake mixing, scraping out a bowl, dividing mixture into tins, mashing banana. Cucumber sandwiches Skills: bridge knife technique, spreading |
Gingerbread Skills: measuring ingredients, mixing, rolling out |
Easter nests Skills: measuring ingredients, melting, combining ingredients, dividing into cases, moulding into shape |
Jamaican fruit salad Skills: claw knife technique, bridge knife technique, grating, peeling
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To learn about the eatwell plate – health week
To design a healthy lunch for Mr Grinling Skills: learning food groups, balanced diet. |
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Year 2 |
Apple Crumble. Skills: bridge knife technique, rubbing fat into flour. |
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Quiche. Skills: grating soft foods, cracking and beating an egg. |
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Year 3 |
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Scotch Eggs. Skills: coating with egg/breadcrumbsshelling a hard-boiled egg. |
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Butterscotch cookies Skills: weighing, creaming butter and sugar, rolling, sieving and baking. |
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Year 4 |
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Apple Muffins. Skills: grating harder foods, creaming fat and sugar, folding flour, cracking an egg. |
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Quiche Skills: Handling short crust pastry, grating a soft food and seasoning to taste. |
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Year 5 |
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Pasties. Skills: combination of bridge and claw technique, seasoning, handling and rolling puff pastry |
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Muffins Skills: grating, creaming fat & sugar, folding flour into creamed mixture. |
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Year 6 |
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Carrot Cookies (link to WW2 topic) Skills: grating hard foods, claw knife technique, using digital scales |
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Final year ‘treat’ e.g. pizza/cookie. Skills: consolidate and cover any gaps identified. |
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Art and Design |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 1 |
Sketching & painting for topic Queen and Country. Self-portraits and Portraits of the Queen. Artists: Picasso, Warhol, Derek Russell
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Colour mixing for space topic. Van Gogh (Starry night picture in particular focus). Explore all Van Gogh sky pictures to compare a range of techniques and mood of paintings though colours. Other abstract sky artists for comparisons: Akseli Galen-Kallela and Edvard Munch 3D Clay Modelling – Diwa Chalk drawings - the Moon |
Collage and printing for Jamaica geography topic. Artist: Matisse
Printing with shapes (maths link) for animals and humans science topic. Artist: Piet Mondrian |
Colour mixing with mixed media. Comparing the effects of sketching, oil pastels and paint for creating Hokusai’s wave.
Analyse other Hokusai work and Hiroshige for inspiration (sky link from A1).
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Sketching, oil pastels, painting, modelling and weaving of sunflowers for plants and growing topic.
Artists: Van Gogh, Henri Matisse, Andy Goldsworthy, Ellen Jackson.
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3D modelling of lighthouses, printing (repeating patterns) and painting of seaside pictures for seaside topic.
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Year 2 |
Colour mixing and printing with different natural medias (fingers and cotton buds) for topic dotty dinosaurs. Artists: George Seurat, Paul Signac, Camille Pissarro, (more subtle for Y1 link) Van Gogh. |
Application of colour mixing skills for background wash. Drawing and collage for significant figure topic. Artists: L.S. Lowry, Edward Hopper, Pierre Adolphe Valette, Helen Bradley and Ellen Jackson (for matieral layering, Y1 link) |
Aboriginal Art focus study. Colour mixing and painting. Artists: Clifford Possum and Tjapaltjarri (aboriginal artist) |
Collage of Australian birds. Artist: Brett Whitely (Australian artist) |
Printing with blocks. See print making as a means of drawing. Create order, symmetry, and irregularity. Extends repeating patterns - overlapping, using two contrasting colours etc. Artists: Andy Warhol, Picasso, Henri Matisse (Y1 link), Paul Klee |
Clay sculptures. Manipulate clay for a variety of purposes, inc. thumb pots, simple coil pots and models. Understand the safety and basic care of materials and tools.
Artist: Picasso (Y1 link) |
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Year 3 |
Mixed media skill focus (tone and texture) To create a landscape scene linked to UK topic. UK Artists: Megan Coyle and Eilleen Coyle. Artists to link prior knowledge: Van Gogh, Paul Signac and Matisse. |
Shading and gradient of pencil understanding. Focus on drawings from the caves of Lascaux - link to Stone age, bronze age and rocks topic. |
Water colours. Focus on landscapes (link to Lake District topic) to create an atmospheric perspective and develop understanding of the colour wheel. Artists: David Mandle and Geoff Kersey |
Clay modelling of canopic jars (link to Ancient Egyptians topic). Building on Year 1 and 2, research history of clay pots and introduce different types of brushes for specific purposes to create patterns. Analyse Ancient Egyptian patterns and practise repeating patterns before creating a design for clay pots. |
Understanding the term abstract and develop knowledge on colour mixing, textures lines and shape to create an effect. Focus on Cubist artwork/shape and line and study of Piet Monderian. “Broadway boogie woogie.”. Link to Local area study maps of Bramham and Shadwell. |
3D modelling study – link to changes in technology and Bronze Age to Iron Age topic. Create clay canopic beakers engraved with Celtic symbols. |
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Year 4 |
Sketching and precision drawing. Analysis of children’s illustrator and graphic design. Children to develop their skill of ‘looking’ at artists work to spot how they sketch their lines, create expression and add colour (watercolours, skin tone). Illustration artists: Quentin Blake, Brett Helquist, Korki Paul. |
Modelling of mosaics. Link to Roman topic. Research Roman mosaics and link prior learning of Year 3 print history research. Children to develop their repeating pattern knowledge and skill (artist for pattern making is Mondrian who they have studied in Y3, and then analyse more sophisticated patterns by Escher).
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Colour mixing in oil pastels for portraits. Develop skills in colour mixing to create mood and feeling for effect. Study Cubism and artist Picasso and Gaudi for link to Spanish geography topic. |
Modelling and embossing to create an Anglo-Saxon Brooch. Look at embossing and Anglo-Saxon art history. Children to create their own design (developing knowledge of patterns and print making) and use tools effectively. |
Colour mixing with paint and oil pastels to create a landscape. Study impressionism style and Claude Monet and Degas style landscape. Link back to their previous projects of landscapes to encourage, remind and teach perspective and depth. Explore how Monet uses texture and colour to create an impression / mood / emotion in a painting. Try different medias to create Monet’s waterlilies to develop the children’s opinion of which media is most appropriate. Contrast to Monet and Degas artists who have been inspired by Monet and Degas: Ross Turner, L. Diane Johnson. |
3D Modelling to create a Viking Shield and use colour mixing with paint to decorate. Plan, design and adapt model. Use a variety of materials – based on research of Viking shields.
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Year 5 |
Modelling and collage Explore the texture in colour and a range of materials/medium to create each planet in our solar system as a link to Space (link to Year 1 prior learning). Pencil work sketching and shading. Henri Rousseau and Jill Denton artist focus for final piece on rainforest (link to our world topic, forests) Other Artists: Morris and Matisse (Prior knowledge of print making).
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Clay sculptures and models of Mayan Gods and titles.
Pattern artists: Morris, Sol Lewitt, Bridget Riley and Miro.
To develop sketching skills further from A1: interpret Mayan stories and music as drawings.
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Mixed media study with a focus on a chaotic scene of the Braiziliam Favelas.
Children to use knowledge of medias to make a choice for their piece.
Artists: Antoni Sierra, Patrick Bornemann, Domingos, Moraes, Herve/ Escher
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Colour blending with oil pastels Study of Georgia O’Keeffe for life cycles of plants topic.
Other artists: Ida O’Keeffe and Van Gogh (prior knowledge link).
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Colour blending with watercolours Landscape artwork linked to maps and coordinates study. Focus on scenery, perspective depth.
Artists: Turner, Monet (prior Y4), Munch (prior Y1) as well as local English watercolour artists. |
Collage and mixed media Local buildings link to local study topic and developing Sum1 perspective knowledge. Artists: Gustav Klimt (bright golds and bold colours), Jackson Pollock (abstract) A collage of the two contrasting artists and observational pencil and pen drawings. Children to include a range of material and mediums. ie gold paint, watercolours, gold paper, foil (Gustav) and splattered paint with PVA (Pollock).
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Year 6 |
Sketching and shading with pencil, charcoal and wax resist. WWII topic link - Study of Henry Moore and his life and works. Sketching skills to replicate his drawings of the London Underground bomb shelters including hatching, cross-hatching, stipple, tone and shade. How can medias change mood in a picture? Chagall artist.
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Collage and mixed media WWII topic link – study of Paul Nash. Collage and laying with tissue paper and paint to create WW2 scene such as the blitz. Draw into collage to add detail with pen, and chalk for clouds.
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Colour blending and graphic design with crayon, oil pastes and water colours. Link back to Year 4 illustration design. Pop art logo design and printing. Study artists Andy Warhol and Paul Klee. |
Colour blending with a range of medias – children’s choice. Landscape focus for rivers and mountains topic. Focus on David Hockney abstract artist.
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Sketching and mixed media study on self-portraits with expression. Study German expressionism. Artists: Ernst Ludwig Kirchner, Alexeg Georgewitsch von Jawlensky, Oskar Koloschka, Rodrigo Wise.
Props and set design and building. |
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Physical Education (P.E) |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 1 |
Games – Rolling Games - Kicking |
Games – Rolling Games - Kicking |
Gymnastics Dance |
Gymnastics Dance |
Games - Throwing & Catching Athletics |
Games - Throwing & Catching Athletics |
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Year 2 |
Games – Rolling Games - Kicking |
Games – Rolling Games - Kicking |
Gymnastics Dance |
Gymnastics Dance |
Games - Throwing & Catching Athletics |
Games - Throwing & Catching Athletics |
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Year 3 |
Outdoor & Adventurous Activities Striking & Fielding Games |
Net/Wall Games Striking & Fielding Games
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Gymnastics Dance
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Gymnastics Invasion Games (Netball)
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Invasion Games (Tag Rugby) Dance
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Athletics Invasion Games (Football)
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Year 4 |
Outdoor & Adventurous Activities Striking & Fielding Games |
Net/Wall Games Striking & Fielding Games
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Gymnastics Dance
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Gymnastics Invasion Games (Netball)
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Invasion Games (Tag Rugby) Dance
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Athletics Invasion Games (Football)
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Year 5 |
Invasion Games (Tag Rugby) Invasion Games (Netball) Swimming |
Invasion Games (Tag Rugby/ Netball/Hockey) Swimming |
Gymnastics/Dance Swimming
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Net/Wall Games Swimming |
Athletics Outdoor & Adventurous Activities |
Athletics Striking & Fielding Games
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Year 6 |
Invasion Games (Tag Rugby) Invasion Games (Netball) Some Athletics – Linked to Sports Hall Athletics |
Invasion Games (Tag Rugby/Netball) Invasion Games (Hockey) |
Gymnastics Dance |
Net/Wall Games Outdoor & Adventurous Activities |
Athletics Striking & Fielding Games |
Athletics Striking & Fielding Games |
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French |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 1 |
Finger rhymes & French songs. French Day – immersing in French culture and understanding other locations that speak the language
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Year 2 |
Classroom instructions; finger rhymes & songs. French Day – immersing in French culture and understanding other locations that speak the language
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Numbers to 10; finger rhymes & songs. |
French culture: Paris & its key landmarks; finger rhymes & songs. |
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Year 3 |
Jolie Ronde scheme of work: Simple conversation Q & A. French Day – immersing in French culture and understanding other locations that speak the language
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Jolie Ronde scheme of work: Colours; Arc-en-ciel (Rainbow Fish) book; Christmas.
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Jolie Ronde scheme of work: Food & Drink; Mardi Gras; Phonics poems. |
Jolie Ronde scheme of work: Numbers to 20; Easter. |
Jolie Ronde scheme of work: Days of the week; Months of the year. Phonics poems. |
Jolie Ronde scheme of work: La Chenille qui fait des trous (The Very Hungry Caterpillar) book; French culture – city life. |
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Year 4 |
Jolie Ronde scheme of work: Parts of the body. French Day – immersing in French culture and understanding other locations that speak the language
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Jolie Ronde scheme of work: Zoo animals; Christmas.
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Jolie Ronde scheme of work: Family members; Pets. |
Jolie Ronde scheme of work: Le radis geant (The Enormous Turnip); Easter. |
Jolie Ronde scheme of work: Dictionary skills; Hobbies. |
Jolie Ronde scheme of work: Numbers 12-31; Clothing. Les elfes et le cordonnier book. |
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Year 5
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Jolie Ronde scheme of work Shops, asking directions. French Day – immersing in French culture and understanding other locations that speak the language
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Jolie Ronde scheme of work Telling the time, Christmas activities.
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Jolie Ronde scheme of work Revision – days of the week, months of the year, hobbies. |
Jolie Ronde scheme of work Numbers 0-50, Food. |
Jolie Ronde scheme of work Breakfast, ingredients for baking – following recipes. La petite poule rousse book. |
Jolie Ronde scheme of work Weather, seasons. |
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Year 6 |
Jolie Ronde scheme of work Classroom routines & objects. French Day – immersing in French culture and understanding other locations that speak the language
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Jolie Ronde scheme of work Describing the weather, occupations & family members. Playscript – les cadeaux de grand-mere.
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Jolie Ronde scheme of work Grammar focus on prepositions and verbs. Homes. Estate Agent advertisements. |
Jolie Ronde scheme of work Furniture. Descriptive writing of an ideal home. |
Jolie Ronde scheme of work Holidays & places to visit. Presentation of a planned holiday. |
Jolie Ronde scheme of work Making reservations. Writing a letter reserving a hotel room, creating a programme of activities for a holiday. |
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Music |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 1 |
Learn National Anthem
Listening and Appraising Anthems from the 4 countries of the UK.
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Holst – Mars- Planets – BBC 10 pieces classical music unit.
Listening and appraising and composition. |
Specialist Music Teacher – Pirates Performances. (Sarah Crowley)
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Charanga- Rhythm in the way we walk- adapted for Covid (if needed).
Musical skills- rhythm and pulse, singing. |
Charanga – Your imagination- adapted for Covid (if needed). Instruments |
BBC ten pieces- Lark Ascending – Ralph Vaughan Williams
Listening and appraising and composing. |
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Year 2
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Specialist Music Teacher (Sarah Crowley)
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Charanga Ho Ho Ho- Embed the interrelated dimensions of music. |
Charanga -I Wanna Play In A Band by Joanna Mangona – a Rock song for children Listen appraise and compose, singing |
Specialist Music Teacher (Sarah Crowley)
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BBC Sounds - Play It Hands in the Air, Take You Home, Be in the Band, Bring the Noise Listening and exploring different elements and layers that make a song |
Charanga – Summer Units Playing percussion instruments, Listening, appraising and compositing using knowledge of the interrelated dimensions of music. |
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Year 3 |
Specialist Music Teacher – Body Percussion (Sarah Crowley)
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Charanga - Glockenspiel – learning about the language of music. Exploring and developing playing skills. |
Charanga – Let your spirit fly. Creating your own actions that match the lyrics. Understanding different styles of music – adapted for Covid. |
Rhapsody in Blue – Gerschwin – BBC 10 pieces classical music unit. |
Charanga – The Dragon Song by Joanna Mangona and Pete Readman. |
Kerry Andrew- No Place Like – BBC 10 pieces classical music unit. |
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Year 4 |
ABBA – Mamma Mia Reflect, rewind and Play. Listening and appraising. |
Charanga – Glockenspiel Stage 2 – learning about the language of music through playing the glockenspiel. The learning is focussed around exploring and developing playing skills and using different key notes (c, d, e, f and g) in time with a given beat. This unit builds on the previous unit, Glockenspiel Stage Summary Topic: Reflect, Rewind and Replay. Children listen to and appraise classical Music and compare music from different eras. Follow Charanga. |
Stop! – A song/rap about bullying. Listen & Appraise music. Progressive Warm-up Games. Opportunity for improvisation and composing.
Follow Charanga. |
Specialist Music Teacher – Anglo Saxon song writing |
The Beatles – Blackbird The children will explore the song Blackbirds with an integrated approach to music where the interrelated dimensions of music (pulse, rhythm, pitch etc.), singing and playing instruments are all linked.
Follow Charanga |
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Year 5 |
7 planets song 7 continent song Good citizen rap
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Rock music: Main song focus: Livin’ on a Prayer by Bon Jovi Reflecting on songs with a particular cause or emotion which unites people when they are singing together, Listen to different rock anthems and pick out the instruments and tempo of each song. What instruments are typical of rock music? Learn to play and perform Livin on a prayer on an instrument. |
Pop ballads:
Main song focus: Make you feel my love by Adele
Follow charanga scheme |
Specialist Music Teacher – Body Percussion and Making Musical Instruments on the Ancient Greeks
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Old school hip hop:
Main song focus: Fresh Prince of Bel-Air
Follow charanga covid scheme |
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Year 6 |
Livin’ on a Prayer Musical skills All the learning is focused around one song: Livin' On A Prayer. The material presents an integrated approach to music where games, the dimensions of music (pulse, rhythm, pitch etc), playing instruments are all linked. As well as learning to sing, play, improvise and compose with this song, children will listen and appraise other classic rock songs. |
WW2 Songs (Shadwell support by Sarah Crawley). Listening and appraising classic WW2 songs. Linking to understanding of emotional wellbeing and morale during the war. |
New Instrument: Ukulele (Supported by Charanga) Reading music Children will familiarise themselves with the instrument.
Pupils will learn the chords C, F, G7 and G in order of difficulty, beginning with the easiest; the chord of C.
Develop understanding of rhythmic strumming. Learn to play simple songs using learnt chords. |
Music and Me (Charanga) Music History Series of lessons looking at inspirational women working in music. Throughout this series, students will explore the concept of ‘identity’ – the various elements that shape us They will be invited to try out different ways of making their own music, while exploring the work of some of the most influential women in music over the last 100 years. Four British female contemporary artists are featured and interviewed in the unit; all living in the UK, expressing themselves through music and different cultural backgrounds: Shiva Feshareki: Eska Mtungwazi:. Afrodeutsche: Anna Meredith: |
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Outdoor Learning Opportunities |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 2
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Year 3
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Year 4
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Year 5 |
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Year 6 |
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Visits and Visitors |
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 1
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Local area walk to Post Office. |
RE visitor |
Meanwood Valley mini-beast hunt. |
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Seaside Day |
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Year 2
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Church visit for a mock christening. |
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Yorkshire Wildlife Park. |
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Harlow Carr – plants workshop. |
Lotherton Hall – Florence Nightingale. |
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Year 3
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Visit from Stone Age historian/artefact collector |
Local Church visit – Christian values. |
Bagshaw Museum
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Magna Science museum. |
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Year 4
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Meanwood Valley Urban Farm. |
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Dustan’s Hall at Temple Newsam. |
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Danelaw Viking trip. |
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Year 5 |
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Harlow Carr
African Voices activity day |
Visit from Ancient Greek historian/artefact collector. |
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Residential. |
Local history tour of Shadwell/Bramham. |
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Year 6 |
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Thwaite Mills Sikh Gurdwara.
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Carlton Lodge residential |
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Bikeability – Cycling Proficiency |
Transition to High School |